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 MSL973020, 'Perform histological procedures'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform histological procedures' 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 | Process tissue | 1.1 | Perform pre-use checks to ensure processor is fit for purpose |
1.2 | Select program and reagents for processing | ||
1.3 | Inspect processor reagents for deterioration and adequate volume, and report any items requiring replacement | ||
1.4 | Check processor for errors that occurred during processing sequence | ||
2 | Embed tissue | 2.1 | Check that volume of wax is sufficient for uninterrupted embedding of processor load |
2.2 | Check that temperature of wax is suitable for embedding process | ||
2.3 | Embed tissue in correct orientation | ||
2.4 | Apply procedures to prevent cross-contamination between tissues | ||
2.5 | Inspect blocks, reject and re-embed items that do not meet quality control standards | ||
3 | Cut sections of tissue | 3.1 | Label required number of microscope slides in accordance with workplace traceability requirements |
3.2 | Check the flotation bath is ready and satisfactory for use | ||
3.3 | Cut representative sections at the required thickness observing prescribed safety measures | ||
3.4 | Float sections onto water bath to flatten tissues | ||
3.5 | Pick up sections onto microscope slides ensuring identification on slides matches that on the block | ||
3.6 | Apply procedures to prevent cross-contamination between samples | ||
3.7 | Compare the blocks and sections ensuring the tissue on slides matches that in the blocks | ||
3.8 | Inspect sections and reject any that do not meet quality control standards | ||
4 | Stain sections | 4.1 | Select reagents specified in the method |
4.2 | Stain sections according to the method | ||
4.3 | Examine sections microscopically to ensure expected staining outcomes have been achieved | ||
4.4 | Mount sections to ensure long-term preservation | ||
4.5 | Attach permanent labels giving specimen details according to workplace traceability requirements | ||
5 | Maintain a safe work environment | 5.1 | Ensure personal safety and minimise cross-contamination through the use of personal protective equipment (PPE) |
5.2 | Handle chemicals and sharps safely | ||