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 SITHFAB013A, 'Provide specialist advice on food'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Provide specialist advice on food' 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
Advise on menu items.
Offer assistance with making food selections to customers courteously and with appropriate timing.
Offer options and possible variations to customers where appropriate.
Discuss, where appropriate, methods of cooking and different culinary styles with customers in clear and simple language.
Respond to customers with special dietary or cultural needs, and provide accurate information and advice.
Contribute to menu development.
Plan the content of menus in consultation with appropriate kitchen staff.
Balance menu suggestions in terms of cost and variety to reflect the type of enterprise and regional location.
Plan menus to take into account various dietary needs and cultural requirements of customers.
Take into consideration customer feedback and preferences in the menu development process.
Where appropriate, undertake consultation with those responsible for the development of wine lists.
Where appropriate, develop menus to ensure required profit margin is obtained for the enterprise.
Develop menus to ensure that format and design are clear, accurate and appropriate to enterprise needs.
Take into consideration particular target groups when developing menus.
Update specialist food knowledge.
Conduct formal and informal research to access current, accurate and relevant information about food.
Identify trends in customer needs based on direct contact and workplace experience.
Identify general trends in the food market and apply information to the workplace.