competence of maritime teaching professionals.pdf

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STANDARD

DNV GL AS

The electronic pdf version of this document found through http://www.dnvgl.com is the officially binding version.The documents are available free of charge in PDF format.

DNVGL-ST-0024:2014-04

Competence of maritime teachingprofessionals



Stanar DNVGL-ST-0024:2014-04 .a%e /

DNV GL AS

0 h a n % e s

-

c ! r r e n tC#$%&!' ( C)!%T

&eneralThis DNV GL oc!ment s!"ersees an re"laces the "revio!s le%acy DNV Stanar (or erti(ication No)

/)/2/& ctober 200)

Te3t a((ecte by the main chan%es in this eition is hi%hli%hte in re colo!r) o$ever& i( the chan%es

n 12 Se"tember 201/& DNV an GL mer%e to (orm DNV GL Gro!") n 25 November 201/ Det Nors#e

Veritas AS became the 1006 shareholer o( Germanischer Lloy S7& the "arent com"any o( the GL Gro!"&

an on 28 November 201/ Det Nors#e Veritas AS& com"any re%istration n!mber 45 849 /1& chan%e its

name to DNV GL AS) or (!rther in(ormation& see $$$)nv%l)com) Any re(erence in this oc!ment to ;Det

Nors#e Veritas AS<& ;Det Nors#e Veritas<& ;DNV<& ;GL<& ;Germanischer Lloy S7<& ;GL Gro!"< or any other

le%al entity name or train% name "resently o$ne by the DNV GL Gro!" shall there(ore also be consiere

a re(erence to ;DNV GL AS<)

involve a $hole cha"ter& section or s!b-section& normally only the title $ill be in re colo!r)

*ain changes= This stanar has been !"ate to com"ly $ith the DNV GL mer%er an has been !"ate $ith cross

re(erences to com"ly $ith the ne$ n!mberin% system)

>n aition to the above state main chan%es& eitorial corrections may have been mae)

!ditorial corrections



Stanar DNVGL-ST-0024:2014-04 .a%e 4

DNV GL AS

0 o n t e n t sCO%T!%T'

ANG7S ?@@7NT )))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))) /

'ec.+ ,ntroduction.................................................................................................. -

+.+ 'cope .....................................................................................................-

+. Target groups.........................................................................................-

+. Professional profile ................................................................................-

+.0 e1uired performance standard .............................................................-

'ec. Ta2onomy ..................................................................................................... 3

.+ &eneral...................................................................................................3

. 4evels of cognition .................................................................................3

. Professional behaviour verbs .................................................................3

'ec. Competence re1uirements ............................................................................ 5

.+ &eneral...................................................................................................5




DNV GL AS

'!CT,O% + ,%TOD)CT,O%

+.+ 'copeThe stanar (oc!ses on the "er(ormance-areas o( teachin% "ro(essionals in the maritime in!stry an

aresses all o"erational areas relate to esi%n& elivery an assessment o( learnin% "ro%rammes)

The teachin% "ro(essional nees to be able to "re"are an eliver the "ro%ramme he'shes assi%ne to an

veri(y that learners at the en o( the "ro%ramme have met the learnin% ob,ectives)

Sim!lator s"eci(ic items $ere le(t o!t o( this stanar an can be (o!n in DNVGL-ST-0025 Competence of

maritime simulator instructors& $hich contains the %eneric com"etencies as $ell)

+. Target groupsThe stanar s"eci(ies the com"etence re+!irements (or teachin% "ro(essionals $ho can be mae

res"onsible (or the esi%n& elivery an'or assessment o( a trainin% "ro%ramme)

+. Professional profileThe com"lete "ro(essional "ro(ile o( a teachin% "ro(essional may incl!e:

= e(inin% "er(ormance ob,ectives an trainin% nees

= convertin% "er(ormance ob,ectives an trainin% nees into a learnin% "ro%ramme

= esi%nin% a learnin% "ro%ramme an relate material& consierin% "ossibilities an limitation o(

e+!i"ment !se

= eliverin% B"art o(C a learnin% "ro%ramme& meetin% the state ob,ectives o( the "ro%ramme

