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 AVIF0019, 'Implement complex human factors in remote pilot aircraft systems beyond visual line of sight (BVLOS)'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Implement complex human factors in remote pilot aircraft systems beyond visual line of sight (BVLOS)' 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 | Monitor and control remote pilot aircraft systems through aircraft instrumentation systems | 1.1 | Instrumentation necessary for the maintenance of stable flight are allocated to onboard automation systems |
1.2 | Supervision and control of systems are monitored effectively and communicated to other team members | ||
1.3 | Mode selections for automated systems are used appropriately accounting for own personal performance | ||
1.4 | Communication is maintained with all flight personnel in accordance with organisation procedures and legislative requirements | ||
1.5 | Information necessary to perform remote pilot aircraft system functions are interpreted and used for safe operation | ||
1.6 | Information needed for pilot decision making is assessed for accuracy and applied to maintain command | ||
1.7 | Situational awareness is maintained for the duration of the flight | ||
2 | Perform pilot duties using machine-human interface | 2.1 | Controlled flight is maintained using automated systems as appropriate |
2.2 | Onboard camera is used for flight control tasks where the camera is aligned with the longitudinal axis of the remote pilot aircraft system | ||
2.3 | Control station is monitored and configured to assess the status of the remote pilot aircraft system to identify and respond to abnormal conditions | ||
2.4 | Awareness is maintained by the pilot on the status of the control station power supply and back-up as necessary | ||
2.5 | Remote pilot aircraft system is manoeuvred appropriately ensuring that obstacles and infrastructure are avoided | ||
2.6 | Pilot vigilance is maintained fully during extended periods of low workload | ||
2.7 | Control of the remote pilot aircraft system is transferred effectively between pilots during extended flight operations | ||
2.8 | Threats and emergency situations are addressed following flight procedures ensuring the safety of people and infrastructure | ||