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 CPCCST2003A, 'Finish stone'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Finish stone' 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. Plan and prepare. | 1.1. Work instructions and operational details are obtained using relevant information, confirmed and applied for planning and preparation purposes. 1.2. Safety (OHS) requirements are followed in accordance with safety plans and policies. 1.3. Signage and barricade requirements are identified and implemented. 1.4. Tools and equipment selected to carry out tasks are consistent with job requirements, checked for serviceability and any faults are rectified or reported prior to commencement. 1.5. Material quantity requirements are calculated in accordance with plans, specifications and quality requirements. 1.6. Materials appropriate to the work application are identified, obtained, prepared, safely handled and located ready for use. 1.7. Stone hardness is identified using Moh's scale. 1.8. Environmental requirements are identified for the project in accordance with environmental plans and statutory and regulatory authority requirements, and are applied. |
2. Use abrasives. | 2.1. Coolant is used as required by selected abrasives, stones and job requirements. 2.2. Range of grades of abrasives is used in accordance with job requirements and specifications. 2.3. Polishing compounds are used in accordance with job requirements and specifications. 2.4. Various polishing heads are used in correct sequence to provide finish to specification. |
3. Use stone cutting equipment. | 3.1. Stone is set into place on cutting table to obtain maximum efficiency in cutting. 3.2. Stone is wedged or fixed into place by nailed timber strips to ensure stability and is aligned correctly to cutting blade. 3.3. Adjustments are made to machinery as required by maximum depth of cut and size of stone. 3.4. Primary cutting machines are used appropriate to their cutting capacity. 3.5. Secondary cutting machines are used appropriate to their cutting capacity. 3.6. Stone is marked out and cut according to job drawings, specifications and schedules. |
4. Polish stone and form edges. | 4.1. Adhesives are applied as fillers to stone as required by job. 4.2. Grinding and polishing heads are set up and operated as required by job. 4.3. Adjustments are made to machinery in accordance with job requirements. 4.4. Polishing machinery is used in a manner appropriate to its capacity. 4.5. Various hand-operated polishing machines are used as required by job to achieve specified finish. |
5. Use adhesives and fillers. | 5.1. Various filling compounds are selected and used according to job requirements. 5.2. Various types of adhesives are selected and used according to job requirements. 5.3. Tinting procedures for fillers and adhesives are selected and used, where required. 5.4. Various reinforcing materials and techniques are selected and used, where required. |
6. Clean up. | 6.1. Surfaces are cleaned as required by job in preparation for transport or installation. 6.2. Surface finishes, such as wax, are applied as required by job. 6.3. Work area is cleaned up and waste materials disposed of in an appropriate manner and in accordance with Environment Protection Authority (EPA) requirements. |