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 SITHACS101, 'Clean premises and equipment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Clean premises and equipment' 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 describe the essential outcomes of a unit of competency.
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.
1. Select and set up equipment and materials.
1.1 Select equipment for cleaning task.
1.2 Check that equipment is clean and in safe working condition prior to use.
1.3 Select and prepare suitable wet and dry cleaning agents according to manufacturer instructions, work health and safety and environmental requirements.
1.4 Select and use protective clothing where necessary.
2. Clean wet and dry areas and associated equipment.
2.1 Take account of potential customer inconvenience in scheduling and performing cleaning tasks.
2.2 Prepare wet and dry areas to be cleaned and identify hazards.
2.3 Barricade work areas or place warning signs as required reducing risks to others.
2.4 Select and apply correct cleaning agents or chemicals for specific areas, surfaces and equipment, according to manufacturer recommendations, safety and organisational procedures.
2.5 Avoid unhygienic personal contact with food or food contact surfaces.
2.6 Avoid unhygienic cleaning practices that may cause food-borne illnesses.
2.7 Use equipment correctly and safely.
2.8 Reduce negative environmental impacts through efficient use of energy, water and other resources.
2.9 Safely dispose of all waste and hazardous substances.
3. Maintain and store cleaning equipment and chemicals.
3.1 Clean equipment after use according to organisational requirements and manufacturer instructions.
3.2 Carry out or arrange routine maintenance.
3.3 Identify and report equipment faults.
3.4 Store equipment in designated area in a condition ready for re use.
3.5 Store chemicals according to health and safety requirements.