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 MSFKB3005, 'Fabricate cabinets for the built-in environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Fabricate cabinets for the built-in environment' 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. | |||
1 | Plan cabinet construction | 1.1 | Workplace health and safety (WHS) requirements, including personal protection needs, are observed throughout the work | |
1.2 | Drawings, specifications and customer instructions are completed or interpreted, including design, tolerances, process, materials, finish and quantity | |||
1.3 | Construction techniques to be used in cabinet manufacture are identified and selected | |||
1.4 | Industry standards for cabinet construction are determined | |||
1.5 | Construction and assembly sequence is planned | |||
1.6 | A cutting list is developed from the plan | |||
1.7 | Tools, machines and equipment suitable for construction are identified and checked for safe and effective operation | |||
1.8 | Procedures for checking quality at each stage of the process are determined | |||
1.9 | Work area is cleared and prepared for production | |||
2 | Select and prepare materials for cabinet construction | 2.1 | Features, benefits and limitations of materials and components used for cabinet construction are identified | |
2.2 | Surface treatments used for cabinets in a range of applications are identified | |||
2.3 | Industry standards for materials used in cabinets are identified | |||
2.4 | Materials to meet the customer requirements are selected and prepared for use | |||
3 | Select and prepare cabinet components | 3.1 | Features, benefits and limitations of components used for cabinets in a range of applications are identified | |
3.2 | Components to meet the customer requirements are selected and prepared for use | |||
4 | Construct cabinets | 4.1 | Observe WHS requirements, including personal protection needs, throughout the work | |
4.2 | Use tools, machines and equipment in accordance with safety requirements and manufacturer specifications | |||
4.3 | Cut and form materials in accordance with the plan | |||
4.4 | Cabinets are manufactured and checked against set-outs for tolerances, fit and accuracy | |||
4.5 | Product is checked against plans at identified checkpoints | |||
5 | Assemble cabinets | 5.1 | Cabinets are assembled using components identified in construction plan | |
5.2 | Components are attached and checked against set-outs for accuracy, fit, twist and distortion | |||
5.3 | Doors, drawers and shelves are assembled and fitted | |||
5.4 | Product is prepared for final finish, including the removal of bruises, scratches, dents and marks | |||
5.5 | Work area is cleaned and rubbish disposed of according to environmental standards | |||
5.6 | Workplace documentation is completed | |||