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 SITHFAB001C, 'Clean and tidy bar areas'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Clean and tidy bar areas' 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
ELEMENT | PERFORMANCE CRITERIA | ||
1 | Clean bar and equipment. | 1.1 | Clean bar surfaces and equipment according to enterprise standards and hygiene regulations, in consultation with other bar attendants and with minimum disruption to bar operations. |
1.2 | Operate equipment according to manufacturer instructions and enterprise procedures. | ||
1.3 | Check condition of utensils and glassware during the cleaning process for dirty or damaged items. | ||
1.4 | Safely dispose of broken and cracked items and other waste according to enterprise procedures and environmental considerations. | ||
2 | Clean and maintain public areas. | 2.1 | Identify public areas that require cleaning or maintenance promptly and take appropriate action. |
2.2 | Clear empty and unwanted glasses on a regular basis with minimum disruption to customers. | ||
2.3 | Clean and prepare tables and public areas hygienically according to enterprise requirements. | ||
2.4 | Interact with customers, where appropriate, to enhance customer service. | ||
2.5 | Contibute to venue profitability by proactively offering information and advice about products and services offered by the venue to ensure maximum take-up. | ||
3 | Reduce negative environmental impacts. | 3.1 | Use energy, water and other resources efficiently when cleaning the tables and public areas, bar and equipment to reduce negative environmental impacts. |
3.2 | Recycle any glass and plastic bottles and containers. | ||
3.2 | Safely dispose of all waste, especially hazardous substances, to minimise negative environmental impacts. | ||