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 TLILIC3004, 'Licence to operate a derrick crane'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Licence to operate a derrick crane' 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 | Plan work | 1.1 | Potential workplace hazards are identified |
1.2 | Hazard control measures are identified consistent with appropriate standards to ensure the safety of personnel and equipment | ||
1.3 | Weight of load is identified and estimated in consultation with associated personnel | ||
1.4 | Appropriateness of crane to load/s and workplace conditions is confirmed | ||
1.5 | Appropriate path for moving loads in work area is determined and inspected | ||
1.6 | Appropriate communications methods are identified in consultation with associated personnel | ||
2 | Conduct routine checks | 2.1 | Ground stability is checked |
2.2 | Crane is visually checked for damage or defects | ||
2.3 | All signage and labels are checked to ensure they are visible and legible, in accordance with the appropriate standard | ||
2.4 | Appropriate crane configuration for work task is determined in accordance with procedures | ||
2.5 | Routine pre-operational crane checks are carried out in accordance with procedures | ||
2.6 | All controls are located and identified | ||
2.7 | Crane service logbook is checked for compliance | ||
2.8 | Crane is started in accordance with procedures and is checked for any abnormal noises | ||
2.9 | All crane safety devices are tested in accordance with procedures | ||
2.10 | Post-start operational checks are carried out in accordance with procedures | ||
2.11 | All communications equipment is checked for serviceability | ||
2.12 | All damage and defects are reported and recorded in accordance with procedures, and appropriate action is taken | ||
3 | Transfer load | 3.1 | Lifts are determined within crane capacity |
3.2 | Appropriate hazard prevention/control measures are applied to work area in accordance with procedures | ||
3.3 | Boom/jib and hoist block is positioned over load following directions from associated personnel | ||
3.4 | Test lift is carried out in accordance with procedures to allow for checks to be safely made, in consultation with relevant personnel | ||
3.5 | Loads are transferred using all relevant crane movements, in accordance with procedures and the appropriate standard | ||
3.6 | All required communications signals are interpreted correctly in accordance with procedures and the appropriate standard | ||
3.7 | Crane is operated in accordance with procedures | ||
3.8 | Load movement is monitored constantly, to ensure safety of personnel and load, and structural stability | ||
3.9 | Unplanned and/or unsafe situations are responded to in accordance with procedures | ||
4 | Shut down and secure crane | 4.1 | Relevant motion locks and brakes are applied as required |
4.2 | Crane equipment is stowed and secured as required, in accordance with procedures and the appropriate standard | ||
4.3 | Crane is shut down in accordance with procedures | ||
4.4 | Routine post-operational crane checks are carried out in accordance with procedures | ||
4.5 | All damage and defects are reported and recorded in accordance with procedures, and appropriate action is taken | ||