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 AVIM0005, 'Facilitate non-technical skills instruction'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate non-technical skills instruction' 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 | Instruct effective lookout procedures | 1.1 | Systematic visual scan techniques at a rate determined by traffic density, visibility and terrain are demonstrated and monitored |
1.2 | Radio listening watch procedures are demonstrated and monitored, including interpreting transmissions to determine traffic location and intentions | ||
1.3 | Airspace clearance procedures are demonstrated and monitored | ||
2 | Instruct situational awareness techniques | 2.1 | Perception of the elements in the environment within a volume of time and space, the comprehension of their meaning and the projection of the status in the near future are described |
2.2 | Methods to monitor, gather and interpret appropriate information from both inside and outside the aircraft are demonstrated | ||
2.3 | Methods to maintain or regain situational awareness using flight control instruments and systems ae demonstrated | ||
3 | Instruct effective situational awareness and decision making | 3.1 | Methods of receiving and processing situational awareness information are demonstrated and monitored |
3.2 | The conversion of information for use within current or future situations is demonstrated and monitored | ||
3.3 | The generation of decision options are demonstrated, directed and monitored | ||
3.4 | The analysis of decision options is demonstrated, directed and monitored | ||
3.5 | The decision outcome is demonstrated and communicated | ||
3.6 | Evaluation of the decision is demonstrated and monitored for effectiveness | ||
4 | Instruct task priority and management | 4.1 | Task prioritisation is demonstrated, directed and monitored |
4.2 | Effective task management is demonstrated and monitored | ||
5 | Instruct effective communications and teamwork | 5.1 | Verbal communications are demonstrated, directed and monitored using appropriate levels of language proficiency |
5.2 | Learner interactions are monitored to assess effectiveness of communication techniques and styles | ||
5.3 | Questioning techniques are applied to confirm learner understanding | ||
5.4 | Responses are sought and provided to others in a timely manner | ||
5.5 | Information received is clarified/confirmed, interpreted and accurately communicated or reported with due observation of ethics and protocols required of the operational environment | ||
5.6 | Communication is undertaken in varying situations with culturally diverse, familiar and unfamiliar individuals, teams and crew | ||
5.7 | Appropriate protocols and procedures are followed when using communications systems during routine and contingency aviation operations | ||