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 LMFSL5003B, 'Conserve heritage leadlight and stained glass'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conserve heritage leadlight and stained glass' 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
1 | Identify conservation requirements | 1.1 | Applicable occupational health and safety (OHS), legislative and organisational requirements relevant to leadlight and stained glass operations are verified and complied with |
1.2 | Detailed inspections of the heritage leadlight and stained glass are conducted to verify conservation requirements | ||
1.3 | Conservation requirements are identified, confirmed and clarified with appropriate personnel |
2 | Plan conservation processes | 2.1 | Conservation sequence is identified and a work plan is developed |
2.2 | Tools and equipment required for the conservation are identified | ||
2.3 | Approval of conservation plan is obtained as required by agreed procedures |
3 | Prepare for the conservation process | 3.1 | Tools and equipment are positioned and checked prior to use to ensure they are appropriate for the task, serviceable and in a safe condition |
3.2 | Plans and other documents are positioned to allow for confirmation of the panel structure | ||
3.3 | Outline charcoal rubbings are made to confirm design during the process | ||
3.4 | Photographs are taken of the panel for later reference |
4 | Conduct the conservation process | 4.1 | Components requiring conservation are cleaned or disposed of |
4.2 | Decisions on conservation methods are confirmed | ||
4.3 | Replacement materials are selected and prepared | ||
4.4 | Measurements and tests are conducted to confirm conservation plan | ||
4.5 | Panel is assembled and checked against original data |
5 | Finalise and report on the assessment | 5.1 | Conserved leadlight and stained glass panel is inspected for quality of work and problems rectified |
5.2 | Tools and equipment are removed, cleaned and stored appropriately | ||
5.3 | Conservation area is cleaned and rubbish disposed of, as appropriate | ||
5.4 | Panel is packaged and stored prior to movement and installation | ||
5.5 | Conservation report is |