= assessin% learners)

The a""licability o( the vario!s areas o( the stanar may i((er (rom one establishment to another& as

certain activities may be cl!stere an assi%ne to s"eci(ic "ositions Be)%) co!rse esi%nC) The str!ct!re o(

the stanar allo$s (or isolatin% co!rse esi%n& elivery an assessment)

+.0 e1uired performance standardThe "er(ormance stanar escribes ho$ $ell the teachin% "ro(essional sho!l "er(orm his'her !ties an

tas#s)

hilst !nerta#in% the !ties escribe !ner E1)/F the teachin% "ro(essional $ill com"ly $ith all

international& national an local re%!lations an re+!irements an shall "er(orm his'her !ties sa(ely

$itho!t ama%e to li(e& environment or "ro"erty)



Stanar DNVGL-ST-0024:2014-04 .a%e

DNV GL AS

'!CT,O% T$6O%O*7

.+ &eneral

Ta3onomy o( the re+!ire "ro(essional behavio!r s"eci(ies the level on $hich the "erson sho!l be able to

o"erate) >t is a hierarchical arran%ement& in (o!r B4C levels& o( $hat a "erson has to master (rom sim"le to

com"le3 re+!irements& base on instr!ctional esi%n "rinci"les)

or every ne3t level& it is a "rere+!isite that the "recein% level is mastere) The re+!ire "ro(essional

behavio!r is e3"resse by means o( a verb)

. 4evels of cognition

7ach com"etence re+!irement can be classe by the level o( co%nition re+!ire to meet the com"etence

re+!irement)

. Professional behaviour verbs

The lists o( verbs in the table belo$ are not e3ha!stive an sho!l be !se as %!iance only)

4evel +: 8nowledge 9; To remember or to re"ro!ce on basis o( a""ro"riate& "revio!sly learne

in(ormation)

4evel : understanding 9); To %ive meanin% to ne$ sit!ations an or ne$ material by recollection an!sin% necessary "resent in(ormation) To %ive evience o( insi%ht in certain

activities)

4evel : application 9$; To !se "revio!sly ac+!ire in(ormation in ne$ an concrete sit!ations to

solve "roblems that have sin%le or best ans$ers)

4evel 0: integration 9,; To se"arate in(ormation into their com"onent "arts& to e3amine s!chin(ormation to evelo" iver%ent concl!sions by ienti(yin% motives or

ca!ses& ma#in% in(erences& an or (inin% evience to s!""ort

%eneraliHations) To creatively a""ly "rior #no$le%e an s#ills to "ro!ce ane$ or ori%inal $hole) To ,!%e the val!e o( material base on "ersonal

val!es or o"inions& res!ltin% in an en "ro!ct& $ith a %iven "!r"ose&

$itho!t real ri%ht or $ron% ans$ers)

Level of cognition Relevant action verbs

nowledge 9; hoose& cite& escribe& istin%!ish& (in& %ive e3am"le& %ro!"& ienti(y&

inicate& #no$& label& list& listen& locate& match& memorise& name& o!tline&

+!ote& rea& recall& reco%nise& recor& recite& relate& re"eat& re"ro!ce&retrieve& revie$& select& sho$& sort& state& !nerline& $rite

)nderstanding 9); Acco!nt (or& annotate& associate& classi(y& com"are& e(ine& escribe&

isc!ss& estimate& e3em"li(y& e3"lain& %ive e3am"les o(& %ive main iea&ienti(y& in(er& inter"ret& observe& o!tline& "ara"hrase& reco%nise&

reor%anise& re"ort& restate& retell& research& revie$& s!mmarise& translate$pplication 9$; Aa"t& a""ly& arran%e& calc!late& carry o!t& chan%e& collect& com"!te&

concl!e& constr!ct& emonstrate& ramatise& ra$& e3hibit& e3ec!te&

e3tract& ill!strate& im"lement& incl!e& instr!ct& inter"ret& intervie$& ma#e&

mani"!late& obtain& o"erate& "aint& "ractice& "re"are& se+!ence& sho$&s#etch& solve& translate& !se

