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 MEM50010, 'Respond to boating emergencies and incidents'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Respond to boating emergencies and incidents' 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 | Use safety equipment | 1.1 | Follow standard operating procedures (SOPs) |
1.2 | Comply with work health and safety (WHS) requirements at all times | ||
1.3 | Ensure nature, type, location, accessibility and serviceability of safety equipment is known and understood by all personnel on board | ||
1.4 | Conduct briefing of personnel before departure | ||
1.5 | Use safety equipment in a manner and purpose for which it was designed and appropriate to the emergency or incident | ||
2 | Raise alarms | 2.1 | Identify nature of emergency |
2.2 | Communicate alarm to on-board personnel | ||
2.3 | Use recognised distress signals to indicate need of assistance | ||
3 | Deal with on-board emergency | 3.1 | Inform on-board personnel of actions required to deal with the emergency |
3.2 | Implement procedures to combat emergency and protect persons on board | ||
3.3 | Identify position, record and communicate | ||
3.4 | Provide injured persons with assistance | ||
3.5 | Maintain communication with rescuers | ||
3.6 | Undertake preparation for abandoning the boat, as required | ||
3.7 | Communicate cessation of emergency to appropriate personnel | ||
4 | Assist others in distress | 4.1 | Recognise distress signals from others |
4.2 | Identify nature of assistance required | ||
4.3 | Determine capability to safely assist or relay emergency taking into account own safety and physical proximity to the emergency incident | ||
4.4 | Prepare for appropriate response to the emergency and implement | ||
4.5 | Communicate cessation of emergency incident to appropriate personnel | ||