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 TLIG4005, 'Organise transport workload'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Organise transport workload' 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 | Organise and accept responsibility for own workload | 1.1 | Priorities and deadlines are established in consultation with relevant persons and recorded |
1.2 | Hazards are identified, risks are assessed and control measures are implemented | ||
1.3 | Work activities are planned and progress of work is communicated to others whose personal work plans and timelines may be affected | ||
1.4 | Work is completed to the standard expected in the workplace in accordance with relevant guidelines, directions or instructions | ||
1.5 | Variations and difficulties affecting work requirements are identified through regular reviews, and action is taken to report these issues to supervisory staff | ||
1.6 | Additional support to improve work is communicated clearly to appropriate personnel | ||
2 | Participate in identifying and meeting own learning needs | 2.1 | Operations of the workplace, workplace equipment and focus of endeavour are identified |
2.2 | Organisational structure, career paths and training opportunities appropriate to the enterprise are identified | ||
2.3 | Steps are taken, in consultation with appropriate personnel, to identify own learning needs through assessment and planning for future work requirements | ||
2.4 | Appropriate opportunities to learn and develop required competencies are undertaken including establishing networks and working relationships with others | ||
3 | Plan and organise a personal daily routine | 3.1 | Daily routine is planned to take into account rosters, industrial agreements and workplace procedures |
3.2 | Clarification of requirements of tasks is sought as required | ||
3.3 | Achievable time and other performance measures are agreed | ||
3.4 | Tasks are completed and variations to plan are identified and reported | ||
3.5 | Inability to complete operations are relayed to appropriate personnel in accordance with workplace procedures | ||