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 SISXRSK301A, 'Undertake risk analysis of activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Undertake risk analysis of 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 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. Establish the context of the risk analysis.
1.1. Access the organisation’s records for the activity and location.
1.2. Obtain applicable technical documentation.
1.3. Access and clarify risk-evaluation criteria, as determined by the organisation’s risk-management policy and plan.
2. Identify risks associated with an activity.
2.1. Identify and document potential sources of risk for the specific activity and location.
2.2. Consider and document areas of impact on the organisation.
2.3. Consider and document possible causes of risk and hazards.
3. Conduct risk analysis of an activity.
3.1. Determine existing organisational controls for each risk according to Work Health and Safety legislation and industry best practice guidelines and standards.
3.2. Assess the likelihood of any given risk turning into an accident, injury or loss.
3.3. Assess the consequences of particular incidents in order to determine the degree of emphasis to be placed on the risk.
3.4. Analyse the likelihood and consequences of particular risks and classification of risk.
4. Undertake risk assessment of an activity.
4.1. Compare the level of risk established during the analysis process with previously established risk-evaluation criteria.
4.2. Rank or prioritise risks for further action, taking account of the wider context of the risk.
4.3. Consider the objectives of the organisation and the extent of opportunity which could result from taking the risk.
4.4. Accept risks that fall into the low or acceptable categories without further treatment.
5. Treat risks associated with an activity.
5.1. Identify specific risk-treatment options applicable to risks that fall outside the low or acceptable categories.
5.2. Evaluate risk-treatment options according to the organisation’s risk-management plan.
5.3. Document the activity-specific risk-treatment plan.
5.4. Implement the risk-treatment plan prior to and during the activity.
6. Monitor and review the risk management of an activity.
6.1. Document risk analysis, evaluation and treatment options.
6.2. Monitor risks and the effectiveness of the risk-treatment plan.
6.3. Repeat the risk analysis of the activity regularly to ensure the risk-treatment plan remains relevant.
6.4. Make changes to the conduct of an activity, where required, in accordance with review recommendations.
6.5. Implement recommendations of the organisation’s risk audit in future risk analysis of the activity.