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 MSTGN2003, 'Work in the TCF industry'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work in the TCF industry' 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 | Determine | 1.1 | Follow standard operating procedures (SOPs) |
1.2 | Comply with work health and safety (WHS) requirements at all times | ||
1.3 | Use appropriate personal protective equipment (PPE) in accordance with SOPs | ||
1.4 | Identify job requirements from specifications, drawings, job sheets or work instructions | ||
2 | Prepare to work in the TCF industry | 2.1 | Identify relevant TCF sectors |
2.2 | Identify Industry representatives and their roles | ||
2.3 | Identify relevant legislation and guidelines common to employment within identified TCF sector | ||
2.4 | Identify TCF worker rights, responsibilities and legal obligations | ||
2.5 | Identify features of product quality in identified workplace | ||
2.6 | Recognise the role of employability skills in TCF workplace | ||
3 | Identify production processes and supply chains | 3.1 | Identify materials used in the TCF workplace |
3.2 | Identify workplace production processes for converting materials into products | ||
3.3 | Identify workplace supply chains for products | ||
4 | Recognise workplace processes | 4.1 | Identify workplace practices and describe key activities of workplace |
4.2 | Distinguish key personnel and their roles | ||
4.3 | Identify WHS practices and participate in initial WHS orientation | ||
4.4 | Identify workplace areas or departments and their role in the production process | ||
5 | Learn skills for productive work | 5.1 | Identify required skills for current work role |
5.2 | Recognise own skills and skills limitations, and identify opportunities for further skill development | ||
5.3 | Develop a plan for learning required skills, with support of supervisor | ||
5.4 | Participate in learning and development activities | ||
6 | Manage own work | 6.1 | Take responsibility for own work tasks and role |
6.2 | Exercise initiative and express ideas and suggestions for improvements in own work processes | ||
6.3 | Apply problem-solving strategies to address problems, inconsistencies or concerns when fulfilling work role | ||
6.4 | Monitor own work against workplace standards, identify areas for improvement, and seek improvement | ||
6.5 | Work effectively and cooperatively with others in work team | ||