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 UEENEEE020B, 'Provide basic instruction in the use of electrotechnology apparatus'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide basic instruction in the use of electrotechnology apparatus' 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 | Prepare to instruct users. | 1.1 | OHS procedures for a given work area are obtained and understood through established routines and procedures. |
1.2 | Established OHS risk control measures and procedures in preparation for the work are followed. | ||
1.3 | Apparatus on which users are to be instructed is confirmed with work supervisor and/or other appropriate person(s). | ||
1.4 | Safety features and safe use of the apparatus are reviewed by and understood. | ||
1.5 | Familiarity with the apparatus is gained by reference to manufacturer's user material and a preliminary run through to ensure the process is understood. | ||
1.6 | Materials required to instruct are obtained in accordance with established routines and procedures. | ||
2 | Instruct users. | 2.1 | Users are informed of all the safety features and safe use of the apparatus in accordance with manufacturer's instruction and regulatory requirements. |
2.2 | Users are instructed in the set up and use of the apparatus in accordance with manufacturer's instruction. | ||
2.3 | Users are given the opportunity to show that they understand the safety aspects, set up features and operation of the apparatus. | ||
2.4 | A copy of the apparatus manufacturer's user instruction and other related documentation is given the appropriate person(s). | ||
2.5 | Procedures for referring non-routine events to immediate supervisor for directions are followed. | ||
2.6 | Instructions are given efficiently without damage to apparatus, the surrounding environment or services and using sustainable energy practices. | ||