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 MSL975035, 'Perform microbiological tests'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform microbiological tests' 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 | Receive samples and process associated request forms | 1.1 | Identify specimens and request forms that do not comply with minimum industry requirements for labelling, identification and test requests |
1.2 | Record any discrepancies and indicate what action is required | ||
1.3 | Log samples, recording details that allow accurate tracking and chain of custody | ||
2 | Prepare for safe microbiological work and aseptic applications | 2.1 | Apply principles of aseptic techniques to ensure sample and reagent integrity are maintained |
2.2 | Apply principles of aseptic techniques to ensure personal and environmental safety | ||
2.3 | Minimise the production and release of aerosols, using biological safety cabinets where necessary | ||
2.4 | Safely dispose of biohazardous materials and other laboratory wastes in accordance with workplace procedures | ||
3 | Process samples for direct examination | 3.1 | Prepare thin smears of samples for subsequent staining to enable microscopic identification of cells |
3.2 | Prepare liquid films of specimens for direct observation for motility or cell structure | ||
3.3 | Prepare samples to concentrate material for subsequent staining or microscopy | ||
4 | Prepare pure cultures for microbiological work and aseptic applications | 4.1 | Select culture media to maximise growth and optimise production of pure microbial cultures |
4.2 | Inoculate media aseptically, applying techniques suitable for purpose of culture | ||
4.3 | Incubate inoculated media in conditions to optimise growth of organisms and cells | ||
5 | Perform procedures that can assist in the identification of microorganisms | 5.1 | Select staining techniques to demonstrate required cellular characteristics |
5.2 | Stain prepared films to demonstrate diagnostically useful characteristics | ||
5.3 | Inoculate and incubate media with pure cultures to assist in the biochemical and immunological identification of microorganisms | ||
5.4 | Microscopic differentiation between, red blood cells, white blood cells, micro-organisms and epithelial cells | ||
5.5 | Select and perform tests on pure cultures to determine the biochemical and immunological identification of microorganisms | ||
5.6 | Perform antibiotic sensitivity testing | ||
6 | Estimate the number and/or size of micro-organisms in samples | 6.1 | Count cells in samples |
6.2 | Prepare serial dilutions of samples aseptically for culture and colony counting | ||
6.3 | Indicate the appropriate dilution necessary to reliably count organisms in a serially diluted sample | ||
6.4 | Count colonies for calculating number of viable organisms per unit volume | ||
7 | Maintain records of laboratory work | 7.1 | Record entries on report forms or into a laboratory information management system accurately calculating, recording or transcribing data as required |
7.2 | Ensure traceability of sample from receipt to reporting of results | ||