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 TLIM4001, 'Develop safe car driving behaviours in others'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop safe car driving behaviours in others' 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 | Demonstrate applicable safe car driving rules and regulations to learner drivers | 1.1 | Relevant road rules and regulations for each car driving task are identified and clarified when driving with a learner driver |
1.2 | Road rules are explained and demonstrated to learner driver | ||
2 | Demonstrate low-risk car driving strategies to learner drivers | 2.1 | Proactive driving techniques that keep car driver at a low-risk level are demonstrated |
2.2 | Low-risk driving behaviours are demonstrated consistently | ||
2.3 | Vehicle operation and control skills and knowledge to minimise risks are explained and demonstrated to learner driver | ||
3 | Deliver training on safe car driving principles | 3.1 | Training objectives and methods are planned and documented |
3.2 | Training is conducted in a safe and accessible environment | ||
3.3 | Specific needs for training are identified and confirmed through observation and evaluation of learner driver capabilities | ||
3.4 | Information about safe car driving principles is made available to learner driver and is explained clearly to learner driver | ||
3.5 | Principles behind low-risk driving are explained clearly to learner driver | ||
4 | Monitor and maintain safe car driving behaviours of learner drivers | 4.1 | Unsafe driving behaviours are identified and constructive feedback is provided to learner driver |
4.2 | Legal ramifications of driving offences are explained clearly to learner driver | ||
4.3 | Importance of continuous effort and practise of low-risk driving is outlined | ||
4.4 | Learner driver safe car driving operation and control competence is reviewed | ||
4.5 | Various methods for encouraging learning are implemented to provide diverse approaches to meet learner driver individual needs | ||
5 | Evaluate learner drivers on their safe car driving competence | 5.1 | Evidence requirements are specified to show consistent achievement of learner driver safe car driving competence |
5.2 | Evaluation methods, processes and procedures are communicated clearly to learner driver and are applied consistently in accordance with relevant state/territory regulatory authority licence requirements | ||
5.3 | Learner driver safe driving competence is evaluated | ||
5.4 | Learner driver demonstration of safe car driving behaviours is recorded in accordance with workplace processes and procedures | ||
6 | Review evaluation of learner driver safe car driving competence | 6.1 | Processes to review evaluation of learner driver safe car driving behaviours are established and followed |
6.2 | Review activities are documented, findings are validated and review approach is evaluated | ||
6.3 | Feedback is provided to learner driver in relation to evaluation outcomes | ||
6.4 | Documentation is completed in accordance with workplace procedures | ||