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 SHBXCCS001, 'Conduct salon financial transactions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct salon financial transactions' 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. Operate point-of-sale equipment. | 1.1 Open and close point-of-sale terminal. 1.2 Clear point-of-sale terminal and transfer tender. 1.3 Conduct cash handling processes. 1.4 Maintain change supplies and cash float in point-of-sale terminal. 1.5 Attend to active point-of-sale terminals. 1.6 Complete records of transaction errors. 1.7 Maintain adequate supplies of dockets, vouchers and point-of-sale documents. |
2. Complete point-of-sale transactions. | 2.1 Enter sales information into point-of-sale equipment. 2.2 Communicate payment required and identify method of payment. 2.3 Process cash and non-cash transactions. 2.4 Issue correct change, receipts and complete sale documentation as required. |
3. Complete refund. | 3.1 Explain refund policy and procedure to client. 3.2 Confirm refund requirements and options for exchange with client. 3.3 Complete transaction to issue refund, receipts and sales documentation as required. |
4. Remove takings from register or terminal. | 4.1 Balance register or terminal at designated times throughout business operation. 4.2 Separate and secure cash float from takings prior to balancing. 4.3 Supply change to register or terminal as required. 4.4 Interpret register or terminal reading or print out. 4.5 Remove and transport cash and non-cash documents according to organisational security policies and procedures. |
5. Reconcile takings. | 5.1 Count cash and calculate non-cash documents. 5.2 Determine balance between register or terminal reading and sum of cash and non-cash transactions, and record takings. 5.3 Report discrepancies to supervisor. |