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 TLIM0002, 'Conduct heavy vehicle learner driver training'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Conduct heavy vehicle learner driver training' 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.
Prepare for heavy vehicle learner driver training
Learner driver training and appropriate route requirements are planned prior to training commencement
Availability of relevant learning resources and learning materials is identified
Learner driver records and current skill/knowledge level are reviewed, and appropriate prerequisite training and performance is confirmed
Hazards are identified and required action is taken to minimise, control and eliminate identified hazards
Learner driver knowledge of road rules, vehicle controls and driving techniques is confirmed
Learner driver is briefed about training outcomes based on prescribed performance criteria and required training plans
Learner driver required knowledge for each skill activity is confirmed
Learner driver understanding of training outcomes, required knowledge, vehicle operations and control techniques, and planned sequences, is confirmed
Demonstrate and instruct required skill
Vehicle operation and controls are explained to learner driver in accordance with training plans
Driving skill is demonstrated in a safe environment at normal operating speed, in a smooth and competent manner, and again at slow speed, and each step is explained
Instructions and explanations are provided in a clear, concise, systematic and timely manner
Manoeuvres are introduced in a manageable, progressive manner while being aware of learner driver limitations
Tasks are demonstrated to learner driver and performed to specified standards through coordinated and controlled inputs, in a smooth and controlled manner, using accepted handling techniques and appropriate instructional techniques
Learner driver is directed through task performance using appropriate levels of information, explanation and feedback, consistent with learner driver progress
Monitor and maintain safe heavy vehicle driving skills of learner driver
Learner driver is monitored through task performance using appropriate levels of information, explanation and feedback, consistent with learner driver progress
Segmented tasks are integrated progressively in accordance with established training plan
Interventions are made as required to assist learner driver progress and maintain vehicle safety
Situational awareness is maintained while providing driving instruction
Learner driver is provided with sufficient opportunity to practise techniques through assisted and unassisted practice sequences
Learner driver limitations are assessed, monitored and managed throughout training sequences
Debrief learner driver
Learner driver performance is noted for recording learner driver performance, debriefing and assessment purposes
Learner driver strengths and development needs are identified through feedback, and additional instruction and demonstration are provided as required
Learner driver is encouraged to develop self-assessment skills during debriefing sequence
Learner driver achievement against training outcome for lesson and associated performance criteria, is assessed
Effective interpersonal and communication skills are used when providing and receiving learner driver feedback about training performance
Results for learner driver training are recorded and post-drive administration is completed
Identify hazardous situations and implement contingency plans
Potential hazardous situations are identified and assessed, and needs are prioritised in accordance with emergency management plan and procedures
Contingency measures are considered in accordance with emergency management plan and procedures
Relevant services are consulted in an emergency or hazardous situation in accordance with emergency management plan and procedures
Reports and documentation are completed in accordance with required procedures