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 MEM50002, 'Work safely on marine craft'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work safely on marine craft' 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. | ||
1 | Identify safe access methods and working platforms | 1.1 | Follow standard operating procedures (SOPs) |
1.2 | Comply with work health and safety (WHS) requirements at all times | ||
1.3 | Use appropriate access methods to gain access to the work location | ||
1.4 | Inspect work platforms to confirm that they are appropriate for the purpose, are located in a correct manner and comply with any regulatory controls | ||
2 | Move around and work safely on recreational vessels | 2.1 | Identify risks and hazards from observation, including confined spaces, and identify workplace approved risk controls |
2.2 | Select work methods and tools appropriate for the task | ||
2.3 | Identify and use appropriate engineering controls | ||
2.4 | Select and use appropriate personal protective equipment (PPE) in accordance with SOPs | ||
2.5 | Use appropriate warning signs and signals | ||
2.6 | Minimise, control and dispose of work residues in accordance with SOPs | ||
2.7 | Maintain worksite in a clean and tidy state using appropriate housekeeping methods | ||
3 | Follow emergency procedures for incidents in the marine environment | 3.1 | Use appropriate responses in reaction to incidents and accidents |
3.2 | Use communication systems and methods to convey emergency messages | ||
3.3 | Follow drills for fire, explosion, toxic/dangerous spills and leakage, personal illness or injury, man overboard, collision or vessel damage | ||