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 MSFKB4004, 'Determine spatial planning considerations for bathroom design'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Determine spatial planning considerations for bathroom design' 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 | Determine bathroom usage and traffic flow patterns | 1.1 | Key use zones for bathrooms are identified and prime activities and associated appliances, fixtures and fittings determined | |
1.2 | Traffic flow patterns and considerations for space are identified | |||
2 | Examine layout options | 2.1 | Location of services is identified and implications for relocation determined | |
2.2 | Range of layout options and traffic flow implications are examined | |||
2.3 | Suitability of layout options for space is analysed and limitations and benefits determined | |||
3 | Determine storage options | 3.1 | Storage requirements of bathrooms are identified | |
3.2 | Storage options are examined for suitability to bathroom spaces and implications for design determined | |||
3.3 | Dimensions and space requirements of standard storage options are identified for design | |||
4 | Assess bathroom ergonomic considerations | 4.1 | Basic principles of ergonomics are examined and used to determine space planning implications | |
4.2 | Requirements for working height are identified | |||
4.3 | Manual handling considerations for design are identified | |||
4.4 | Storage principles are considered to determine implications for design | |||
4.5 | Special considerations for children, older people and/or disabled people are taken into account, where applicable | |||
5 | Examine requirements for bathroom appliances, fixtures and fittings | 5.1 | Manufacturer guidelines and statutory regulations regarding the placement and installation of appliances is determined | |
5.2 | Space implications for appliances are established | |||
6 | Determine planning considerations for services | 6.1 | Regulations regarding the location of power outlets, lighting and electrical work undertaken are identified | |
6.2 | Regulations regarding the location of plumbing outlets and plumbing work undertaken are identified | |||
6.3 | Regulations regarding the location of gas outlets and gas plumbing work undertaken are identified | |||
6.4 | Implications of service requirements on bathroom design are determined | |||
6.5 | Lighting sources are examined and requirements for bathroom design determined | |||