,ntegration 9,; Analyse& a""raise& ar%!e& arran%e& assess& attrib!te& calc!late& cate%orise&chec#& choose& combine& com"are& contrast& criticise& criti+!e& ebate&ecie& econstr!ct& e!ce& e(en& esi%n& etect& etermine& evelo"&

ia%ram& i((erentiate& iscriminate& issect& istin%!ish& eval!ate& e3amine&

e3"eriment& (in& (orm!late& %ro!"& hy"othesise& in(er& investi%ate&inte%rate& inter"ret& ins"ect& in+!ire& ,!%e& ,!sti(y& meas!re& monitor&

orer& or%anise& o!tline& "lan& "reict& "rioritise& "robe& +!estion& ran#& rate&

recommen& re,ect& relate& research& revise& score& se"arate& select&se+!ence& si(t& str!ct!re& s!rvey& tell $hy& test& valiate& val!e& veri(y




DNV GL AS

'!CT,O% CO*P!T!%C! !<),!*!%T'

.+ &eneral

7ach com"etence re+!irement is erive (rom a tas# that nees to be "er(orme) The com"etence

re+!irement is state in ob,ective (ormat to clearly e(ine $hat has to be one to satis(y the re+!irements

o( the com"etence) 7ach statement can be "recee by the "hrase: ;The individual must be able to… ;) At

the same time it (acilitates the erivation o( assessment criteria an the assessments to meas!re inivi!al

com"etencies)

The 210 com"etence re+!irements are %ro!"e into 28 istinct (!nctional omains& $hich are (!rther s!b-

ivie into s!b,ect-base %ro!"s) 7ach com"etence re+!irement is allocate a level o( co%nition that can

be !se to etermine the ty"e o( assessment re+!ire to meas!re com"etence)

Three col!mns istin%!ish Desi%n Bthe evelo"ment o( learnin% "ro%rammes an materialsC& Delivery Bthe

act!al teachin% or instr!ctionC an Assessment Bma#in% statements on the "er(ormance o( inivi!alsC) This

allo$s (or veri(ication o( i((erent (!nctions& e"enin% on the or%anisational str!ct!re an ivision o( tas#s&

roles an res"onsibilities)

Table =+ Competence re1uirements

Column 1 shows the ID for the competence

Column is the defined activit! for the competence

Column " defines the re#uired level of cognition

Column Design indicates the applicabilit! to developing

programmes

Column Deliver! indicates the applicabilit! to delivering

programmes

Column $ssessment indicates the applicabilit! to assessing learners

1 "

D e s i g n

D e l i v e r !

$ s s e s s m e

+ T#! 4!$%,%& POC!''

1.1 %nderpinning &nowledge and understanding

1)1)1 73"lain $hat is meant by *e!cation*& *trainin%*& *learnin% activity*& *"er(ormance* an

*assessment*

?

1)1)2 73"lain the im"ortance o( a holistic a""roach to learnin% an trainin% ?

1)1)/ 73"lain the intere"enency o( trainin% an e!cation ?

1)1)4 73"lain *levels o( co%nition* ?

1)1)5 Describe learnin% methos an styles an their in(l!ence on the teachin% "rocess ?

1)1) >enti(y (actors $hich in(l!ence the learnin% "rocess ?

1)1)8 >enti(y (actors $hich in(l!ence st!ent motivation ?

1)1)9 73"lain the role o( motivation an c!lt!re on learner*s behavio!r ?

1)1) 73"lain the terms *intrinsic* an *e3trinsic* motivation ?

1)1)10 @eco%nise (avo!rable an !n(avo!rable conitions (or learnin% ?

1)1)11 73"lain the i((erence bet$een a teacher-centre a""roach an a learner-centre a""roach ? 1)1)12 Describe Icom"etence-base e!cation ?

PO&$**! D!',&%

.1 'easibilit!

