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 AVIF0008, 'Manage safe flight operations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage safe flight operations' 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 | Maintain effective lookout | 1.1 | Systematic visual scan techniques are applied at a rate determined by traffic density, visibility and terrain to maintain traffic separation |
1.2 | Radio listening watch is maintained and transmissions are interpreted to determine traffic location and intention | ||
1.3 | Airspace-cleared procedures are performed before commencing any manoeuvre | ||
2 | Maintain situational awareness | 2.1 | All aircraft systems are monitored using a systematic scan technique |
2.2 | Information is collected to facilitate ongoing system management | ||
2.3 | Flight environment is monitored for deviations from planned operations | ||
2.4 | Flight environment information is collected to update planned operations | ||
3 | Assess situations and make decisions | 3.1 | Problems affecting flight performance are identified and analysed |
3.2 | Potential solutions to flight performance problems are identified | ||
3.3 | Potential solutions and risks are assessed | ||
3.4 | Course of action is determined and communicated to flight crew, passengers and/or other personnel, as required | ||
3.5 | Tasks are allocated and actioned to implement optimal course of action outcomes | ||
3.6 | Tasks are monitored for progress against determined course of action | ||
3.7 | Plan is re-evaluated as required to achieve optimal outcomes | ||
4 | Set priorities and manage tasks | 4.1 | Task workload and priorities are organised to ensure optimum outcome of the flight |
4.2 | Events and tasks are planned to occur sequentially | ||
4.3 | Events and tasks are anticipated to ensure sufficient opportunity for completion | ||
4.4 | Technology is used to reduce workload and improve cognitive and manipulative activities | ||
5 | Maintain effective communication and interpersonal relationships | 5.1 | Effective and efficient communication and interpersonal relationships are established and maintained with all stakeholders to ensure optimum flight outcome |
5.2 | Objectives are defined and explained to stakeholders | ||
5.3 | Appropriate levels of assertiveness are applied that ensure the optimum completion of a flight | ||