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 MSL974006, 'Perform biological procedures'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform biological procedures' 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 | Interpret and schedule work requirements | 1.1 | Review work request to identify samples, required procedures and materials/equipment/instruments involved |
1.2 | Identify hazards and workplace control measures associated with the sample, preparation methods, reagents and/or equipment | ||
1.3 | Plan parallel work sequences to optimise throughput of multiple sets of samples | ||
2 | Receive and prepare biological samples | 2.1 | Log samples using standard operating procedures (SOPs) |
2.2 | Record sample description, compare with specification and note and report discrepancies | ||
2.3 | Prepare samples in accordance with testing requirements | ||
2.4 | Ensure traceability of sample from receipt to reporting of results | ||
3 | Perform techniques that assist in the classification of a cell or species | 3.1 | Select suitable techniques in accordance with workplace requirements and methods |
3.2 | Set up and use equipment and reagents in accordance with the method | ||
3.3 | Perform techniques in accordance with the method | ||
4 | Perform techniques that analyse biological activity | 4.1 | Select suitable techniques in accordance with workplace requirements and methods |
4.2 | Set up and use equipment and reagents in accordance with the method | ||
4.3 | Perform techniques in accordance with the method | ||
5 | Process and interpret data | 5.1 | Record test data noting atypical observations |
5.2 | Construct calibration graphs and compute results for all samples from these graphs | ||
5.3 | Ensure calculated values are consistent with expectations | ||
5.4 | Record and report results in accordance with workplace procedures | ||
5.5 | Estimate and document uncertainty of measurement in accordance with workplace procedures | ||
5.6 | Interpret trends in data and/or results and report out-of-specification or atypical results promptly to appropriate personnel | ||
5.7 | Determine if obvious procedure or equipment problems have led to atypical data or results | ||
6 | Maintain a safe work environment | 6.1 | Use established safe work practices and personal protective equipment (PPE) to ensure personal safety and that of other laboratory personnel |
6.2 | Minimise the generation of waste | ||
6.3 | Ensure the safe disposal of biohazardous wastes | ||
6.4 | Clean, care for and store equipment and reagents as required | ||
7 | Maintain laboratory records | 7.1 | Record approved data into workplace system |
7.2 | Maintain confidentiality and security of workplace information and laboratory data | ||
7.3 | Maintain equipment and calibration logs in accordance with workplace procedures | ||