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 FPICOT3240B, 'Grade heavy structural/engineered products'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Grade heavy structural/engineered products' 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 grading | 1.1. Applicable occupational health and safety (OHS), environmental, legislative and organisational requirements relevant to grading heavy structural or engineered products are identified and followed 1.2. Work order is reviewed and clarified with appropriate personnel 1.3. Type and quantity of engineered products to be graded are acquired from the storage location 1.4. Equipment is selected appropriate to work requirements and checked for operational effectiveness in line with manufacturer recommendations 1.5. Grading process is planned in line with site procedures 1.6. Communication with others is established and maintained in line with OHS requirements |
2. Grade heavy structural or engineered products | 2.1. Timber requirements for storage or subsequent processing operations are selected 2.2. Timber characteristics and defects of each piece of timber are evaluated against industry standards for grade type 2.3. Moisture content is measured, recorded and reported 2.4. Defects are clearly marked for docking in line with site requirements 2.5. Timber is marked and sorted in line with its grade classification, using markers or stickers that are clearly understood 2.6. Grading outcomes and distribution problems are recorded and reported in line with workplace procedures |
3. Distribute material | 3.1. Material is directed and moved to storage or processing operations in line with site requirements 3.2. Sub-standard material is rejected and disposed of in line with site requirements 3.3. On-site movement of material is monitored to ensure intended flow is achieved 3.4. Storage locations are labelled in line with site systems |