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 MSL975027, 'Classify building sites'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Classify building sites' 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 to classify site | 1.1 | Review job request and any accompanying documentation to identify purpose of site classification, proposed structure, client’s information needs and timeframe |
1.2 | Review relevant building codes or regulations, standards and workplace procedures for classifying site | ||
1.3 | Locate any previous site classifications conducted in same area | ||
1.4 | Review supplied site drawings, topography, borehole locations and logs, photographs and design plans for planned structure | ||
1.5 | Inspect supplied samples and investigation data for completeness and obvious errors | ||
1.6 | Confirm that investigation data meets depth requirements for the type of site and location | ||
1.7 | Liaise with client when supplied documentation, samples, investigation data and/or job request do not comply with workplace procedures and resolve any problems | ||
2 | Analyse site information and test results | 2.1 | Locate and assess site features, such as slope, structures, drainage, trees and vegetation or abnormal soil conditions that may affect site classification |
2.2 | Determine if fill is present on-site, whether controlled or uncontrolled, and its depth and extent | ||
2.3 | Determine bearing capacity of soil | ||
2.4 | Review shrink/swell or correlated clay index test results to determine soil reactivity | ||
2.5 | Review bore log data in conjunction with soil reactivity and calculate potential soil movement | ||
2.6 | Recognise obvious errors, insufficient or inconsistent data and limitations of test results | ||
2.7 | Arrange for, or conduct, additional sampling and/or testing to ensure reliable data for site classification, as required | ||
3 | Report site classification | 3.1 | Use standard symbols and descriptors to assign a valid site classification that accurately reflects soil reactivity, surface movement and any problematic features |
3.2 | Summarise field observations, calculations and test results used to determine site classification | ||
3.3 | Accurately describe site features that will affect the design of the proposed structure | ||
3.4 | Provide adequate data to inform footing system design | ||
3.5 | Authorise release of site classification report to the client, or forward the report to a signatory for review and release | ||
4 | Finalise site classification | 4.1 | Store client’s documentation, samples and test data, and site classification in accordance with workplace procedures |
4.2 | Maintain confidentiality of client information | ||