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 CPPCLO4002, 'Develop, implement and monitor new cleaning techniques'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop, implement and monitor new cleaning techniques' 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 the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions. | ||
1. | Analyse cleaning problems. | 1.1. | Cleaning problems are identified in consultation with cleaning team and client. |
1.2. | Locations of cleaning problems are examined, substrate is identified, and photographs and samples are taken as required. | ||
1.3. | Cleaning techniques that have been applied to the problem are identified and effectiveness is assessed in consultation with cleaning team. | ||
1.4. | Adaptations to current cleaning techniques that comply with client and workplace requirements are trialled and effectiveness is assessed. | ||
2. | Investigate new cleaning techniques. | 2.1. | Alternative cleaning techniques that address the problem and substrate, and comply with client and workplace requirements, are researched and identified. |
2.2. | Industry networks, manufacturers and suppliers, are consulted on alternative cleaning techniques that address the problem and substrate, and comply with client and workplace requirements. | ||
2.3. | Cost-effectiveness of alternative cleaning techniques is assessed and new cleaning techniques are selected for trialling. | ||
3. | Trial new cleaning techniques. | 3.1. | Equipment and materials required for trialling new cleaning techniques are identified and obtained according to workplace procedures. |
3.2. | Locations where cleaning problems are most severe are identified for trialling new cleaning techniques. | ||
3.3. | Cleaning techniques are applied according to research findings and manufacturer specifications, and results are assessed over recommended time period. | ||
3.4. | Variations to new cleaning techniques recommended by research findings, consultation and manufacturer specifications are trialled, as required. | ||
3.5. | Results of new cleaning techniques, including details of variations to techniques, are recorded and effectiveness is assessed. | ||
4. | Implement and monitor new cleaning techniques. | 4.1. | Effective new cleaning techniques are documented and communicated or demonstrated to cleaning team, as required. |
4.2. | Cleaning team’s implementation of new cleaning techniques is observed and coaching on application of techniques is provided as required. | ||
4.3. | Effectiveness of new cleaning technique is monitored, recorded and reported according to company requirements. | ||