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 PMBPREP305, 'Change extrusion die and setup'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Change extrusion die and setup' 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 | Prepare to change dies or cores | 1.1 | Plan process for closing down machinery and inform relevant personnel |
1.2 | Take last-off samples as required for die reports | ||
1.3 | Select dies or cores to match product/process specification | ||
1.4 | Implement measures to control identified hazards in line with procedures and duty of care | ||
2 | Shut down extruder | 2.1 | Stop downstream equipment |
2.2 | Stop feed, drop temperatures, stop vacuum pump and purge the extruder | ||
2.3 | Activate isolating locks, disconnect power to heaters | ||
3 | Change set-up | 3.1 | Remove, clean and store die according to workplace procedures |
3.2 | Fit replacement die ensuring that locating devices and marks are matched and securing devices are installed and tightened to specification | ||
3.3 | Remove and re-fit calibrator sleeve and seals as required | ||
3.4 | Set heats according to pre-start procedures | ||
4 | Restart and test-run the new set-up | 4.1 | Check operation of die against product quality |
4.2 | Compare machine setting ranges against documented requirements | ||
4.3 | Check the first-off sample for required standards | ||
4.4 | Fine-tune settings and other production variables as required | ||
4.5 | Note variances between standard operating procedures (SOPs) and actual production run | ||
4.6 | Complete workplace documentation and report to appropriate personnel | ||
5 | Anticipate and solve problems | 5.1 | Recognise a problem or a potential problem |
5.2 | Determine problems needing priority action | ||
5.3 | Refer problems outside area of responsibility to appropriate person, with possible causes | ||
5.4 | Seek information and assistance as required to solve problems | ||
5.5 | Solve problems within area of responsibility | ||
5.6 | Follow through items initiated until final resolution has occurred | ||