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 PMLORG301A, 'Plan and conduct laboratory/field work'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Plan and conduct laboratory/field work' 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 and Performance Criteria
Plan and organise daily work activities
Clarify allocated work activities and required resources if necessary
Prioritise work activities as directed
Break down work activities into small achievable components and efficient sequences
Review work plan in response to new information, urgent requests, changed situations or instructions from appropriate personnel
Update work plan and communicate changes to appropriate personnel
Complete allocated work
Locate relevant workplace procedures for required tasks
Undertake task(s) following prescribed and routine work related sequences
Seek assistance from relevant personnel when difficulties cannot be handled
Record completion of activities to confirm outputs in accordance with plan
Identify and resolve work problems
Recognise problems or opportunities for improved work performance
Apply agreed problem solving strategies to consider possible causes and solutions
Identify and access appropriate sources of help
Consider available alternatives and keep them open before agreeing on the most appropriate action.
Work in a team environment
Cooperate with team members to negotiate and achieve agreed outcomes, timelines and priorities
Recognise personal abilities and limitations when undertaking team tasks
Confirm personal role and responsibility within the team for particular outputs
Demonstrate sensitivity to the diversity of other team members' backgrounds and beliefs
Update knowledge and skills as required
Recognise own strengths and weaknesses and take advantage of skill development opportunities.