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 TLIE4033A, 'Use communications systems to control tram/light rail operations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Use communications systems to control tram/light rail operations' 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
1 | Identify communications equipment systems and features | 1.1 | Types of communications equipment, component parts and accessories used in the work area are identified |
1.2 | Applications for workplace activities of the different communications systems and, where applicable, related software are interpreted | ||
1.3 | Communications system features and control functions are identified | ||
1.4 | Appropriate communications system is selected depending on type of communication to be made | ||
2 | Use communications equipment | 2.1 | System checks are carried out prior to operations to confirm communications system is operational in accordance with organisational requirements |
2.2 | Communications systems are operated safely in accordance with organisational procedures and regulatory requirements | ||
2.3 | Communications system security is maintained in accordance with organisational procedures | ||
2.4 | Messages are received, interpreted and recorded in accordance with operating procedures and regulatory requirements | ||
2.5 | Text and numeric data are entered into communications system using appropriate technology as required | ||
2.6 | Entered information is checked and corrected as required | ||
3 | Receive and respond to requests | 3.1 | Details of the situation are established using effective communication skills, techniques and resources, in accordance with organisational procedures |
3.2 | Communication difficulties are acknowledge and efforts are made to overcome these difficulties | ||
3.3 | Complete details of request are accurately recorded in a timely and efficient manner in accordance with organisational procedures | ||
3.4 | Urgency of request is determined using information gained from person making the request | ||
3.5 | Suitable response is formulated in accordance with organisational procedures | ||
3.6 | Request is referred in line with situation presented and in accordance with organisational procedures | ||
3.7 | Requests are answered promptly in accordance with organisational procedures | ||
3.8 | Requests are dealt with in a professional manner at all times | ||
3.9 | Appropriate follow-up action is taken, in accordance with needs of the situation and organisational procedures | ||
4 | Identify communications system faults | 4.1 | Communications system technical faults are identified and appropriateaction is taken |
4.2 | Back-up or alternative systems are utilised when primary system fails or as required |