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 LMTGN2003B, 'Work in the Textiles, Clothing and Footwear industry'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work in the Textiles, Clothing and Footwear industry' 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
ELEMENT | PERFORMANCE CRITERIA |
1 Identify key industry representatives | 1.1 Relevant TCFsectors are identified. 1.2 Industry representatives and their roles are identified. |
2 Identify relevant legislation and guidelines | 2.1 Relevant legislation and guidelines common to employment within TCF sector are identified. 2.2 Rights, responsibilities and legal obligations are identified. 2.3 Concepts of product quality in workplace are identified. 2.4 |
3 Identify production processes and supply chains | 3.1 Workplace materials are identified. 3.2 Workplace production processes for converting materials into products are identified. 3.3 Workplace supply chains for products are identified. |
4 Describe workplace processes | 4.1 Workplace practices are identified. 4.2 Key activities of workplace are described. 4.3 Key personnel and their roles are identified. 4.4 OHS practices are identified. 4.5 Workplace areas or departments and their role in the production process are identified. |
5 Learn skills for productive work | 5.1 Required skills for current work role are identified. 5.2 Skill limitations are identified. 5.3 Opportunities for further skill development are identified. 5.4 Plan for learning required skills is developed with or accepted from the supervisor. 5.5 Learning and development activities are participated in. |
6 Manage own work | 6.1 Responsibility is taken for own work tasks and role. 6.2 Initiative is used to articulate ideas and suggestions for improvements in own work processes 6.3 Problem-solving strategies are used to address problems, inconsistencies or concerns when fulfilling work role 6.4 Own work is monitored against workplace standards and areas for improvement identified and acted upon 6.5 Work effectively and cooperatively with others in work team. |