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 AVIM5002, 'Conduct aeronautical knowledge training'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct aeronautical knowledge training' 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 | Plan aeronautical knowledge training | 1.1 | Trainee readiness for training is confirmed |
1.2 | Training objectives, including threat and error management (TEM), training plan and other appropriate training resources are identified | ||
1.3 | Hazards are identified, risks are assessed and hazard management is implemented | ||
1.4 | Lesson and delivery method appropriate to training objectives are planned | ||
1.5 | Assessment procedures are specified | ||
1.6 | Theory training with flight training lessons are appropriately scheduled and integrated | ||
1.7 | Availability of facilities, equipment, training aids and reference materials is confirmed | ||
2 | Conduct aeronautical knowledge training | 2.1 | Learning environment and motivation suitable to trainee characteristics is established |
2.2 | Materials are presented | ||
2.3 | Training objectives are stated | ||
2.4 | Lesson plan is followed and modified as required to achieve training objectives and to transfer of knowledge | ||
2.5 | New knowledge is linked to previous knowledge and is presented in a meaningful and logical framework | ||
2.6 | Training aids are used to illustrate and enhance explanations | ||
2.7 | Accurate technical knowledge is presented clearly and to the required standard | ||
2.8 | Opportunities for trainee participation and practise are provided | ||
2.9 | Applicable TEM issues are discussed | ||
2.10 | Trainee ability to apply TEM principles to the material presented is confirmed | ||
2.11 | Achievement of training objectives is confirmed by questioning, review and other suitable methods | ||
2.12 | Feedback on trainee performance is provided | ||
2.13 | Trainee self-assessment skills are developed | ||
2.14 | Training objectives are completed in time available | ||
2.15 | Training is conducted effectively and safely | ||
3 | Review aeronautical knowledge training | 3.1 | Training objectives and transfer of knowledge are achieved |
3.2 | Training delivery and effectiveness using self-assessment, peers and supervisors is reviewed | ||
3.3 | Records of assessment and progress of trainee are maintained and reviewed in accordance with established workplace procedures | ||