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 AVIZ1005, 'Maintain basic situational awareness in an aviation workplace'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Maintain basic situational awareness in an aviation workplace' 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 basic situational awareness | 1.1 | Continuous monitoring of all critical factors relevant to the safety and security of an aviation workplace is undertaken |
1.2 | All relevant indications of an unsafe or insecure situation are recognised and appropriate action is taken to alert relevant personnel and/or to take appropriate action | ||
1.3 | Situational awareness is maintained at all times during workplace activities | ||
2 | Assess situations and take appropriate action | 2.1 | Factors that may adversely affect the safety and security of an aviation workplace are identified |
2.2 | Relevant information concerning the safety and security of an aviation workplace is recognised and interpreted, and timely action is taken | ||
2.3 | Risks to workplace safety and security are recognised and appropriate action is taken to control the risk | ||
2.4 | Changes to workplace environment and related risks are monitored and managed to ensure a safe outcome to workplace operations | ||
2.5 | Safe alternative plan of action is formulated and implemented as required in response to changed circumstances and risks | ||
3 | Set priorities and manage work tasks | 3.1 | Task priorities are set and workload is organised to ensure completion of all assigned tasks relevant to the safety and security of the workplace |
3.2 | Appropriate tasks are prioritised and implemented to maintain ongoing workplace operations and to achieve workplace objectives | ||
3.3 | Relevant information is accessed and applied to ensure the safety and security of an aviation workplace when completing workplace tasks | ||
3.4 | Critical safety and essential security workplace tasks are prioritised over routine activities and completed in accordance with workplace procedures, checklists, and legislative and regulatory requirements | ||
3.5 | Symptoms of fatigue are recognised and appropriate action is taken to reduce its effects | ||
4 | Work with others in managing situational awareness | 4.1 | Communications with relevant personnel are undertaken in an effective and efficient manner to achieve situational awareness and to meet all requirements for the safety and security of the workplace |
4.2 | Team members and others in the workplace are encouraged to participate in and contribute to, the safety and security of the workplace | ||
4.3 | Effective interpersonal skills are used when working with others to maintain awareness, and the safety and security of the workplace | ||
4.4 | Appropriate action is taken in conjunction with others to cooperatively correct any identified unsafe and/or insecure situations | ||