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 FDFCON2001A, 'Examine raw ingredients used in confectionery'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Examine raw ingredients used in confectionery' 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. Define raw ingredients used in confectionery production | 1.1. Key confectionery groups are identified and features described 1.2. Commonly used raw ingredients and their origins are identified 1.3. Types of carbohydrates used in confectionery are identified 1.4. Types of sweeteners used in confectionery are identified 1.5. Grades and properties of sugar are described 1.6. Types of starches and glucose syrups are identified 1.7. Types of fats used in confectionery are identified |
2. Identify the effects of raw materials in confectionery production | 2.1. Effects of using different types of commonly used raw ingredients in confectionery are identified 2.2. Effects of using different types of carbohydrates and fats in confectionery are identified 2.3. Effects of using different types of sugars in confectionery are identified 2.4. Effects of using types of starches and glucose syrups in confectionery are identified 2.5. Effects of temperature and water on raw ingredients are identified 2.6. Effects of production processes on raw ingredients are examined and described |
3. Identify processing requirements for raw materials | 3.1. Specifications for production are identified 3.2. Implications for processing of raw materials are identified 3.3. Common problems associated with raw materials are identified 3.4. Actions required to address common problems are identified 3.5. Storage and handling requirements for raw ingredients are identified 3.6. Work is conducted in accordance with workplace environmental guidelines |