2)1)1 .er(orm a (easibility st!y (or creatin% a ne$ learnin% "ro%ramme A

2)1)2 73"lain I@et!rn on >nvestment in relation to trainin% an e!cation ?

2)1)/ Ja#e an inventory o( re+!ire an available com"etence $hen esi%nin% a "ro%ramme A

2)1)4 Ja#e an inventory o( re+!ire an available reso!rces'e+!i"ment $hen esi%nin% a

"ro%ramme

A

. 'rame(conditions

2)2)1 Veri(y the (rame conitions (or the evelo"ment o( the "ro%ramme Bb!%et& reso!rces&time(rame ' ealineC

>




DNV GL AS

2)2)2 .er(orm a tar%et-%ro!" analysis Blan%!a%e& level& #no$le%e& s#ills& c!lt!re& etc)C A

2)2)/ Determine "re-re+!isites (or a learnin% "ro%ramme >

2)2)4 Determine relevant stanars& "olicies& le%al re+!irements an coes o( "ractice (or the

"ro%ramme to be esi%ne

>

." The design process

2)/)1 Describe the ste"s involve in the evelo"ment o( a learnin% "ro%ramme ?

2)/)2 orm!late the "!r"ose an aim o( a learnin% "ro%ramme A

2)/)/ State the ste"s involve in ienti(yin% "er(ormance ob,ectives K

2)/)4 .er(orm a tas# analysis A

2)/)5 Determine critical "er(ormance ob,ectives by consierin% the conse+!ences o( "er(ormance

(ail!re

>

2)/) >enti(y trainin% nees an com"etence %a"s ?

2)/)8 orm!late clear an meas!rable "er(ormance ' learnin% ob,ectives >

2)/)9 Develo" a syllab!s& base on learnin% ob,ectives >

2)/) Describe the in(l!ence o( a%e& %ener& lan%!a%e an c!lt!ral bac#%ro!n on "ro%ramme

elivery

?

2)/)10 Determine $hich learnin% activities an methos to !se& consierin% learnin% ob,ectives an

tar%et %ro!"

>

2)/)11 Develo" lesson "lans an %!iance (or instr!ctors > 2)/)12 .re"are a co!rse sche!le A

2)/)1/ Develo" case st!ies& scenarios an e3ercise-instr!ctions A

2)/)14 Develo" contin%ency "lans as "art o( the c!rric!l!m >

2)/)15 Determine $hich content& material an tools to !se to meet e(ine ob,ectives >

2)/)1 hec# o$nershi" iss!es Bintellect!al "ro"erty& co"yri%htC o( materials intene to be !se >

2)/)18 Veri(y i( c!rrent technolo%y& re%!lations an evelo"ments are covere in the "ro%ramme >

2)/)19 Give stat!s-!"ates on the evelo"ment-"ro%ress o( a "ro%ramme ?

2)/)1 State the main avanta%es an isavanta%es o( com"!ter base learnin% sol!tions an

istance learnin%

K

.) Design of learning materials

2)4)1 73"lain "rinci"les o( esi%nin% learnin% materials ?

2)4)2 A""ly "rinci"les o( esi%nin% learnin% materials A

2)4)/ .er(orm a "ea%o%ic eval!ation o( learnin% materials Be)%) com"!ter-base trainin% BTC&

%ra"hics& sim!lator-e3ercisesC

A

2)4)4 Select learnin% materials to meet %iven learnin% ob,ectives (or a %iven tar%et-%ro!" >

.* +anagement of Design

2)5)1 73"lain the im"ortance o( co-o"eration an veri(ication $ith the c!stomer !rin% the esi%n

"hase

?

2)5)2 73ercise b!%et control A

2)5)/ Veri(y that "er(ormance o!tcomes meet or e3cee (ormal re+!irements >

2)5)4 .er(orm a revie$ an im"rovement cycle o( a *"ilot* or Itest-r!n o( the "ro%ramme A

Table =+ Competence re1uirements 9Continued;





programmes


programmes


1 "

D e s i g n

D e l i v e r !

