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 TLIW2025, 'Dock boards on mechanical feeds'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Dock boards on mechanical feeds' 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 | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Prepare for docking with mechanical feed | 1.1 | Appropriate work health and safety (WHS)/occupational health and safety (OHS) and other regulatory procedures are followed |
1.2 | Hazards are identified, risks are assessed and control measures are implemented | ||
1.3 | Job requirements regarding sizes and lengths acceptable for further processing are identified from order forms/workplace standards | ||
1.4 | Start-up checks are completed in accordance with workplace procedures | ||
1.5 | General cross-section, length and condition of boards on conveyor is visually assessed in accordance with workplace quality standards | ||
1.6 | Typical docking/cutting patterns are identified | ||
1.7 | Communication with supervisor and other workers is maintained to ensure efficient workflow | ||
2 | Cut boards on mechanical feed | 2.1 | Individual boards are assessed and optimal docking/cutting pattern is identified |
2.2 | Boards are positioned and saw/s are operated to produce selected cutting pattern | ||
2.3 | Swollen ends of boards are removed | ||
2.4 | Cuts are made to required lengths | ||
2.5 | Cuts are made to required grade | ||
2.6 | Faults/problems with materials or componentry are identified and appropriate action is taken in accordance with workplace procedures | ||
2.7 | Reject boards are identified and marked or removed | ||
3 | Monitor and correct processing | 3.1 | Feed systems are regularly monitored for material flow problems |
3.2 | Dimensions and finish of cut boards are regularly checked in accordance with workplace standards | ||
3.3 | Characteristics of blunt and damaged saws are recognised | ||
3.4 | Saw blades are removed and replaced in accordance with workplace standard procedures | ||
3.5 | Area around saw is regularly cleaned in accordance with workplace procedure | ||
4 | Complete operations | 4.1 | Machine shut down is conducted in accordance with workplace and manufacturer guidelines |
4.2 | Boards are relocated to holding area without damage to boards, personnel or equipment | ||
4.3 | Waste materials are directed for disposal or recovery | ||
4.4 | Production records are completed in accordance with workplace procedures | ||
4.5 | Maintenance program is completed as required and recorded | ||