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 MSTTF2003, 'Use canvas and sail production tools'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Use canvas and sail production tools' 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 | Prepare to use canvas and sail production tools | 2.1 | Read and interpret workplace procedures and instructions |
2.2 | Determine nature of work to be performed, including processes, materials and working environment in which tools are to be used | ||
2.3 | Select appropriate tools for the work tasks to be performed | ||
2.4 | Check tools and set for use | ||
3 | Prepare safe work area for using tools | 3.1 | Establish safe working environment for using tools |
3.2 | Plan work with tools to maximise safety, productivity and environmental requirements | ||
3.3 | Eliminate solvents and other sources of flammable or explosive vapours and remove flammable materials which might catch fire if tools likely to produce sparks or flame are used | ||
3.4 | Identify suitable electrical power outlets, if required | ||
3.5 | Clear and clean work area to provide work table or benches free of obstructions and allow clear access to machines and equipment | ||
3.6 | Use barriers or screens to keep other personnel at a safe distance or to shield them from sparks, arc flashes, debris, dust or noise | ||
3.7 | Use suitable floor insulation or residual current devices where electrical tools are to be used in conditions which could present a shock hazard | ||
3.8 | Check emergency shutdown is provided for tool | ||
4 | Prepare work piece | 4.1 | Mount work piece correctly in, or aligned to, the tool or machine to be used |
4.2 | Anchor work piece securely, where necessary, to prevent movement | ||
5 | Use tools | 5.1 | Use safety equipment and tools in accordance with industry, WHS and workplace procedures |
5.2 | Safely connect electrical tools to power supply, and gas or air hoses to gas/air supplies | ||
5.3 | Follow start-up and shutdown procedures safely when using electrical or gas operated tools | ||
5.4 | Set mechanical tool settings, electrical settings and gas pressures | ||
5.5 | Locate tools in safe positions when not in use | ||
5.6 | Monitor tool operation and discontinue use if abnormal operation or other problems are detected | ||
5.7 | Inspect work to verify tool use meets specifications and relevant industry and workplace quality standards | ||
6 | Maintain tools and work area | 6.1 | Clean work area, and clean and store tools, extension cables and hoses in accordance with industry, WHS and workplace procedures |
6.2 | Report abnormal tool operation or other problems in accordance with established workplace procedures | ||
6.3 | Perform programmed maintenance of tools which is within the operator’s responsibility | ||