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 MSTLG3002, 'Cut leather by hand'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Cut leather by hand' 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 according to specifications |
2.2 | Select and prepare cutting equipment and patterns according to specified work and sizes, and manufacturer instructions | ||
2.3 | Collect, sort and lay out materials in preparation for cutting | ||
2.4 | Clean and maintain cutting board routinely | ||
2.5 | Maintain records | ||
3 | Assess leather | 3.1 | Assess the leather for scars, marks and faults that impact on cutting |
3.2 | Assess and sort leather to comply with requirements of different jobs and pattern pieces | ||
4 | Cut leather by hand | 4.1 | Identify problems or faults with patterns, knives and cutting boards and refer for repair |
4.2 | Use cutting knives and patterns to minimise waste | ||
4.3 | Identify scars, marks and fault areas of high-quality leather and position patterns accordingly | ||
4.4 | Position patterns to allow for identified flaws, nap of suede or other grain or print characteristics of leather | ||
4.5 | Use cutting techniques to match pattern shape, size and leather quality | ||
4.6 | Cut pieces precisely to size, and colour coded, and size and colour matched | ||
5 | Check finished product | 5.1 | Check finished products against job specifications and workplace standards |
5.2 | Address fault or irregularities | ||