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 MSL975002, 'Perform haematological tests'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform haematological tests' 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 | Process samples and associated request details | 1.1 | Sort specimens according to tests requested, urgent status and volume |
1.2 | Return samples and request forms that do not comply with requirements to their source with reasons for non-acceptance | ||
1.3 | Log acceptable samples and request forms, applying required document tracking mechanisms | ||
1.4 | Process samples as required by requested tests | ||
1.5 | Store samples and sample components appropriately until ready for testing | ||
2 | Perform tests | 2.1 | Select authorised tests that are indicated for the requested investigations |
2.2 | Conduct individual tests according to documented methodologies, applying required quality control procedures | ||
2.3 | Record all results, noting any phenomena that may be relevant to the interpretation of results | ||
2.4 | Seek advice of section head or other responsible colleague when result interpretation is outside parameters of authorised approval | ||
2.5 | Store unused sample or sample components, for possible future reference, under conditions suitable to maintain viability | ||
3 | Maintain a safe environment | 3.1 | Use established safe work practices and personal protective equipment (PPE) to ensure personal safety and that of other laboratory personnel |
3.2 | Clean up spills using appropriate techniques to protect personnel, work area and environment from contamination | ||
3.3 | Minimise the generation of wastes | ||
3.4 | Ensure the safe disposal of biohazardous materials and other laboratory wastes in accordance with workplace procedures | ||
4 | Maintain laboratory records | 4.1 | Make entries on report forms or into computer systems, accurately calculating, recording or transcribing required data as required |
4.2 | Update instrument maintenance logs as required by accreditation checklists | ||
4.3 | Maintain security and confidentiality of all clinical information, laboratory data and records | ||