Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- 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
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment
- 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 columns headings to check that all performance criteria have been covered.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- 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)
- this is the source material provided by training.gov.au, transformed into the useful formats found on this site :-)
- mark up the unit in a wiki format, ready to copy and paste into a wikispaces wiki page.
- 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.
- Registered Training Organisations
- Trying to find someone to train or assess you for 'Use food preparation equipment'? This link lists all the RTOs that are currently registered to deliver SITHCCC101, 'Use food preparation equipment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Use food preparation 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 :)
- Resource Links
- I tried writing some AI to extract important words and phrases from the unit and link them to wikipedia articles and other relevant online resources. Sometimes this routine was more A than I, but on the whole I'm happy with the results.
- create a wordle tag cloud from the unit's elements, performance criteria and range statement, then capture the screen - ready to include as an image in your online course or handouts.
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 food preparation equipment.
1.1 Confirm food preparation requirements from recipes, lists or other workplace information.
1.2 Identify and select knives and other equipment suited to the food preparation task.
2. Use equipment to prepare food.
2.1 Safely assemble and ensure cleanliness of equipment before use.
2.2 Use equipment safely and hygienically according to manufacturer instructions.
2.3 Prepare food items using suitable knives to make precision cuts.
3. Clean and maintain food preparation equipment.
3.1 Maintain the cleanliness of equipment using appropriate cleaning agents.
3.2 Use energy, water and other resources efficiently to reduce negative environmental impacts.
3.3 Maintain the condition of equipment and make minor adjustments as required within scope of responsibility.
3.4 Recognise and report on unsafe or faulty equipment or rectify according to level of individual responsibility.