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 TLIB2122, 'Apply awareness of fundamentals of rail operations in yards or sidings'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply awareness of fundamentals of rail operations in yards or sidings' 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 | Identify yard or siding structures, layout and terminology | 1.1 | Terminology for track, trackside equipment and fixed structures is identified |
1.2 | Features of track, including geography and geometry are identified | ||
1.3 | Infrastructure categories and their purpose are identified | ||
1.4 | Other principal structure types and their purpose are identified | ||
1.5 | Relevant stakeholders for reporting structural faults or anomalies to, are identified | ||
2 | Identify above and below ground services | 2.1 | Principal overhead and/or electrical components and their purpose are identified and explained |
2.2 | Power supply voltages are identified | ||
2.3 | Methods of isolation are identified and their purpose is explained | ||
3 | Identify rail track vehicles and rolling stock | 3.1 | Types of trains and rolling stock are identified |
3.2 | Types of rail track vehicles are identified | ||
3.3 | Relevant stakeholders for reporting rolling stock faults or anomalies to, are identified | ||
4 | Identify signals and safety devices | 4.1 | Types, location and purpose of signals are identified |
4.2 | Types, location and purpose of safety devices are identified | ||
4.3 | Relevant stakeholders for reporting signal or safety device faults or anomalies to, are identified | ||
5 | Identify primary rail activities and safety systems | 5.1 | Primary rail activities and other operators are identified as required |
5.2 | Types and purpose of safety systems are identified | ||
5.3 | Relevant stakeholders for reporting safety events to, are identified | ||