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 TLIA5035, 'Manage international freight transfer'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage international freight transfer' 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 | Analyse freight transfer requirements | 1.1 | Australian and international codes and regulations, and workplace policies for international freight transfer are identified |
1.2 | Information on current and potential customers, and their international freight requirements is obtained and analysed in accordance with workplace procedures | ||
1.3 | Special characteristics and customer requirements for the types of freight to be transferred are identified, interpreted and considered in accordance with workplace procedures | ||
1.4 | Appropriate options for international freight transfer are evaluated in terms of identified special requirements, customer need and relevant regulatory requirements, including Australian and international codes for the transfer of dangerous goods and hazardous substances | ||
1.5 | Selected options for freight transfer arrangements are documented in accordance with workplace policy and related regulations | ||
2 | Plan systems and processes for international freight transfer | 2.1 | Workplace policies and mission statement are interpreted to define the process requirements for international freight transfer |
2.2 | Appropriate systems are evaluated and established/coordinated to facilitate the organisation of international freight transfer, including suitable risk analysis | ||
2.3 | Human resources needed to organise international freight transfer are identified and documented | ||
2.4 | Action is initiated to ensure staff are assigned, recruited and/or trained in accordance with identified human resource requirements | ||
2.5 | Office, computer and communications equipment is identified and action is initiated for appropriate assignment or procurements | ||
2.6 | Quality standards and procedures for proposed international freight transfer processes are documented/updated in accordance with workplace procedures | ||
3 | Monitor and coordinate systems and processes for international freight transfer | 3.1 | International freight forwarding operations are monitored against identified quality standards and for compliance with Australian and international regulatory requirements |
3.2 | Non-compliance with quality standards or regulatory requirements is identified and appropriate action is initiated to report and rectify identified problems | ||
3.3 | Customer satisfaction with international freight transfer services is monitored using appropriate methods | ||
3.4 | Customer concerns and suggestions for service improvements are acted upon in accordance with workplace procedures | ||
3.5 | Reports and other required documentation related to international freight transfer operations are completed and referred to relevant personnel in accordance with workplace procedures | ||
3.6 | Any changes in Australian and international regulations and codes of practice relevant to international freight transfer are monitored, identified and appropriate action is initiated to ensure ongoing compliance of workplace processes and systems | ||