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 MSFSL5002, 'Remove 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 'Remove 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
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Identify panel removal requirements | 1.1 | Applicable work health and safety (WHS), legislative and organisational requirements relevant to heritage leadlight and stained glass operations are verified and complied with |
1.2 | Purpose of the removal is established confirmed and clarified with appropriate personnel | ||
1.3 | Removal outcomes are identified and confirmed | ||
2 | Plan removal processes | 2.1 | Location of the leadlight and stained glass panel to be removed is identified and observed |
2.2 | Removal sequence is identified and a work plan is developed | ||
2.3 | Tools and equipment required for the removal are identified | ||
2.4 | Approval of removal plan is obtained as required by agreed procedures | ||
3 | Prepare for removal | 3.1 | Tools and equipment are assembled, positioned and checked prior to use to ensure they are appropriate for the removal, serviceable and in a safe condition |
3.2 | Supporting frames and storage materials are prepared and positioned | ||
3.3 | Plans and other documents are assembled and positioned to allow for confirmation of the panel structure and placement | ||
3.4 | Photographs are taken of the panel for later reference | ||
4 | Remove the panel | 4.1 | Supporting frames are secured to the panel |
4.2 | Panel structural supports are removed and stored | ||
4.3 | Panel is removed and placed in the storage area or crated for transport | ||
4.4 | Any structural damage is identified and noted | ||
5 | Finalise and report on the removal | 5.1 | Removed panel is inspected |
5.2 | Tools and equipment are removed | ||
5.3 | Removal area is cleaned and rubbish disposed of | ||
5.4 | Removal report is prepared and provided | ||