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 MSL974015, 'Operate an automated mineral analysis system'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Operate an automated mineral analysis 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 automated analysis system for operation | 1.1 | Confirm equipment status, shift priorities, work flow issues and/or specific client requirements with supervisor and other operators |
1.2 | Plan or adjust work flow to suit maintenance or servicing as required | ||
1.3 | Review job requests to identify samples/batches, required operating parameters and any special instructions/analyses for each | ||
1.4 | Identify hazards, safety equipment and safe work procedures associated with samples, reagents, analytical methods and operating robotic arms | ||
1.5 | Perform routine system checks at start of shift | ||
2 | Conduct or monitor loading of samples into system | 2.1 | For systems with a manual in-feed station, prepare vials with the specified sample volume and load them in the correct sequence |
2.2 | For fully automated systems, monitor sample in-feed station to ensure vials contain specified minimum volumes | ||
3 | Monitor and adjust system operation | 3.1 | Adjust system operating parameters, such as furnace temperature, to suit specific batch requirements |
3.2 | Monitor control screens continuously and respond promptly to error codes | ||
3.3 | Conduct regular visual checks to ensure that system elements are operating correctly | ||
3.4 | Interpret routine error codes to identify faulty system elements | ||
3.5 | Take control of system and activate interlocks to isolate relevant system elements before investigating faults | ||
3.6 | Clean and reposition robots, vials, crucibles or other system elements as necessary | ||
3.7 | Use appropriate system checks and commands to reset system elements, re-enter sample data and resume operations | ||
3.8 | Seek advice about dealing with any situation beyond scope of responsibility or knowledge | ||
3.9 | Liaise with and assist relevant service personnel to ensure major breakdowns are rectified promptly | ||
4 | Maintain a safe work environment | 4.1 | Use safe work practices, safety equipment and personal protective equipment (PPE) to ensure personal safety and that of others |
4.2 | Clean and maintain system elements, maintain consumable stocks, and care for and store equipment as required | ||
4.3 | Minimise the generation of waste and environmental impacts | ||
4.4 | Segregate and dispose of wastes in accordance with workplace requirements | ||