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 MSFGG3007, 'Apply and handle films and coated glass'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply and handle films and coated 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
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | |||
1 | Identify work requirements | 1.1 | Work requirements in the form of type and quantity of glass and type and colour/nature of coating/film and related materials are identified from work instructions | |
1.2 | Work health and safety (WHS) requirements for application of coating/film to glass, including personal protective equipment, are observed throughout the work | |||
1.3 | Tools, equipment, accessories and materials are identified for the application of coating/film in accordance with workplace procedures | |||
1.4 | Materials safety data sheets (MSDS) and/or product application and safety information are read and used to guide work practices | |||
1.5 | Particular process techniques, time and safety requirements are noted and used to plan work, and the appropriate process for applying coating/film to glass are identified | |||
2 | Prepare for work | 2.1 | Work sequence is planned in a logical order to suit the job | |
2.2 | Tools, equipment and materials are selected and checked prior to use to ensure they are appropriate for the work, serviceable and in a safe condition | |||
2.3 | Coating/film to be applied is checked for defects or damage | |||
2.4 | Surfaces are measured and materials and templates cut without causing damage according to accepted industry methods, materials and procedures | |||
2.5 | Glass is checked for damage and suitable preparation, and cleaned/prepared using approved methods, materials and equipment following coating/film product manufacturer instructions and/or workplace practices | |||
2.6 | Any faults/flaws are identified and reported in accordance with workplace procedures | |||
2.7 | Appropriate workplace documentation is completed and handled, as required, by measuring, cutting and surface preparation outcomes | |||
3 | Apply coating/film | 3.1 | Equipment and accessories are used to handle the coating/film in accordance with manufacturer and workplace instructions | |
3.2 | Surfaces are kept clean and free of contamination according to the specifications and procedures for materials/product used | |||
3.3 | Problems occurring during operation are identified and reported to appropriate persons in accordance with workplace procedures, and any authorised changes in working procedures and/or requirements followed | |||
4 | Inspect tinted product and refurbish work area | 4.1 | Glass is inspected and any film faults rectified in accordance with workplace procedures | |
4.2 | Australian Standard sticker is applied, if appropriate | |||
4.3 | Tinted/coating products are removed for storage/further processing as required by workplace procedures | |||
5 | Complete work | 5.1 | Waste and scrap material are removed for disposal or recycling, as required | |
5.2 | Work area is cleaned and rubbish disposed of, as appropriate | |||
5.3 | Tools, equipment and unused materials are removed and stored appropriately | |||
5.4 | Appropriate workplace documentation to reflect application and inspection is completed and handled as required by workplace procedures | |||