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 TDMMR3107B, 'OPERATE AND CARRY OUT BASIC SERVICING ON AUXILIARY SYSTEMS'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'OPERATE AND CARRY OUT BASIC SERVICING ON AUXILIARY SYSTEMS' 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
ELEMENT | PERFORMANCE CRITERIA | ||||
1 | Operate auxiliary systems | a | Auxiliary systems are operated in accordance with procedures and manufacturer's instructions and specifications | ||
b | Auxiliary systems are prepared, started up and shut down as per manufacturer's instructions | ||||
c | Basic faults are identified during operations and appropriate action is taken as per company procedures | ||||
ELEMENT | PERFORMANCE CRITERIA | |||
2 | Carry out basic, routine checking and servicing procedures on auxiliary systems | a | The operation of auxiliary systems is monitored in accordance with manufacturer's instructions, and faulty operation reported in accordance with procedures | |
b | Faulty equipment and components are identified and reported, and action is initiated as required for isolation, tagging and repair or replacement as per company procedures | |||
3 | Follow safety and hazard control procedures | a | All required safety precautions and regulations are followed when operating and maintaining auxiliary systems | |
b | Operational hazards are identified and action is taken to minimise or eliminate risk to personnel, vessel and the environment | |||
c | Where relevant, procedures and precautions necessary for entry into confined spaces on a vessel are correctly followed | |||
d | Appropriate action is taken in the event of a failure or emergency involving auxiliary systems to isolate and secure the relevant equipment and the vessel and maintain the safety of the vessel and persons involved | |||
e | Shipboard emergency and contingency are followed in the event of a failure or emergency involving auxiliary systems | |||