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 SFLSOP002, 'Work effectively in the floristry 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 floristry 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. Source and use information on employment rights and responsibilities. | 1.1 Identify and access current information sources on employee and employer rights and responsibilities. 1.2 Obtain and interpret key information on laws for anti-discrimination, harassment and equal employment opportunity. 1.3 Source and interpret information on national employment standards and specific employment arrangements for current role. 1.4 Comply with all employment requirements. |
2. Work within organisational requirements. | 2.1 Interpret and comply with key employment policies to support organisational culture. 2.2 Seek advice from supervisors and managers to ensure understanding of organisational requirements. 2.3 Interpret staff rosters and provide notice of availability according to organisational procedures. 2.4 Use designated lines of communication and reporting. |
3. Use effective work habits. | 3.1 Plan and organise daily work activities within scope of responsibility. 3.2 Act promptly on instructions, information and follow procedures relevant to the task. 3.3 Seek advice and direction from appropriate staff to clarify workplace instruction and information. 3.4 Prioritise and complete competing tasks within designated timeframes. |
4. Work in a team. | 4.1 Cooperatively participate in work-team tasks and goals. 4.2 Work within own role boundaries and recognise roles and responsibilities of other staff. 4.3 Seek assistance from team members, supervisors and managers when required. 4.4 Offer assistance proactively, and respond to requests for assistance to maximise efficiency and quality of daily work-team outcomes. 4.5 Encourage, acknowledge and act on constructive feedback provided by team members. 4.6 Recognise, respect and accommodate cultural differences within the team. |