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 AVIW2031, 'Be airborne extracted using suspended extraction equipment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Be airborne extracted using suspended extraction equipment' 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 | Apply aircraft safety procedures | 1.1 | Dress and equipment is secured for operating in and around a helicopter |
1.2 | Helicopter is approached, entered and exited in a safe manner in accordance with workplace procedures and/or aircrew instructions | ||
1.3 | Individual seating is occupied and restraint devices are applied | ||
1.4 | Identified hazards are communicated to team members | ||
1.5 | Aircrew or safety officer instructions are followed | ||
1.6 | Environmental conditions and alternative routes to/from helicopter are identified | ||
2 | Prepare for extraction by suspended equipment | 2.1 | Extraction by suspended equipment instructions are received and confirmed as required |
2.2 | Workplace procedures, work health and safety (WHS)/occupational health and safety (OHS) requirements and safety control measures are applied | ||
2.3 | Operational and individual extraction equipment including personal protective equipment (PPE) is selected and fitted, in accordance with nature of recovery activity being undertaken and workplace procedures | ||
2.4 | Damage to operational, individual extraction and safety equipment is reported and remedial action is taken in accordance with workplace procedures | ||
3 | Extract by suspended equipment | 3.1 | Extraction point is identified and attended in accordance with instructions |
3.2 | Individual equipment checks are conducted in accordance with workplace procedures | ||
3.3 | Individual extraction equipment is secured to recovery equipment in accordance with workplace procedures | ||
3.4 | Security device is attached to individual and operational equipment in accordance with workplace procedures | ||
3.5 | Suspended equipment is used to ascend and aircraft is emplaned in accordance with supervisor or aircrew instructions | ||
3.6 | Extraction and operational equipment are monitored for stability during extraction | ||
3.7 | Verbal and non-verbal communications are maintained | ||
3.8 | Aircraft emergency and suspended extraction contingency procedures are implemented as required | ||