$ s s e s s m e



Stanar DNVGL-ST-0024:2014-04 .a%e

DNV GL AS

PO&$**! *$%$&!*!%T

".1 +anagement of records and programmes

/)1)1 Jaintain c!rric!l!m an oc!mentation Btrainer %!ielines& lesson-"lans& e-learnin% contentC

base on inicate chan%es& ne$ evelo"ments an eval!ations

A

/)1)2 @e%ister an maintain ata on "er(ormance an certi(ication o( learners A

/)1)/ >enti(y ho$ to "rotect con(iential ata in accorance $ith le%al re+!irements ?

/)1)4 73"lain (ormal re"ortin% ro!tines (or learnin% "ro%rammes elivere on behal( o( other boies

B%overnment& (la% states& branch-or%anisationsC

?

". ,lanning and preparation

/)2)1 List the conitions (or e((ective "lannin% an con!ctin% o( learnin% "ro%rammes K

/)2)2 List the attrib!tes ' reso!rces re+!ire (or the "ro%ramme K

/)2)/ Sche!le a "ro%ramme consierin% availability o( reso!rces an com"etence >

/)2)4 7val!ate i( the environment s!""orts learnin% an is s!itable (or ob,ectives to be achieve >

/)2)5 Ja#e lo%istic "re"arations to r!n the "ro%ramme Bsa(ety an health iss!es& trans"ortation&

l!nches& etc)C

>

"." -afet! health and environment

/)/)1 73"lain the health an sa(ety "olicies an "roce!res $hich a""ly to the learnin% environment ?

/)/)2 .er(orm a ris# assessment A

/)/)/ Ta#e ris#-control meas!res A

/)/)4 Determine i( necessary "reca!tions have been ta#en to eal $ith contin%encies >

/)/)5 @e"ort occ!rrin% haHars& incients an accients in accorance $ith "roce!res A

".) /ualit! assurance

/)4)1 @e"ort incients ' non-con(ormities in accorance $ith the internal +!ality ass!rance "rocesses A

/)4)2 Analyse the o!tcomes o( "ro%ramme eval!ations to etermine the nee (or chan%es or

im"rovements

A

/)4)/ Veri(y i( +!ality iss!es relate to the "ro%ramme are cleare >

".* Tas&s roles and responsibilities

/)5)1 Describe the roles an res"onsibilities o(: aC the lea-instr!ctor ' teacher& cC the assistant-

instr!ctor'teacher& C the assessor an eC the st!ent

?

/)5)2 73"lain the main i((erence bet$een the roles o( instr!ctor an assessor $ith re(erence to

%ivin% %!iance to the learner

?

/)5)/ Disc!ss the +!alities an attrib!tes re+!ire (or an instr!ctor ?

/)5)4 Describe the role an res"onsibilities o( the assessor in the vario!s assessment methos ?

0 PO&$**! D!4,>!7

).1 ,reparation of the venue

4)1)1 Veri(y all lo%istic "re"arations have been mae A

4)1)2 73"lain the avanta%es an isavanta%es o( the vario!s classroom con(i%!rations ?

4)1)/ .re"are the ven!e Be)%) class-room& BeCbrie(in%-room& laboratory& trainin% %ro!nsC A

4)1)4 .re"are the learnin% materials an e+!i"ment (or elivery o( a "ro%ramme A






programmes


programmes


1 "

D e s i g n

D e l i v e r !

$ s s e s s m e




DNV GL AS

4)1)5 Test the "ro"er o"eration o( re+!ire e+!i"ment >

). ,rofessional roles and attitude

4)2)1 Demonstrate a "ro(essional stim!latin% attit!e B"ersonal a""earance& ress-coe& lan%!a%e

an behavio!rC

A

4)2)2 @e(lect on "ersonal style o( teachin% >

4)2)/ Describe o$n limitations in %ro!" interaction& trans(er o( #no$le%e an content e3"ertise ?

