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 MSAPMOPS200A, 'Operate equipment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Operate equipment' 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 | Check work requirements | 1.1 | Identify work requirements from work plan or request |
1.2 | Check product, materials and equipment meet requirements for job(s) | ||
1.3 | Recognise requirements which may not be in accordance with usual practice | ||
1.4 | Ask questions of appropriate person to confirm unusual practice | ||
1.5 | Ensure housekeeping is to requirements | ||
1.6 | Identify hazards associated with the job and take appropriate action | ||
1.7 | Perform other pre-operational checks in accordance with procedures | ||
2 | Start up item of equipment as required | 2.1 | Conduct pre-start checks |
2.2 | Start up item of equipment | ||
3 | Operate equipment to procedures | 3.1 | Check equipment is operating within required limits |
3.2 | Check product meets specifications and quality standards | ||
3.3 | Ensure product is consistently ready for next duty/ operation as appropriate | ||
3.4 | Maintain supply of material(s) as required | ||
3.5 | Complete logs and records as required | ||
3.6 | Collect and segregate scrap, trim and other materials as required | ||
3.7 | Keep equipment and work area clean | ||
3.8 | Pause equipment and perform emergency stop, as required | ||
4 | Respond to routine problems to procedures | 4.1 | Recognise known faults that occur during the operation |
4.2 | Identify and take action on causes of routine faults | ||
4.3 | Log problems as required | ||
4.4 | Identify non-routine process and quality problems and take appropriate action |