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 UEECO0010, 'Participate in refrigeration and air conditioning work and competency development activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Participate in refrigeration and air conditioning work and competency development activities' 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. | ||
Workplace policies and procedures for refrigeration and air conditioning work activities are identified and applied | |||
Clarification on how particular refrigeration and air conditioning work is to be carried out and the workplace procedures involved is sought from supervisor/appropriate person/s | |||
Unplanned situations are dealt with safely in accordance with workplace policies and procedures and with the approval of authorised person/s in a manner that minimises risk to personnel and equipment | |||
Aspects of the refrigeration and air conditioning competency development plan are confirmed in consultation with appropriate person/s | |||
Components of the refrigeration and air conditioning competency development plan are followed in accordance with workplace procedures | |||
Opportunities to practise skills and apply knowledge relevant to a particular refrigeration and air conditioning competency are pursued | |||
Assistance is sought from appropriate person/s to overcome difficulties in developing skills and applying knowledge relevant to refrigeration and air conditioning competency | |||
Progress in competency development is self-monitored against the refrigeration and air conditioning competency development plan and workplace policies and procedures | |||
Modifications to the competency development plan are made in consultation with appropriate person/s | |||
Obligations are met for periodic and timely reporting of competency development activities | |||
Periodic competency development activities report is validated by appropriate person/s in accordance with workplace policies and procedures | |||