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 MSFFF3003, 'Apply plural component coatings'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply plural component coatings' 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 describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Prepare for work | 1.1 | Workplace information, including materials application and safety information, and material safety data sheets (MSDS), is used to inform work practices |
1.2 | Characteristics of the surface and the required surface treatment are identified from work orders or instructions | ||
1.3 | Processing and application techniques, time and safety requirements are identified and used for work planning | ||
1.4 | Work health and safety (WHS) requirements, including ventilation requirements and personal protection needs, are observed throughout the work | ||
1.5 | Tools, equipment and accessories are identified and checked for safe and effective application of plural component coatings | ||
2 | Prepare for application of materials | 2.1 | Surfaces are checked for contamination and correct preparation according to workplace procedures and standards |
2.2 | Products with surface or other faults are identified and faults repaired as appropriate | ||
2.3 | Materials required are identified and prepared for the task | ||
2.4 | Spray booths and work documentation are inspected to ensure nitro-cellulose lacquer has not been sprayed in the same booth as that used for the application of plural component coatings | ||
2.5 | Nitro-cellulose overspray is cleaned off booth surfaces if necessary before application of plural component coatings | ||
2.6 | Trial applications of plural component coatings are made to check equipment operation, materials consistency and viscosity | ||
2.7 | Faults and/or inconsistencies in applied coating are identified and workplace procedures for rectification and adjustment are followed | ||
3 | Apply finishing materials | 3.1 | Techniques for application of plural component coatings are identified and selected |
3.2 | Materials are applied according to job instructions, material manufacturer specifications and workplace procedures | ||
3.3 | Finished products are inspected and approved for suitability for further processing | ||
3.4 | Products which do not meet quality specifications are rectified or tagged for further investigation | ||
4 | Clean work area and maintain equipment | 4.1 | Equipment used is cleaned and inspected for serviceable condition and stored appropriately |
4.2 | Unserviceable equipment is tagged, faults are identified and appropriate personnel are informed | ||
4.3 | Work area is cleaned and returned to approved condition | ||
4.4 | Workplace records are completed | ||