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 SITHFAB101, 'Clean and tidy bar areas'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- 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
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. Clean bar and equipment.
1.1 Select and prepare cleaning agents and chemicals according to product instructions.
1.2 Clean bar surfaces and equipment according to organisational standards, food safety procedures and with minimum disruption to bar attendants.
1.3 Operate equipment according to manufacturer instructions.
1.4 Check condition of utensils and glassware during the cleaning process for dirty or damaged items.
1.5 Dispose of broken or chipped serviceware, within scope of responsibility, and report losses to supervisors.
2. Clean and maintain public areas.
2.1 Identify public areas that require cleaning or maintenance 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 organisational requirements.
2.4 Interact with customers to enhance customer service.
3. Work safely and reduce negative environmental impacts.
3.1 Use cleaning agents, chemicals and cleaning equipment safely and according to manufacturer instructions.
3.2 Use personal protective equipment and safe manual handling techniques when cleaning equipment and premises.
3.3 Use energy, water and other resources efficiently to reduce negative environmental impacts.
3.4 Sort general waste from recyclables and dispose of them in designated recycling bins.
3.5 Safely dispose of all bar waste, especially hazardous substances, to minimise negative environmental impacts.