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 RTC2706A, 'Apply chemicals under supervision'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply chemicals under supervision' 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 | |||
Element | Performance Criteria | ||
1 | Follow instructions to check and maintain application and personal protective equipment | 1.1 | Pre and post operational checks and maintenance on application equipment are carried out according to manufacturers specifications and enterprise procedures. |
1.2 | Application and personal protective equipment are prepared and adjusted for use appropriate to the situation and in accordance with OHS requirements. | ||
1.3 | Instructions are followed to identify and maintain damaged, non-functioning or worn equipment. | ||
1.4 | OHS hazards are identified and reported to the supervisor. | ||
2 | Use application and personal protective equipment | 2.1 | Chemical label is interpreted. |
2.2 | Application and personal protective equipment appropriate to the task are recognised and used, maintained and stored according to enterprise procedure and OHS requirements. | ||
2.3 | Measurement and decanting of substances comply with directions. | ||
2.4 | Safe working practices relevant to the situation are followed. | ||
2.5 | Procedures in the event of a chemical spill are identified and followed. | ||
3 | Apply chemicals | 3.1 | Hazards are identified and associated risks recognised. |
3.2 | Requirements for application equipment to accurately and effectively apply the required dose of the chemical to the target are followed. | ||
3.3 | Safe working practices relevant to the situation are followed. | ||
4 | Follow instructions to empty and clean equipment and containers according to directions | 4.1 | Instructions for clean-up are identified. |
4.2 | Equipment and clean up methods using appropriate tools are followed. | ||
4.3 | Instructions for disposal of containers and unused chemical or biological agents are identified. | ||
5 | Complete chemical records | 5.1 | Chemical inventory is recorded as instructed and as required by regulations. |
5.2 | Chemical application details are reported as instructed and as required by regulations. | ||
6 | Transport, handle and store chemicals according to instructions and legislative requirements | 6.1 | Transport, handling and storage requirements for chemicals used are recognised and followed. |
6.2 | Requirements for storage of chemicals at the workplace are recognised and followed. | ||