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 PMAOPS325, 'Generate electrical power'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Generate electrical power' 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 | Prepare for work | 1.1 | Receive and give shift handover |
1.2 | Identify work requirements | ||
1.3 | Identify and control hazards | ||
1.4 | Coordinate with appropriate personnel | ||
1.5 | Check for recent work undertaken on power generation system | ||
1.6 | Note any outstanding/incomplete work | ||
1.7 | Check operational status of power generation system | ||
2 | Prepare for power generation | 2.1 | Communicate start-up of power generation to all required personnel |
2.2 | Select the prime mover to be used | ||
2.3 | Select system for the generation process appropriate to voltage systems and requirements | ||
2.4 | Conduct pre-start-up checks as required | ||
2.5 | Start the prime mover for the generation system to procedures | ||
2.6 | Synchronise all equipment to transfer the power safely into the system | ||
3 | Operate generation equipment | 3.1 | Balance loads and power factors |
3.2 | Monitor and adjust loads as required to ensure that all machine loads are maintained within safe working conditions | ||
3.3 | Distribute energy to the generation system in a safe and efficient manner, ensuring that the status of all equipment is monitored as required | ||
3.4 | Rebalance loads as required so as to maximise production efficiency | ||
3.5 | Monitor generation system and its component plant items frequently and critically throughout shift using measured/indicated data and senses | ||
3.6 | Take other action as required by procedures | ||
3.7 | Maintain logs to record all systems data and identify all deviations or problems encountered | ||
4 | Shut down process | 4.1 | Communicate shutdown of process to all required personnel |
4.2 | Systematically shed loads, shut down generators as required during the shutdown process | ||
4.3 | Isolate all required equipment from the bus in accordance with procedures | ||
4.4 | Return the system to a balanced operating condition after shutting down selected generator(s) | ||
5 | Isolate and de-isolate power generation system and its component plant items | 5.1 | Isolate entire generation system and/or any component plant item |
5.2 | Make safe for required work | ||
5.3 | Check generation system/plant item is ready to be returned to service | ||
5.4 | De-isolate and prepare generation system/plant item for return to service | ||