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 PMAOPS450, 'Solve colour problems'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Solve colour problems' 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 | Assist customer to articulate problem | 1.1 | Clarify customer perception of problem |
1.2 | Assess opportunities for a targeted response to meet customer needs | ||
1.3 | Identify the rights and responsibilities of the customer and effectively communicate these to the customer | ||
1.4 | Clarify the history of the problem | ||
1.5 | Define problem and complete records | ||
2 | Analyse possible problem causes | 2.1 | Examine the colour of the object/surface |
2.2 | Compare colour to standard to determine if colour faulty | ||
2.3 | Determine potential causes if colour faulty | ||
2.4 | Analyse history of problem for potential causes | ||
2.5 | Question customer to clarify issues revealed by examination | ||
2.6 | Take samples and arrange for tests as appropriate | ||
2.7 | Determine range of possible causes consistent with data available | ||
2.8 | Determine most likely cause of defined and observed problem | ||
3 | Satisfy customer needs | 3.1 | Determine appropriate strategies and activities to resolve problem |
3.2 | Negotiate proposed solution with customers and other relevant parties | ||
3.3 | Identify potential areas of difficulty in customer service delivery and take actions to address them | ||
3.4 | Follow items initiated through until final resolution has occurred | ||
3.5 | Meet customer needs within the scope of area of responsibility | ||
3.6 | Report problems outside area of responsibility to designated person | ||
3.7 | Follow procedures where a decision is made to terminate a service | ||
3.8 | Complete reports to procedure | ||