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 MSS027024, 'Select, commission and maintain environmental monitoring instruments'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Select, commission and maintain environmental monitoring instruments' 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 Elements describe the essential outcomes. | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. | |
1. Procure suitable instruments | 1.1 | Determine the types and specifications of instruments required by the workplace to implement the environmental management plan or monitoring program |
1.2 | Research and read information about the features of suitable instruments and their suppliers | |
1.3 | Liaise with suppliers and conduct tests to compare the stated performance of available instruments against workplace specifications | |
1.4 | Seek assistance with evaluating instruments beyond own technical competence | |
1.5 | Select the most suitable instruments and arrange for their procurement | |
2. Commission new instruments | 2.1 | Read and interpret manufacturer documentation to determine instrument operation, functional test procedures, routine instrument checks and maintenance requirements |
2.2 | Check the instrument is calibrated for intended use | |
2.3 | Conduct component checks and test measurements to confirm instrument performance for intended use | |
2.4 | Enter all required information about the new instrument in the workplace information management system | |
2.5 | Develop and document clear procedures for operating, caring for and maintaining the instrument | |
3. Train instrument operators | 3.1 | Identify the knowledge and skills required to operate the instrument safely and reliably in the workplace and to interpret the environmental parameters measured |
3.2 | Write a training program for instrument operators using established adult learning principles | |
3.3 | Train each operator to use the instrument competently for the required measurement applications | |
3.4 | Record all training outcomes in accordance with regulator’s requirements and workplace procedures | |
3.5 | Audit operator’s use of instruments at regular intervals to ensure their ongoing competence | |
4. Maintain instruments fit for purpose | 4.1 | Conduct regular instrument checks and minor maintenance in accordance with workplace procedures |
4.2 | Check instrument calibration using specified standards and procedures and record all required information | |
4.3 | Troubleshoot basic faults and determine whether local repair and maintenance is technically possible and economic | |
4.4 | Arrange for repairs and servicing in accordance with workplace procedures | |
4.5 | Check instrument performance after repairs and services before approving it for use | |
4.6 | Complete all required instrument records accurately and legibly and secure in accordance with workplace procedures | |