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 AVIZ4001, 'Manage situational awareness in aircraft flight'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage situational awareness in aircraft flight' 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 situational awareness | 1.1 | Continuous monitoring of all critical factors relevant to the safe progress of a flight is undertaken |
1.2 | Effective visual scan is applied, and radio communication, traffic information and aircraft systems are used appropriately | ||
1.3 | Trends towards an unsafe situations are recognised and appropriate corrective action is employed in accordance with workplace procedures and regulatory requirements | ||
1.4 | Breakdown in situational awareness is identified from errors or discrepancies and is rectified by ensuring safe operation of aircraft and response to situation | ||
2 | Assess situations and make decisions | 2.1 | Problems are identified and analysed |
2.2 | Solutions are identified and risks are assessed | ||
2.3 | Course of action is chosen to ensure a safe outcome to a flight or manoeuvre | ||
2.4 | Plan of action is communicated and tasks are allocated | ||
2.5 | Actions are taken to achieve optimum outcomes | ||
2.6 | Progress is monitored against plan | ||
2.7 | Plan is re-evaluated to achieve optimum outcomes | ||
2.8 | Operational changes and related risks are monitored and managed to ensure a safe outcome to a flight or manoeuvre | ||
3 | Set priorities and manage tasks | 3.1 | Priorities and workload are organised to ensure completion of all tasks relevant to flight safety |
3.2 | Safe and effective operation of aircraft is prioritised ahead of competing tasks | ||
3.3 | Technology is appropriately used to reduce workload and to improve ability to perform mental and manipulative activities | ||
3.4 | Fixation on single actions/functions is avoided | ||
3.5 | Symptoms of fatigue are recognised and appropriate action is taken to reduce its effects | ||
3.6 | Critical events and tasks are anticipated and completed in time available | ||
4 | Work with others in managing situational awareness | 4.1 | Level of assertiveness is applied that ensures safe flight completion |
4.2 | Effective and efficient communications and interpersonal relationships are established and maintained with all stakeholders to ensure safe flight outcome | ||
4.3 | Passengers and crew members are encouraged to participate in and contribute to safe flight outcome | ||
4.4 | Appropriate action is taken in conjunction with others to cooperatively correct any identified unsafe situations that may develop during an aircraft flight | ||