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 SITTVAF302, 'Operate a games location'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Operate a games location' 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. Prepare games location for customers.
1.1 Check games location for cleanliness, safety and security.
1.2 Check and prepare equipment and supplies for operation.
1.3 Organise relevant signage and displays.
1.4 Check stock supplies and reorder required items.
1.5 Inspect each game and report faults to relevant supervisor.
2. Conduct games operations.
2.1 Apply correct rules and regulations during games.
2.2 Courteously answer customer questions on games.
2.3 Record prizes given for data analysis and stocktake purposes.
2.4 Maintain cleanliness of games location.
2.5 Take payment for game participation and tender correct change.
3. Monitor customers and crowd.
3.1 Monitor crowd size and ensure that maximum numbers are not exceeded.
3.2 Monitor customer behaviour to ensure a safe and pleasant environment for all customers.
3.3 Firmly but courteously request customers to change inappropriate behaviour.
3.4 Request assistance from supervisor or security personnel as appropriate.
4. Clean and maintain games.
4.1 Inspect and clean games according to relevant schedules.
4.2 Identify simple game faults and make repairs with minimum disruption to customers according to manufacturer instructions.
4.3 Report faults to appropriate personnel and put games out of order where necessary.
4.4 Use energy, water and other resources efficiently when cleaning to reduce negative environmental impacts.
5. Close down games location.
5.1 Close down the game location according to organisational procedures.
5.2 Secure resources, equipment and stock.
5.3 Clean and prepare area for next period of operation.
6. Complete reports and documentation.
6.1 Produce documentation within required timeframe.
6.2 Forward reports to the appropriate area within the required timeframe.