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 SFIFISH205C, 'Maintain, prepare, deploy and retrieve drop lines and long lines to land catch'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Maintain, prepare, deploy and retrieve drop lines and long lines to land catch' 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
ELEMENT | PERFORMANCE CRITERIA |
1. Maintain drop lines and longlines ready for deployment | 1.1. Drop lines and longlines are checked against established criteria according to vessel maintenance plan or instructions provided by a supervisor. 1.2. Drop line and longline components which are worn, loose or blunt are identified and either reconditioned or replaced. 1.3. Replacement drop line and longline components are ordered 1.4. Defective drop line and longline components are disposed of. |
2. Deploy drop lines and longlines | 2.1. Drop line and longline components are prepared and gathered ready for deployment. 2.2. Drop line and longline components are connected in the configuration required by the fishing method according to instructions from a supervisor. 2.3. Machinery is used to deploy the drop line and longline from the vessel according to instructions from supervisors. 2.4. Drop line and longline floats, dan poles and weights are deployed to ensure gear is not fouled. 2.5. Clips, branch lines and snoods are baited and connected to drop lines and longlines to minimise fouling and twisting according to instructions from supervisors. 2.6. Devices and systems are deployed to ensure operating efficiency and to reduce environmental impact and interaction with by-catch. 2.7. Drop line and longline storage area and containers are cleaned. |
3. Retrieve drop lines and longlines | 3.1. Floats and dan poles are gathered and secured. 3.2. Lines are applied to hauling devices and are loaded into containers for stowing according to supervisor's instructions. 3.3. Clips, branch lines and snoods are disconnected from lines and the catch is secured according to instructions from supervisor. 3.4. Drop lines and longlines are disconnected and stowed to ensure ease of deployment, the safety of crew and a safe working area. |
4. Land, contain and sort the catch | 4.1. Containment devices are prepared to receive the catch. 4.2. Catch is loaded into containment devices. 4.3. Catch is sorted to maximise by-catch survival and seafood quality. |