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 CPCCCO3035, 'Assess and specify concrete supply requirements'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Assess and specify concrete supply requirements' 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 what needs to be done to demonstrate achievement of the element. |
1. Assess concreting site and nature of work. | 1.1 Review site plans and determine general size and nature of required concreting work. 1.2 Assess project specifications for concreting work and determine requirements of different concrete material for each area or feature. 1.3 Determine delivery method for concrete supply at different locations and heights, and assess implications for required concrete material properties. |
2. Assess properties of required concrete supply. | 2.1 Review strength grade designation (MPa) of concrete supply for different areas and features of concrete work from project documentation and consultation with nominated personnel. 2.2 Review variable components of, and additives to concrete mix for, different areas and features of concrete work from project documentation and consultation with nominated personnel. 2.3 Determine concrete specifications to be met at on-site delivery from project documentation and consultation with nominated personnel. 2.4 Itemise and document concrete specifications for each area and feature for the supplier, in accordance with project plans and documents and Australian Standards (AS). |
3. Determine total volumes and cost of supply of different types of concrete. | 3.1 Determine dimensions of each area or feature of concreting work from detailed site drawings and specifications. 3.2 Calculate and document volume of concrete required for each area or feature according to industry standards, and workplace and project requirements. 3.3 Calculate and document total volumes of concrete supply for areas and features requiring identical properties. 3.4 Estimate and document total cost of required concrete in accordance with workplace procedures. |
4. Determine concrete delivery requirements and schedule. | 4.1 Determine concrete delivery locations, and site access and egress details in consultation with required project personnel. 4.2 Review project timelines and sequencing of work, and calculate and document concrete delivery schedule to ensure continuous and timely supply. 4.3 Develop supplier specifications for volumes of different concrete mixes. 4.4 Confirm delivery schedule with project personnel, adjust as required, document and finalise for inclusion with concrete specifications. |
5. Finalise specifications for concrete supply. | 5.1 Review specifications for concrete supply and check for accuracy of concrete mix details for different areas and features. 5.2 Review individual area, feature dimensions and concrete supply volume calculations and check for accuracy. 5.3 Review total volumes of concrete supply for areas and features requiring identical properties and check for accuracy. 5.4 Consult team members and supervisor or manager for feedback on specifications as required and in accordance with workplace procedures. 5.5 Process supplier specifications in accordance with workplace procedures. 5.6 Place concrete order with supplier, including precise detail of delivery schedule, and confirm order acceptance. |