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 MSL963001, 'Operate basic handblowing equipment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Operate basic handblowing equipment' 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 handblowing operations | 1.1 | Identify job, appropriate procedure, hazards and safety requirements |
1.2 | Use safety equipment, safety procedures and personal protective equipment (PPE) specified for the job and materials to be used | ||
1.3 | Record description of the job to be undertaken, compare with specification and report any variations | ||
1.4 | Select and prepare tools and equipment in accordance with job requirements | ||
1.5 | Identify glass stocks and components required for the job | ||
2 | Follow sequence of operations for glasswork procedure to be performed | 2.1 | Prepare glass stocks and components as required for the job |
2.2 | Check and adjust equipment and tools for the job as applicable | ||
2.3 | Start up equipment using workplace procedures | ||
2.4 | Carry out glasswork procedure using the appropriate standard method | ||
2.5 | Monitor process and rectify routine problems | ||
2.6 | Follow equipment shutdown procedures | ||
3 | Use annealing equipment | 3.1 | Prepare annealing equipment for the job |
3.2 | Start up, operate and shut down annealing equipment using workplace procedures | ||
3.3 | Monitor, adjust and record annealing operation | ||
3.4 | Rectify routine problems | ||
4 | Maintain a safe work environment | 4.1 | Follow established safe work practices to ensure own safety and that of others |
4.2 | Minimise the generation of wastes | ||
4.3 | Ensure the safe disposal of wastes | ||
4.4 | Clean, care for and maintain work area, equipment and tools | ||
4.5 | Report any hazards or incidents according to workplace procedures | ||
5 | Maintain records | 5.1 | Record data in accordance with workplace requirements |
5.2 | Maintain equipment logs in accordance with workplace requirements | ||
5.3 | Maintain security and confidentiality of workplace information | ||