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 TLIF0004, 'Work effectively in a train-driving environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Work effectively in a train-driving environment' 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 describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
Monitor own health and wellbeing
Health and wellbeing issues that impact on train driving are identified
Own health and wellbeing is assessed against identified issues
Potential for own health and wellbeing to deteriorate in relation to identified issues is determined
Action is taken to improve own health and wellbeing status in relation to identified issues
Locomotive cab is set up for individual comfort and optimum safety levels are ensured
Manage tasks and workload
Work activities are planned for the completion of tasks in accordance with organisational requirements
Changes to workplace environment and related risks are monitored and managed to ensure a safe outcome to workplace operations, in accordance with guidelines, directions or instructions
Attention is focused and distractions are managed in normal and high workload situations
Activities are modified depending on work situations and contingencies
Tasks, activities and information gathering are prioritised and scheduled, in accordance with their importance and need for action
Maintain situational awareness
Factors that impact on safe train operations are continuously monitored
Situational awareness is applied through effective visual scans, use of communication systems, use of rail traffic information and use of systems of safe working, in accordance with workplace procedures
Information that impacts on the operation of the train is continually gathered and interpreted to determine whether the current situation matches the expected state
Changes in the current situation are anticipated and action is taken to correct or mitigate any negative impacts of these anticipated changes
Recognise, manage and mitigate threats and errors
Relevant human limitations/conditions of self and others are recognised as threats
Strategies for reducing the frequency of errors are implemented
Relevant environmental and/or operational threats and errors are identified
Operating procedures are applied to avoid identified operational threats and errors occurring
Maintain currency of industry skills and knowledge
New and altered policies, processes and procedures are read and implemented
Clarification is sought from relevant personnel about anything that is not clear in relation to policies, processes and procedures
Feedback regarding policies, processes and procedures is provided to relevant personnel as required