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 FWPCOT2207, 'Dress boards and timber'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Dress boards and timber' 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
ELEMENTS | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions. |
1. Prepare for dressing process | 1.1 Review work order and where required check with appropriate personnel. 1.2 Identify sizes and quantities for dressed boards and obtain material for dressing. 1.3 Select appropriate equipment and check for operational effectiveness in line with manufacturer's recommendations. 1.4 Plan sequence of machining operations in line with work order and to suit multiple passes. |
2. Dress boards and timber | 2.1 Identify defective boards prior to dressing and dispose of or recycle in line with environmental protection practices. 2.2 Follow lock out procedures and adjust guides, conveyors, speeds and feeds to suit dimensions and grade outcomes. 2.3 Use equipment in line with organisational safety procedures, manufacturer’s instructions environmental protection practices. 2.4 Adjust guides, conveyors, speeds and feeds to suit dimensions and grade outcomes, and select cutting sequence. 2.5 Maintain feed rate appropriate to timber condition and board size. 2.6 Regularly tally dressed boards against work orders. 2.7 Clear work area regularly in line with organisational safety procedures. |
3. Assess conditions and maintain optimum dressing processes | 3.1 Assess dressing conditions regularly to ensure continuity of supply and processing. 3.2 Adjust conditions to optimise feed rate and maintain finished dimensions in line with work order. 3.3 Evaluate finish regularly and make adjustments to ensure product quality. 3.4 Measure dressed board dimensions and profiles regularly and record in line with organisational procedures. 3.5 Identify routine processing and equipment faults and resolve or report to appropriate personnel. 3.6 Complete production and quality records and report in line with organisational procedures. |
4. Complete operator maintenance | 4.1 Follow organisational safety procedures to lock out equipment. 4.2 Check cutters and saw blades for bluntness or damage. 4.3 Remove and replace cutters and blades in line with manufacturer’s recommendations. 4.4 Dispose of used blades in line with organisational procedures and environmental protection practices. 4.5 Complete basic non-specialist maintenance for equipment. 4.6 Record and report equipment faults and maintenance requirements to appropriate personnel. |