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 PUASAR019, 'Train canines to work in a USAR environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Train canines to work in a USAR 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 | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Work in a USAR environment | 1.1 | Risk assessment of Urban Search and Rescue (USAR) environment is undertaken, in accordance with organisational procedures |
1.2 | Personal protective clothing and equipment appropriate to the USAR environment is selected and worn | ||
1.3 | Principles and organisational procedures for working safely in a USAR environment are implemented | ||
2 | Introduce canines to a USAR environment | 2.1 | An incremental approach is followed to introduce canines to a USAR environment |
2.2 | Problems that may develop with canines being introduced to a USAR environment are identified and solved within area of responsibility | ||
2.3 | Problems outside area of responsibility are referred to appropriate personnel for action and recommendations are made, as required | ||
3 | Prepare canines for detection of live human scent | 3.1 | Scent factors that limit the capability of canines to function efficiently are identified |
3.2 | Canine behaviour and responses are interpreted, and appropriate action is taken, in accordance with organisational procedures | ||
3.3 | Regular interaction with canine is undertaken to maintain an enthusiastic, effective and appropriate level of work and behaviour at search locations | ||
3.4 | Canine is deployed to detect live human scent in a range of areas and situations | ||
4 | Develop alert behaviour in canines | 4.1 | Training tools and techniques are used to shape the desired bark alert behaviour in canine |
4.2 | Problems encountered in bark alert training are diagnosed and solved, in accordance with organisational procedures | ||
5 | Train canine using appropriate methods | 5.1 | Humane ways of training are used that reflect positive reinforcement techniques |
5.2 | Canine psychology and drives are recognised and applied when training canine | ||
5.3 | Appropriate degree of correction is used to discourage unwanted canine behaviour | ||
5.4 | Canine involved in training is handled and controlled in a way that maintains performance and safety | ||
6 | Manage training assistants | 6.1 | Training assistant is selected for the training exercise to be performed in a simulated USAR environment |
6.2 | Training assistant is briefed on the expected outcomes of the exercise | ||
6.3 | Job safety analysis is provided to training assistant prior to commencement of training exercise | ||
6.4 | Safety and welfare of training assistant is maintained throughout the training exercise | ||
6.5 | Problems encountered with the training assistant are diagnosed and resolved, or referred to relevant personnel, in accordance with organisational procedures | ||