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 MSS403032, 'Analyse manual handling processes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Analyse manual handling processes' 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 | Assess manual handling risks | 1.1 | Identify manual handling hazards in work area. |
1.2 | Assess risks arising from manual handling hazards. | ||
2 | Analyse physical effort requirements of job | 2.1 | Determine basic manual handling requirements of job. |
2.2 | Analyse requirements in terms of components, such as lift, move, place and hold. | ||
2.3 | Analyse items to be handled in terms such as weight, size, shape or other hazards. | ||
3 | Determine time/effort components of physical effort | 3.1 | Break required movement pattern down into movement components. |
3.2 | Determine time and effort requirements for movements. | ||
3.3 | Develop alternative movement patterns. | ||
3.4 | Determine time and effort requirements for alternative movements. | ||
3.5 | Determine handling aids required to assist movement. | ||
3.6 | Determine preferred movement pattern. | ||
4 | Analyse the ergonomics of physical effort | 4.1 | Analyse the ergonomics of the preferred movement pattern. |
4.2 | Develop substitute movements for any movement which is not ergonomically sound. | ||
4.3 | Determine handling aids required to improve ergonomics of required movements. | ||
5 | Optimise application of physical effort | 5.1 | Select movement patterns which are ergonomically sound and time and effort efficient. |
5.2 | Ensure all relevant people are trained to use these methods. | ||
5.3 | Ensure procedures and practices reflect the optimum methods. | ||
5.4 | Communicate with team members and involve them in development of alternatives to ensure awareness and facilitate learning. | ||