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 AURMMA001, 'Operate in a motor sport environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Operate in a motor sport environment' 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. Where bold and italicised text is used, further information is detailed in the range of conditions section. |
1. Determine potential career path in motor sport and develop individual goals | 1.1 Structure of motor sport sector is identified, including roles and functions of industry and association bodies 1.2 Personal skills are assessed to identify strengths and weaknesses 1.3 Motor sport team expectations are researched and determined 1.4 Goals are set to achieve personal expectations 1.5 Potential career paths are researched and matched with personal goals 1.6 Training needs are identified and incorporated into career planning |
2. Meet motor sport team employment requirements | 2.2 Team organisational structure is identified, including team member roles and responsibilities 2.2 Obligations to employers and others are complied with, including confidentiality requirements 2.3 Regulatory and safety requirements are observed throughout work 2.4 Team lines of communication and authority are identified and complied with 2.5 Applicable legislation, regulations, codes of practice and team expectations, policies and procedures are identified and complied with |
3. Manage daily work activities in motor sport environment | 3.1 Required lines of communication are used with supervisors, peers and external persons 3.2 Individual tasks are identified, prioritised and completed within designated timeframes and according to team standards and work schedule 3.3 Own work is monitored and adjusted according to feedback obtained from supervisors 3.4 Assistance is sought from appropriate persons when difficulties arise in achieving allocated tasks 3.5 Changes are made to workload or work priorities when unforeseen circumstances or developments occur 3.6 Well organised and safe personal work space is maintained according to team and workplace standards 3.7 Potentially discriminating or hazardous practices and policies are identified and reported to team persons |
4. Contribute to productive team environment | 4.1 Information and knowledge are shared with team members to ensure designated work goals are met 4.2 Personal work objectives are identified and prioritised according to team requirements 4.3 Constructive feedback from other team members is received, encouraged, and acted upon 4.4 Variations from team standards in quality of components or work practices are detected and reported to team members according to team procedures 4.5 Assistance is actively sought from, or provided to, other team members when difficulties arise 4.6 Communication techniques are used to gather and understand instructions 4.7 Signs of interpersonal conflict are identified and constructively acted upon or referred to a supervisor |