Associated Assessment Criteria for Exit level outcome 1:
The properties of the raw materials used in the glass production process are explained in terms of accepted scientific principles.
Heat and heat transfer principles are explained in terms of relevance to glass melting and as applied in a glass melting furnace.
Molten glass properties are explained in terms of their relevance to a glass melting furnace.
Associated Assessment Criteria for Exit level outcome 2:
The glass furnace and its ancillary systems are monitored and controlled as per standard operating procedure requirements.
Quality standards of materials entering and leaving the glass furnace is monitored and controlled in accordance with specifications.
Problems experienced with the glass furnace and its ancillary systems or the quality of process materials are solved using a basic problem solving methodology.
Associated Assessment Criteria for Exit level outcome 3:
Emergency conditions are assessed and communicated as per standard operating procedure requirements.
Equipment failure and serious injury to personnel are addressed in such a way as to minimise further impact on human life, equipment and the environment.
Plant and equipment is shut down or returned to normal running conditions in accordance with standard operating procedures.
Integrated Assessment:
The applied competence (practical, foundational and reflexive competencies) of this qualification will be achieved if a candidate is able to achieve all the exit level outcomes of this qualification.
Appropriate methods and tools must be used to assess practical, foundational and reflexive competence of the learner in all the exit level outcomes listed above, as well as to determine a learner’s ability to solve problems, work in a team, organize him/herself, use applied science, and understand the implications of actions and reactions in the world as a set of related systems. Such an assessment process will determine development of the whole person, and the integration of applied knowledge and skills.
Assessors should develop, conduct, and ensure integration of, assessment by making use of a range of formative and summative assessment methods against the unit standards that make up the qualification. Combinations of applied, foundational and reflective competencies, including critical cross-field outcomes, should be assessed wherever possible.
Moderators should ensure that assessment is valid, consistent and integrated into work or learning, and that there is sufficient and authenticated evidence of learner competence against the whole qualification.
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