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 ACMFAR308, 'Determine foot care and shoeing plans for equines'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Determine foot care and shoeing plans for equines' 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. Identify features of equine anatomy relevant to farriery services | 1.1 Identify the features and biomechanical functions of the lower limb and foot that apply to farriery 1.2 Compare differences between ideal and problematic feet and describe their impact on shoeing needs 1.3 Identify the general principles of foot care for equines 1.4 Recognise the symptoms of foot malformation, injury and disease |
2. Determine the shoeing requirements and a foot care program | 2.1 Determine the type of work done by the equine according to its gait, conformation and way-of-going 2.2 Use safe zones and handling techniques when observing and examining equines 2.3 Examine the wear patterns of existing shoes and determine the condition of feet 2.4 Report foot or hoof malformation, injury or disease to carer or owner 2.5 Discuss the foot care and shoeing plan and get agreement on a proposed course of action 2.6 Advise on routine and preventative hoof care and undertake agreed actions 2.7 Maintain records on each equine according to workplace practices |
3. Provide non-veterinarian equine health care | 3.1 Identify symptoms of common equine ailments 3.2 Take appropriate action when malformation, injury or disease are suspected 3.3 Advise on, or apply, non-veterinarian treatments 3.4 Seek advice from, and refer to, a veterinarian or other specialist where specialist treatment is required |
4. Apply disease and infection containment procedures | 4.1 Demonstrate isolation and quarantine strategies for infection control 4.2 Follow defined procedures for notifiable diseases and biosecurity maintenance 4.3 Dispose of waste material safely according to workplace hygiene and biosecurity procedures |