Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CPPSIS6013A, 'Conduct underground mine surveying'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct underground mine surveying' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA | ||||
1 Identify project. | 1.1 Organisational priorities are determined to identify project activity. 1.2 Project specifications are presented to relevant personnel. | ||||
2Organise resources for underground mine surveying operations. | 2.1 Processes and procedures involved in undertaking underground mining method, including mine access, layout, development and provision of services are planned according to organisational and OHS guidelines. | ||||
2.2 Mining techniques applicable to the development of headings in underground mining operations are planned according to project objectives. 2.3 Underground mining methods for metalliferous and coal mines are determined. 2.4 Levels of rock stability and ground support requirements are incorporated into the project specifications. 2.5 Loading and haulage requirements for underground mines are detailed in project specifications. 2.6 Mine ventilation requirements for underground mines are detailed in project specifications according to OHS guidelines. 2.7 Mining regulations with regard to management, surveying and safety are detailed according to relevant legislation and company policy. 2.8 All equipment use is planned according to manufacturer specifications. | |||||
3Manage underground mine surveying operations. | 3.1 Project objectives, deliverables, constraints, principal work activities and equipment requirements are defined and documented according to spatial data specifications and client requirements. 3.2 Work is scheduled to be completed within time available. 3.3 Project management mechanisms are implemented to measure, record and report progress of activities in relation to the agreed schedule and plans. 3.4 Agreed communication processes between project members, client and other stakeholders are implemented and maintained. 3.5 OHS and legislative requirements are incorporated into project risk management. 3.6 Pertinent legal and statutorystandards are researched, considered and adhered to. 3.7 Contingencies and constraints are managed to ensure project meets specifications. 3.8 Skills and knowledge are updated to accommodate changes in operating environment and equipment. | ||||
4Conduct operational elements of underground mine surveying operations. | 4.1 Identified spatial components of mine design are accurately measured or set out. 4.2 Measured spatial data is reduced to project reference system. 4.3 Mine drawings are created to meet job specifications. 4.4 Captured data is used to calculate mine volumes. 4.5 Underground development is set out according to design parameters. 4.6 OHS requirements are adhered to throughout the survey. 4.7 Measured spatial data is reduced to project reference system for comparison with design. 4.8 Measurements are validated and recorded according to project specifications. 4.9 Quality assurance processes are implemented based on the project plan. | ||||
5Finalise the project. | 5.1 Relevant personnel are informed of the results according to organisational guidelines. 5.2 Required documentation is completed according to organisational guidelines. 5.3 Spatial data is archived according to project specifications. | ||||