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 AVIM6006, 'Deliver operational flight management training'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Deliver operational flight management 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 describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
Plan an operational flight management training scenario
Typical commercial or military flight operation conditions including normal and abnormal operations, are identified
Training scenarios that require management of planned and unplanned in
Training scenarios that involve knowledge
Sufficient timeframes and realistic workloads are allocated in the scenario design to enable trainee/s to meet objectives without being overloaded
Realistic scenario plan is developed with sufficient detail to ensure learning outcomes can be achieved without improvisation when airborne
Hazards are identified, risks are assessed and hazard management is implemented
Learning activities are designed that ensure components of competency are emphasised and reinforced
Prepare trainee/s for scenario
Trainee/s existing level of operational knowledge is identified and gaps in knowledge are rectified as required
Objectives and outcomes of session plan are explained to trainee/s
Application and context of session is explained to and confirmed with trainee/s
Trainee/s role with regard to command status, decision implementation and trainer assumption of control, is confirmed
Presentation and delivery methods are adjusted to cater for trainee characteristics and to meet learning outcomes
Trainee responsibility for planning and conducting a flight is explained
Environment that simulates a typical civil or military air task is established as required
Dimensions of aviation competency are emphasised and reinforced during presentation of training sessions
Flight scenarios are logically sequenced with clear transition and linking of events that provide variety, encourage participation and reinforce dimensions of aviation competency
Verbal feedback and motivation are provided to assist trainee in achieving session outcome
Intervention and assumption of control is applied as required to ensure flight safety
Situational awareness is maintained to ensure situations that might jeopardise safety are not allowed to develop
Detailed record of flight events is maintained
Training sessions are reviewed and modified as required to meet trainee needs
Conduct post-flight discussion
Process, rationale and benefits of post-flight discussion are explained to trainee
Trainees are encouraged to lead discussion including evaluation of their own performance and quality of self-assessment
Assistance in recalling sequence of events is provided as required
Flight events, actions and results of decisions are identified, analysed and feedback is provided to trainee
Trainee are encouraged to examine whether alternative actions may have resulted in better outcomes
Constructive feedback and reinforcement is provided to trainee
Review delivery of scenario
Training delivery is assessed against program goals, session plans and training outcomes
Delivery and effectiveness of training session is discussed with appropriate personnel
Adjustment of scenarios and delivery are incorporated as required to improve learning outcomes