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 MSL953002, 'Operate a robotic sample preparation system'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Operate a robotic sample preparation system' 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 robotic system for operation | 1.1 | Perform routine system checks at start of shift |
1.2 | Confirm shift priorities with supervisor | ||
1.3 | Review job requests to identify the samples, required parameters and special instructions/preparation methods for each | ||
1.4 | Identify hazards, safety equipment and safe work procedures associated with samples, preparation methods and robotic system | ||
1.5 | Check that samples are dry and free of obvious contamination | ||
1.6 | Check that the particle size of any sample does not exceed system input size limits | ||
1.7 | Check samples against accompanying documentation and record/report any discrepancies | ||
2 | Load samples into system | 2.1 | Scan sample barcodes into system |
2.2 | Load samples in the correct sequence when the system is ready | ||
2.3 | Use system monitor to ensure that correct worksheet is assigned to each sample | ||
3 | Monitor system and report errors | 3.1 | Monitor screen displays and conduct visual checks, as necessary, to ensure that system operates correctly throughout cycle |
3.2 | Recognise common error codes and promptly inform supervisor | ||
3.3 | Seek advice to deal with any situation beyond scope of responsibility or knowledge | ||
4 | Unload samples | 4.1 | Unload samples sequentially in accordance with workplace procedures |
4.2 | Obtain analytical portions of each sample using workplace procedures | ||
4.3 | Label and store analytical portions and excess sample material in accordance with workplace procedures | ||
4.4 | Seek advice when problems are beyond scope of responsibility or knowledge | ||
5 | Maintain a safe work environment | 5.1 | Use safe work practices and personal protective equipment (PPE) to ensure personal safety and that of others |
5.2 | Minimise the generation of waste and environmental impacts | ||
5.3 | Segregate and dispose of wastes in accordance with workplace requirements | ||
5.4 | Clean robotic system components, care for and store equipment as required | ||