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 TLIL1001, 'Complete workplace orientation/induction procedures'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Complete workplace orientation/induction procedures' 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.
Performance criteria describe the performance needed to demonstrate achievement of the element.
Identify and act on major workplace areas in terms of functions, organisational structures and occupations
Workplace layout, flow of materials and goods, and work activities conducted in each work area are identified
Workplace organisational structure and the relationship of each occupation and classification grouping to this structure are outlined
Types of workplace facilities, their purpose and potential risk factors are identified
Equipment and technology used in the workplace are outlined in terms of function and physical characteristics
Individual responsibilities under industrial agreements are identified and acted on in the conduct of assigned duties
Key internal and external customers and the workplace areas that serve them are identified
Workplace hazards are identified and related hazard minimisation procedures are followed
Relevant personal protective equipment (PPE) is identified and correctly used in accordance with regulations and workplace requirements
Workplace emergency procedures are identified and followed in real and simulated emergency situations
Organise and accept responsibility for own workload
Priorities and deadlines are established in consultation with others (as appropriate) and recorded
Work activities are planned and progress of work is communicated to others whose personal work plans and timelines may be affected
Work is completed to the standard expected in the workplace and in accordance with any guidelines, directions or instructions
Variations and difficulties affecting work requirements are identified through regular reviews and action is taken to report these issues to supervisory staff
Additional support to improve work is communicated clearly to appropriate personnel
Apply ethical practices
Workplace procedures, regulations and legislation appropriate to the position are identified and followed
Commitments and undertakings to clients, colleagues and supervisors are met
Required confidentiality is maintained
Appropriate codes of acceptable and ethical work practices are applied
Workplace security policies are identified, including their relationship to personal job role
Receive and act constructively on personal feedback
Suggestions on ways to improve work are sought regularly from appropriate personnel
Feedback is acted upon as required to improve work performance
Participate in identifying and meeting own learning needs
Workplace operations and equipment, and focus of the activity are identified
Organisational structure, career paths and training opportunities appropriate to the enterprise are identified
Steps are taken, in consultation with appropriate personnel, to identify own learning needs by assessing and planning future work requirements
Appropriate opportunities to learn and develop required competencies are undertaken including establishing networks and working relationships with others
Plan and organise a personal daily routine
Daily routine is planned to take into account rosters, industrial agreements and workplace procedures
Clarification of task requirements is sought as appropriate
Achievable time and other performance measures are agreed
Tasks are completed and variations to plan are identified and reported