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 FDFRB4009A, 'Coordinate material supply for baking processes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Coordinate material supply for baking processes' 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 |
Elements describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Confirm stock requirements for bakery | Production schedule and product range are analysed to identify stock and ordering requirements Quality criteria for ingredients and other material supplies is identified Range, type and volume of flour, yeast and other key baking ingredients required for operations are confirmed Specifications and material safety data sheets (MSDS) relating to bakery stock are interpreted and confirmed Special requirements are identified, including handling requirements for hazardous materials and storage conditions for bakery ingredients Seasonal impacts on availability of bakery ingredients are identified and reflected in supply requirements Stock requirements are documented according to workplace practice |
Evaluate bakery suppliers | Existing suppliers for baking materials and other resources are identified and value add determined Inputs to suppliers are determined and implications for bakery identified Impacts of costs, service, quality and response times on bakery operations are determined Supply relationships are examined for suitability to bakery operation Types of supply arrangements are examined for suitability to bakery operations |
Negotiate arrangements with suppliers | Research is conducted to identify suppliers for required ingredients according to production schedule Sustainability criteria are used to assess value of suppliers Suppliers are analysed and compared to make selection according to the quality, sustainability, delivery and cost requirements of the business Ingredient knowledge is applied to identify quality standards, most suitable variations or alternatives Suppliers are selected and supply relationships established Supply arrangements are confirmed and documented according to the business needs |
Monitor supply | Suppliers are monitored to ensure materials are received according to specifications Variations in requirements due to marketing or product development activity are accommodated in supply arrangements Ingredient quality is regularly checked against established criteria Problems with supply are addressed and changes to arrangements made as required |