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 MEA118, 'Conduct self in the aviation maintenance environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct self in the aviation maintenance environment' 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. | Manage self | 1.1 | Responsibility for own workload is assessed, prioritised and accepted |
1.2 | Work is undertaken individually or as a team member to complete maintenance tasks in a timely manner and in accordance with enterprise procedures and requirements | ||
1.3 | Independence and initiative are demonstrated in identifying and solving problems | ||
1.4 | Initiative is exercised in liaison with colleagues in identifying and analysing alternative approaches to resolving workplace issues and problems | ||
1.5 | Own skills and knowledge are evaluated and monitored and confidence is built in own capability, ideas and vision | ||
1.6 | Performance feedback from others is used to improve work performance | ||
1.7 | Organisational structure, career paths and eligibility criteria are identified | ||
1.8 | Awareness is maintained of the effects of fatigue, drugs and alcohol on performance | ||
2. | Work effectively with others | 2.1 | Effective communication skills are applied oral and written, including email, forms in English |
2.2 | Others are dealt with ethically and principles of diversity applied | ||
2.3 | The trust and confidence of others is developed and maintained at all levels of the organisation | ||
2.4 | Guidance is provided to other team members as required regarding skills application and maintenance processes | ||
2.5 | Advantages, disadvantages and consequences of ideas are identified and considered | ||
3. | Participate in the process of change and innovation | 3.1 | Work is undertaken with others to implement change in the workplace |
3.2 | Opportunities for product and service enhancement and options for achieving the desired result are identified and proposed in accordance with enterprise procedures | ||
4. | Contribute to development of own skills | 4.1 | Units of competency relevant to current employment are identified and applied |
4.2 | Units of competency required for desired career path progression are identified and action is initiated through enterprise procedures to facilitate their attainment | ||
4.3 | Problem solving skills are reviewed for further development | ||
4.4 | Own personal knowledge and skills are assessed and learning opportunities are accessed as required to fill gaps and enhance skills | ||
4.5 | New ideas and techniques accepted and time and effort invested in learning new skills | ||
4.6 | Performance feedback is used to identify and develop ways to improve competence | ||