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 SFIXSI201, 'Work effectively in the seafood industry'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively in the seafood industry' 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. |
1. Participate in environmentally sustainable work practices | 1.1 Apply knowledge of environmental hazards and risks appropriate to own work area and level of responsibility 1.2 Carry out activities according to key requirements of environmental legislation, regulations, procedures and codes of practice appropriate to the individual's work area and level of responsibility 1.3 Identify and respond to environmental hazards and risks relevant to the specific work being undertaken 1.4 Apply sustainable resource principles and practices consistent with the task and level of responsibility in all work activities |
2. Apply knowledge of seafood species, products and equipment | 2.1 Recognise seafood species and products visually or from a verbal or written description in order to carry out routine activities for own workplace 2.2 Recognise equipment and resources visually or from a verbal or written description in order to carry out routine work activities |
3. Contribute to a productive work environment | 3.1 Carry out work consistent with workplace agreements, key statutory requirements and workplace policies and procedures 3.2 Share information and skills relevant to work with co-workers 3.3 Recognise problems and conflict, and resolve or refer to appropriate person |
4. Manage own work | 4.1 Interpret and clarify work instructions that are received verbally or in written format 4.2 Assess and prioritise workload within allocated timeframes and according to level of responsibility 4.3 Communicate the need for additional support to improve performance to the appropriate person 4.4 Undertake responsibilities and duties in a positive manner to promote cooperation within the workplace |
5. Identify own learning needs, career options and support organisations within the seafood industry | 5.1 Identify key industry sectors and occupations within the seafood industry 5.2 Identify career options and training opportunities within the workplace and seafood industry 5.3 Consider own learning needs for future work and career aspirations in consultation with appropriate personnel 5.4 Identify key seafood industry organisations able to provide advice to individuals and the workplace |