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 TLIC3052, 'Assist with shunting, coupling and uncoupling electric passenger trains'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Assist with shunting, coupling and uncoupling electric passenger trains' 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 | Assist with preparing for shunting operation | 1.1 | Shunting requirements are confirmed through workplace documents and/or relevant personnel |
1.2 | Local safety requirements are identified and followed in accordance with workplace procedures | ||
1.3 | Hazards are identified, risks are assessed and risk control measures are implemented | ||
1.4 | Relevant work health and safety (WHS)/occupational health and safety (OHS) requirements are followed to prevent injury and damage | ||
2 | Assist with shunting trains | 2.1 | Points, levers, and/or switches are operated in accordance with workplace requirements as required |
2.2 | Audible signals, hand signals and other line of sight communications are used to assist control of train movements | ||
2.3 | Hand, light and radio shunting commands used are responded to in accordance with workplace requirements | ||
2.4 | Pre | ||
3 | Assist with coupling trains | 3.1 | Type of connections required are identified prior to coupling |
3.2 | Trains to be coupled are positioned in accordance with operating procedures and workplace requirements, to ensure couplers are aligned and in the appropriate position for type of connection required | ||
3.3 | All safety requirements are met prior to coupling trains | ||
3.4 | After trains are coupled, post | ||
4 | Assist with uncoupling trains | 4.1 | Train to be uncoupled is identified and checks are made to ensure all safety requirements are met prior to uncoupling |
4.2 | Train is uncoupled in accordance with operating procedures and workplace requirements | ||
4.3 | Post | ||
5 | Use coupling adaptor | 5.1 | Situations requiring the use of a coupling adaptor are identified in accordance with workplace procedures |
5.2 | Coupling adaptor is accessed and transported to required location for use | ||
5.3 | All safety requirements are met prior to fitting coupling adaptor | ||
5.4 | Coupling adaptor is attached to one of the trains prior to coupling in accordance with workplace procedures | ||
5.5 | Trains are coupled in accordance with workplace procedures and coupling adaptor is secured in place | ||
5.6 | Post | ||