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 TLIF4111A, 'Work effectively in a train-driving environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work effectively in a train-driving environment' 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
1 | Monitor own health and wellbeing | 1.1 | Health and wellbeing issues that impact on train driving are identified |
1.2 | Own health and wellbeing is assessed against identified issues | ||
1.3 | Potential for own health and wellbeing to deteriorate in relation to identified issues is determined | ||
1.4 | Action is taken improve own health and wellbeing status in relation to identified issues | ||
2 | Maintain situational awareness | 2.1 | Self and others are assessed for task knowledge requirements at commencement and duration of the task |
2.2 | External and internal information that impacts on the operation of the train is gathered | ||
2.3 | Information about the train and its systems is accurately interpreted | ||
2.4 | Significance of this information in relation to the current situation is determined | ||
2.5 | Changes in the current situation are anticipated and action is taken to correct any negative impacts of these anticipated changes | ||
2.6 | Appropriate personnel involved are informed of these changes | ||
3 | Implement work safety requirements | 3.1 | Work health and safety (WHS)/occupational health and safety (OHS) procedures and work instructions are identified and implemented |
3.2 | Pre-start systems and equipment checks are carried out according to organisational procedures | ||
3.3 | Organisational procedures for responding to emergency incidents are implemented | ||
3.4 | Designated persons for reporting queries and concerns about safety in the workplace are identified | ||
3.5 | Existing and potential hazards in the workplace are identified, reported to designated persons and recorded according to organisational procedures | ||
3.6 | Emergency incidents and injuries are identified and reported to designated persons according to organisational procedures | ||
3.7 | WHS/OHS duty holders in own work area and their duties are identified | ||
4 | Recognise, manage and mitigate threats and errors | 4.1 | Relevant environmental and/or operational threats and errors are identified |
4.2 | Standard operating procedures are applied to avoid identified operational threats and errors occurring | ||
4.3 | Strategies for reducing the frequency of errors are implemented | ||
4.4 | Strategies for limiting the consequences of errors are implemented | ||
4.5 | Progress is monitored and assessed to ensure a safe journey | ||
4.6 | Actions are modified and communicated as required when a safe journey is in doubt | ||
4.7 | Systems, environment and rail operations staff are monitored, and information is collected and analysed to identify potential or actual threats and errors | ||
4.8 | Timely action is taken to prevent identified threats and errors | ||
5 | Maintain currency of industry skills and knowledge | 5.1 | Notices and directives about new policies, processes and procedures are read and implemented |
5.2 | Clarification is sought from relevant personnel about anything that is not clear in relation to new policies, processes and procedures | ||
5.3 | Where issues about new policies, processes and procedures are interpreted, this information is provided to relevant personnel | ||
5.4 | Relevant professional development and training activities are undertaken |