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 TLIX0001, 'Determine tariff classification of goods'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Determine tariff classification of goods' 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 | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Establish the framework for determining the tariff classification of goods | 1.1 | Role and purpose of the World Customs Organization (WCO) Harmonized Commodity Description and Coding System is explained |
1.2 | Structure and purpose of the Customs Tariff Act is reviewed and explained | ||
1.3 | Structure and content of Customs Tariff Act Schedules and their application are analysed and used to guide classification practices | ||
2 | Prepare to determine tariff classification of goods | 2.1 | Resources and documentation required to classify goods are determined and obtained |
2.2 | Customs Tariff Act Schedule 2 is explained | ||
2.3 | Customs Tariff Act Schedule 3, and section and chapter notes are explained | ||
2.4 | Dash system for classifying goods is explained and applied | ||
2.5 | Interpretive rules (IRs) are examined in relation to their critical role in determining the correct headings and sub-headings | ||
2.6 | Effect of section and chapter notes on the use of headings in Schedule 3 is explained | ||
3 | Apply identification principles to goods | 3.1 | Illustrative descriptive material (IDM) and other supporting information is obtained as required |
3.2 | Goods are identified in accordance with classification principles | ||
3.3 | Alternative classifications are identified as required | ||
3.4 | Section and chapter notes are reviewed and applied | ||
3.5 | Existing tariff classification precedents that apply to goods are determined and are applied as required | ||
3.6 | Principles of statutory construction in the context of particular tariff headings and words are applied | ||
4 | Select and justify headings | 4.1 | Headings are interpreted in hierarchical order |
4.2 | Comparison and rejection of headings are justified by reference to principles of statutory construction, the IRs and legal notes | ||
4.3 | Classification at heading level is determined in accordance with the IRs | ||
5 | Locate and justify sub-headings | 5.1 | Sub-heading notes are interpreted in accordance with |
5.2 | Client and other resources are consulted to obtain further details of characteristics of goods to be classified, as required | ||
5.3 | Preliminary classification of goods at both heading and sub-heading levels is made | ||
5.4 | Correct statistical code is identified and applied | ||
6 | Complete post classification requirements | 6.1 | Preliminary classification is checked with manager, supervisor or more senior personnel prior to customs import declaration being lodged, as required |
6.2 | Completed documentation is retained by relevant personnel in accordance with customs requirements and related legislative requirements, and workplace procedures | ||
6.3 | Pre- or post-classification potential areas of dispute are anticipated and discussed and action to clarify decisions is taken in accordance with workplace procedures | ||
6.4 | Tariff advice request is prepared as required, in response to identified problems | ||