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 SITTHPR301B, 'Plan and organise daily work'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan and organise daily work' 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 | Organise work schedules. | 1.1 | Interpret work schedule and define tasks. |
1.2 | Plan tasks, including routine and special tasks, according to workplace priorities, time required and time available. | ||
1.3 | Integrate work activities to achieve greater efficiency. | ||
1.4 | Inform team members and other relevant people of work schedules and requirements, where necessary. | ||
2 | Organise machinery, materials and equipment. | 2.1 | Identify required machinery, materials and equipment according to tasks and work schedule requirements. |
2.2 | Organise, order and obtain machinery, materials and equipment as required. | ||
2.3 | Establish sequence of use and preferred on-site positioning of machinery, materials, equipment and access ways. | ||
3 | Carry out work tasks. | 3.1 | Carry out work safely and effectively according to planned work schedules and with minimum inconvenience to customers and colleagues. |
3.2 | Follow organisational policies and procedures. | ||
3.3 | Complete routine tasks and accommodate unscheduled tasks, according to priorities established within the workplace and job role. | ||
3.4 | Meet organisational and legislative recording and reporting requirements. | ||
4 | Clean and maintain work area. | 4.1 | Maintain work area in clean and tidy state, clearing machinery and equipment of waste, according to organisational requirements. |
4.2 | Promptly remove spills, food, refuse or other potential hazards from floors and other surfaces. | ||
4.3 | Use, clean and maintain machines, tools and equipment according to manufacturer instructions, organisational policies and procedures and legislative requirements. | ||
4.4 | Check machinery, materials and equipment used for damage and faults and report on these according to established procedures. | ||
4.5 | Dispose of waste safely at regular intervals according to organisational procedures and in an environmentally responsible manner. | ||
4.6 | Safely store equipment and consumable materials after use. | ||
5 | Respond to problems as they arise. | 5.1 | Clearly identify nature of problems. |
5.2 | Find solutions to problems that maintain a quality outcome, minimise impact on work schedules and reflect accurate knowledge of products and processes used in the workplace. | ||