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 MSS402040, 'Apply 5S procedures'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply 5S 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 | Sort needed items from unneeded | 1.1 | Identify all items in the work area. |
1.2 | Sort items to achieve deliverables and value expected by downstream and final customers. | ||
1.3 | Sort items required for regulatory or other required purposes. | ||
1.4 | Place any non-essential item in an appropriate place other than the workplace. | ||
1.5 | Regularly check that only essential items are in the work area. | ||
2 | Set the workplace in order | 2.1 | Identify the best location for each essential item. |
2.2 | Place each essential item in its assigned location. | ||
2.3 | After use immediately return each essential item to its assigned location. | ||
2.4 | Regularly check that each essential item is in its assigned location. | ||
3 | Shine the work area | 3.1 | Keep the work area clean and tidy at all times. |
3.2 | Conduct regular housekeeping activities during shift. | ||
3.3 | Ensure the work area is neat, clean and tidy at both beginning and end of shift. | ||
4 | Standardise activities | 4.1 | Follow procedures. |
4.2 | Follow checklists for activities, where available. | ||
4.3 | Keep the work area to specified standard. | ||
5 | Sustain the 5S system | 5.1 | Clean up after completion of job and before commencing next job or end of shift. |
5.2 | Identify situations where compliance to standards is unlikely and take actions specified in procedures. | ||
5.3 | Inspect work area regularly for compliance to specified standard. | ||
5.4 | Recommend improvements to lift the level of compliance in the workplace. | ||
5.5 | Clean up after completion of job and before commencing next job or end of shift. | ||