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 PSPRAD006, 'Work safely with radiation-sealed source equipment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work safely with radiation-sealed source equipment' 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 | PERFORMANCE CRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section. |
1. Prepare for assigned tasks | 1.1 Apply organisation’s radiation management plans concerning hazards, monitoring equipment and safe working rules. 1.2 Liaise with site management to arrange access and confirm the nature and likely duration of assigned tasks. 1.3 Check that equipment required for assigned tasks is present and fit for purpose. 1.4 Record movement of source equipment. 1.5 Stow source equipment and monitoring equipment to prevent damage and to ensure safe, secure transport to the site and within the boundaries of the site. 1.6 Check that transport vehicle is fit for purpose and has the required signage. |
2. Perform assigned tasks safely | 2.1 Assess hazards at the site or prior to commencing assigned tasks, and seek advice if necessary. 2.2 Establish, or activate existing, boundaries and signage to control access to work area. 2.3 Perform pre-use and safety checks of source equipment and monitoring equipment. 2.4 Apply safe working rules and any other site control measures to minimise exposure to personnel and/or members of the public during assigned tasks. 2.5 Perform assigned tasks in the minimum safe time. 2.6 Verify that radiation measurements are below specified levels throughout assigned tasks. 2.7 Seek advice to deal with any situation beyond own technical competence. 2.8 Record required data and note any atypical site conditions or problems encountered and the actions taken. |
3. Complete assigned tasks | 3.1 Confirm that source has been returned to the fully shielded position within its container. 3.2 Check for contamination and if necessary perform personal decontamination in accordance with radiation management plan. 3.3 Re-stow source equipment and monitoring equipment to prevent damage and to ensure safe, secure transport from the site and within the boundaries of the site. 3.4 Record use of radiation source equipment and monitoring equipment. 3.5 Check the condition of all equipment before storing it. 3.6 Manage waste. 3.7 Survey the work area prior to leaving the site. |
4. Report findings and outcomes | 4.1 Record monitoring data. 4.2 Compare monitoring results with relevant radiation limits and note any significant differences or atypical results. 4.3 Identify potential or actual radiation protection or safety issues revealed during monitoring of assigned tasks. 4.4 Identify potential improvements that could be made to monitoring or work practices at the site. 4.5 Report findings and outcomes of assigned tasks. 4.6 Maintain required records that are complete, accurate, legible and secure. |
5. Respond to potential or actual radiation incidents | 5.1 Recognise unusual situations, unexpected hazards, and potential or actual emergency radiation incidents. 5.2 Inform relevant personnel about the situation, hazard or incident and seek their advice. 5.3 Initiate appropriate workplace emergency first response. |