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 FDFFST4004A, 'Perform microbiological procedures in the food industry'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform microbiological procedures in the food industry' 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. Prepare for safe microbiological work using aseptic techniques | 1.1 Work area and equipment are selected for the safe handling of materials that may contain micro-organisms 1.2 Protective apparel is worn 1.3 Relevant emergency equipment is selected, for timely response to microbiological accidents 1.4 Correct disinfection procedures are applied to work areas before, and after use 1.5 Standard precautions, when handling biological materials, are applied 1.6 Relevant emergency equipment is selected, for timely response to microbiological accidents 1.7 Correct disinfection procedures are applied to work areas before, and after use |
2. Process microbiological samples and undertake microscopy | 2.1 Thin smears of samples for subsequent staining are prepared and stained 2.2 Liquid films of specimens, for direct observation, are prepared 2.3 Relevant samples are concentrated to facilitate microscopy 2.4 Stereo and compound microscopes are set up correctly, and causes of variations in image quality are identified 2.5 Microscopes are cleaned and stored according to procedures 2.6 Dry, wet and stained microbiological specimens are correctly examined |
3. Apply aseptic techniques correctly to cultivate and isolate micro-organisms | 3.1 Broths, slopes, and plates of typical media are prepared 3.2 Aseptic transfers of micro-organisms to prepared liquid and solid media are performed 3.3 Bacteria are streaked onto agar plates to isolate single colonies using aseptic technique 3.4 Temperature conditions and gaseous environments are selected which are suitable for the growth of a range of common micro-organisms |
4. Estimate the number of micro-organisms in food and water samples | 4.1 Samples are prepared for testing 4.2 Serial dilutions are accurately and aseptically carried out 4.3 Bacterial growth in the sample is estimated and recorded 4.4 The bacterial load of the sample is calculated and the results reported |
5. Perform and interpret tests to assist in the identification of common bacterial genera | 5.1 Tests are performed on pure cultures to assist in the identification of major bacterial groups 5.2 Pure cultures selected from common bacterial genera are prepared 5.3 Stained specimens are selected and prepared to demonstrate features and cellular characteristics of major bacterial groups |
6. Apply quality assurance procedures commonly used in a food testing laboratory | 6.1 The controls used to monitor accuracy and precision of results in a microbiological laboratory are applied 6.2 All tests are performed in accordance with enterprise quality procedures 6.3 All test data is recorded and reported in accordance with enterprise quality procedures |
7. Interpret the results of laboratory testing and relate to the production plan | 7.1 Laboratory test results are accessed 7.2 Laboratory tests are compared to allowable variances and critical limits in production 7.3 Adjustments are made to recipes or operating procedures to ensure critical limits are complied with 7.4 The need for further certified testing is established |