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 MARE001, 'Communicate effectively when performing engineering duties'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Communicate effectively when performing engineering duties' 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. | ||
1 | Apply information to engineering watchkeeping duties | 1.1 | Relevant engineering publications and other documentation are identified and accessed |
1.2 | Required information is extracted from relevant engineering publications and other documentation and is appropriately applied to work activities according to established marine engineering practice | ||
1.3 | Information in relevant engineering publications and other documentation used in day | ||
1.4 | Engineering specifications and drawings are correctly read and interpreted, and information is applied according to established marine engineering practice | ||
2 | Apply engineering information | 2.1 | Readings on performance indicators are correctly made and interpreted |
2.2 | Engineering information, procedures, instructions and directions are obtained, interpreted and applied | ||
2.3 | Standard drawing symbols, appropriate instrumentation and process control terms are correctly used in relation to actions and functions of marine equipment and plant | ||
2.4 | Engineering drawings and control loops are correctly sketched as required | ||
2.5 | Engineering reports, running sheets and other engineering documentation relevant to the performance of engineering duties are correctly and accurately completed | ||
3 | Communicate between bridge, engine control room and main engine room | 3.1 | Available tools are correctly used to communicate between bridge, engine control room and main engine room |
3.2 | Appropriate records of engineering communications are completed according to organisational procedures and regulatory requirements | ||
4 | Communicate with officers, crew and others | 4.1 | Clear and precise communication is used and established communication practices are followed |
4.2 | Communication misunderstandings are avoided using appropriate confirmation techniques and established communication practices | ||
4.3 | Messages concerning vessel safety and operations are received, read, clarified as required, correctly interpreted and applied to engineering activities | ||
4.4 | Appropriate techniques are used when communicating with multilingual crew to ensure communication is effective and messages are clearly understood | ||
4.5 | Non-verbal communication is appropriately used when working and communicating with others | ||
4.6 | Feedback, instruction and training on work performance is effectively provided to engine room crew according to vessel procedures and established engineering practice | ||