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 TLIM4003, 'Develop safe motorcycle riding 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 motorcycle riding 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 motorcycle riding rules and regulations to learner riders | 1.1 | Relevant road rules and regulations for each motorcycle riding task are identified and clarified when accompanying a learner rider |
1.2 | Road rules are explained and demonstrated to learner rider | ||
2 | Demonstrate low-risk motorcycle riding strategies to learner riders | 2.1 | Proactive riding techniques that keep motorcycle rider at a low-risk level are demonstrated |
2.2 | Low-risk riding behaviours are demonstrated consistently | ||
2.3 | Motorcycle operation and control skills and knowledge to minimise risks are explained and demonstrated to learner rider | ||
2.4 | Features and benefits of protective clothing are explained and demonstrated to learner rider | ||
3 | Deliver training on safe motorcycle riding 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 rider capabilities | ||
3.4 | Information about safe motorcycle riding principles is made available to learner rider and is explained clearly to learner rider | ||
3.5 | Principles behind low-risk riding are explained clearly to learner rider | ||
4 | Monitor and maintain safe motorcycle riding behaviours of learner riders | 4.1 | Unsafe riding behaviours are identified and constructive feedback is provided to learner rider |
4.2 | Legal ramifications of riding offences are explained clearly to learner rider | ||
4.3 | Importance of continuous effort and practise of low-risk riding is outlined | ||
4.4 | Learner rider safe motorcycle riding operation and control competence is reviewed | ||
4.5 | Various methods for encouraging learning are implemented to provide diverse approaches to meet learner rider individual needs | ||
5 | Evaluate learner riders on their safe motorcycle riding competence | 5.1 | Evidence requirements are specified to show consistent achievement of learner rider safe motorcycle riding competence |
5.2 | Evaluation methods, processes and procedures are communicated clearly to learner rider and are applied consistently in accordance with relevant state/territory regulatory authority licence requirements | ||
5.3 | Learner rider safe motorcycle riding competence is evaluated | ||
5.4 | Learner rider demonstration of safe motorcycle riding behaviours is recorded in accordance with workplace processes and procedures | ||
6 | Review evaluation of learner rider safe motorcycle riding competence | 6.1 | Processes to review evaluation of learner rider safe motorcycle riding 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 rider in relation to evaluation outcomes | ||
6.4 | Documentation is completed in accordance with workplace procedures | ||