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 TLIM0003, 'Conduct learner rider training'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct learner rider training' 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 | Prepare for learner rider training | 1.1 | Learner rider training and appropriate route requirements are planned prior to training commencement |
1.2 | Availability of relevant learning resources and learning materials is identified | ||
1.3 | Learner rider records and current skill/knowledge level are reviewed, and appropriate prerequisite training and performance is confirmed | ||
1.4 | Hazards are identified and required action is taken to minimise, control and eliminate identified hazards | ||
1.5 | Learner rider knowledge of road rules, motorcycle controls and riding techniques is confirmed | ||
1.6 | Learner rider is briefed about training outcomes based on prescribed performance criteria and required training plans | ||
1.7 | Learner rider required knowledge for each skill activity is confirmed | ||
1.8 | Learner rider understanding of training outcomes, required knowledge, motorcycle operations and control techniques, and planned sequences, is confirmed | ||
2 | Demonstrate and instruct required skill | 2.1 | Motorcycle operation and controls are explained to learner rider in accordance with training plans |
2.2 | Riding skill is demonstrated in a safe environment at normal operating speed, in a smooth and competent manner, and again at slow speed, and each step is explained | ||
2.3 | Instructions and explanations are provided in a clear, concise, systematic and timely manner | ||
2.4 | Manoeuvres are introduced in a manageable, progressive manner while being aware of learner rider limitations | ||
2.5 | Tasks are demonstrated to learner rider and performed to specified standards through coordinated and controlled instruction, in a smooth and controlled manner, using accepted handling techniques and appropriate instructional techniques | ||
2.6 | Learner rider is directed through task performance using appropriate levels of information, explanation and feedback consistent with learner rider progress | ||
3 | Monitor and maintain safe motorcycle riding skills of learner rider | 3.1 | Learner rider is monitored through task performance using appropriate levels of information, explanation and feedback consistent with learner rider progress |
3.2 | Segmented tasks are integrated progressively in accordance with established training plan | ||
3.3 | Interventions are made as required to assist learner rider progress and maintain motorcycle safety | ||
3.4 | Situational awareness is maintained while providing motorcycle riding instruction | ||
3.5 | Learner rider is provided with sufficient opportunity to practise techniques through assisted and unassisted practice sequences | ||
3.6 | Learner rider limitations are assessed, monitored and managed throughout training sequences | ||
4 | Debrief learner rider | 4.1 | Learner rider performance is noted for recording learner rider performance, debriefing and assessment purposes |
4.2 | Learner rider strengths and development needs are identified through feedback, and additional instruction and demonstration are provided as required | ||
4.3 | Learner rider is encouraged to develop self-assessment skills during debriefing sequence | ||
4.4 | Learner rider achievement against training outcome for lesson and associated performance criteria, is assessed | ||
4.5 | Effective interpersonal and communication skills are used when providing and receiving learner rider feedback about training performance | ||
4.6 | Results for learner rider training are recorded and post-ride administration is completed | ||
5 | Identify hazardous situations and implement contingency plans | 5.1 | Potential hazardous situations are identified and assessed, and needs are prioritised in accordance with emergency management plan and procedures |
5.2 | Contingency measures are considered in accordance with emergency management plan and procedures | ||
5.3 | Relevant services are consulted in an emergency or hazardous situation in accordance with emergency management plan and procedures | ||
5.4 | Reports and documentation are completed in accordance with required procedures | ||