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 MSTLG2001, 'Cut by machine'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Cut by machine' 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 job requirements | 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 | Set up workstation | 2.1 | Set up workstation in accordance with specifications and workplace procedures |
2.2 | Prepare cutting equipment in accordance with manufacturer instructions | ||
2.3 | Select tools and cutting equipment as appropriate to job allocation | ||
2.4 | Check and take appropriate action in case of wear and tear, especially in relation to knives and boards | ||
2.5 | Keep records in accordance with procedures | ||
3 | Assess materials | 3.1 | Assess the material against specification to determine best clicking approach |
3.2 | Lay out materials for single or upper multiple cutting to meet specifications | ||
3.3 | Interpret work ticket | ||
3.4 | Size, mark and count cut pieces using colour coding or workplace identification systems | ||
3.5 | Stamp cut pieces according to work ticket and specifications | ||
3.6 | Sort materials according to colour and shade and other specifications | ||
3.7 | Check materials in relation to directional stretch and strength to determine best clicking approach | ||
4 | Operate machine | 4.1 | Start up and shut down machines following enterprise operator procedures |
4.2 | Clean, turn and maintain cutting board regularly | ||
4.3 | Check striker plate regularly for distortion and damage and report irregularities | ||
4.4 | Carry out minor machine maintenance | ||
5 | Cut materials | 5.1 | Select clicking knives according to job specifications and size requirements |
5.2 | Adjust pressures on press for knife sizes and shapes in accordance with procedures | ||
5.3 | Recognise and refer problems or faults with press, patterns, knives and cutting boards for repair or correction | ||
5.4 | Follow work ticket specifications according to pieces and pairs | ||
5.5 | Minimise wastage of material when using clicking knives and patterns in accordance with specifications and procedures | ||
5.6 | Identify faults and position patterns accordingly | ||
5.7 | Cut parts to workplace quality standards in relation to material flaws | ||
5.8 | Select, colour or grain pieces to match workplace quality standards | ||
5.9 | Cut pieces and panels to achieve best yield according to appropriate allowance | ||
5.10 | Identify distortions and defects on press cutting boards and take appropriate action | ||
6 | Check finished product | 6.1 | Check finished product against workplace quality standards |
6.2 | Complete workplace documentation, as required | ||