4)2)4 Demonstrate the ability to aa"t lan%!a%e !se to the tar%et %ro!" A

4)2)5 Demonstrate the ability to aa"t teachin% "ractice to c!lt!ral i((erences A

4)2) ?se non-iscriminatin% e3am"les& lan%!a%e& h!mo!r an behavio!r A

4)2)8 Jonitor evelo"ments an !"ates re%arin% the s!b,ect matter >

4)2)9 Demonstrate act!al #no$le%e an !nerstanin% o( the s!b,ect matter to be covere A

4)2) Demonstrate the ability to relate the s!b,ect matter to everyay "ractice o( the tar%et %ro!" A

4)2)10 Demonstrate the "ro(iciencies to be ac+!ire by the learners A

)." 0stablishing a learning environment

4)/)1 7stablish a *sa(e* an "ositive learnin% environment A

4)/)2 Demonstrate "rinci"les o( e+!al o""ort!nity& anti-iscrimination B%ener ' racial ' isabilityC A

4)/)/ Jonitor inicators o( harassment Bracial& reli%io!s& se3!alC an ta#e necessary action >

4)/)4 7stablish a constr!ctive relationshi" $ith the learners A

4)/)5 73"lain *(ormal* an *in(ormal* learnin% ?

4)/) reate conitions (or * (ormal* an *in(ormal* learnin% A

).) Coaching and monitoring

4)4)1 Veri(y learner*s !nerstanin% !rin% the learnin% "ro%ramme >

4)4)2 @eco%nise inivi!al ca"acity o( st!ents ?

4)4)/ >enti(y an s!""ort st!ents re+!irin% s"ecial attention ?

4)4)4 G!ie a st!ent thro!%h their e!cational "rocess in a motivatin% manner A

).* Deliver! methods and techni#ues

4)5)1 Describe elivery methos an techni+!es& their avanta%es an isavanta%es an $hen to!se them

?

4)5)2 om"are the e((ectiveness an e((iciency o( "assive& active an interactive elivery methos >

4)5)/ 73"lain the circ!mstances an constraints $hich may in(l!ence the elivery metho ?

4)5)4 Demonstrate the !se o( *ice-brea#in% techni+!es* A

4)5)5 ?se *"resentations* to meet a learnin% ob,ective A

4)5) ?se *b!HH-%ro!"s* to meet a learnin% ob,ective A

4)5)8 ?se a *lect!re* to meet a learnin% ob,ective A

4)5)9 ?se *emonstrations* to meet a learnin% ob,ective A

4)5) ?se *"ractical e3ercises* to meet a learnin% ob,ective A

4)5)10 ?se a *+!iH* to meet a learnin% ob,ective A

4)5)11 ?se a *role-"lay* to meet a learnin% ob,ective A

4)5)12 ?se a *case st!y* to meet a learnin% ob,ective A






programmes


programmes


1 "

D e s i g n

D e l i v e r !

$ s s e s s m e




DNV GL AS

4)9)9 @eco%nise *verbal* boy lan%!a%e inicators Be)%) tone& "itch& vol!me& em"hasis& a""roach&

"ace& "a!ses& accentsC

?

).5 6roup(d!namics

4))1 Disc!ss %ro!"-ynamics in vario!s %ro!"s Bm!lti-c!lt!ral& ran#s& etc)C ?

4))2 @eco%nise the e3istin% c!lt!re in a %ro!" ' com"any ?

4))/ Develo" "ersonal relationshi"s $ith learners& con!ctive to the learnin% "rocess >

4))4 @eco%nise evelo"ment o( "otentially challen%in% sit!ations& monitorin% learner*s an %ro!"-behavio!r

?

4))5 Jana%e %ro!"-"rocesses an %ro!"-base con(licts in a "ro(essional manner >

).17 8andling contingencies

4)10)1 @es"on an react a""ro"riately to !ne3"ecte "roblems& chan%es in ro!tine an mal(!nctions >

4)10)2 @eco%nise evelo"in% "otentially haHaro!s sit!ations ?

4)10)/ Describe the "roce!res& tas#s an res"onsibilities in case o( occ!rrin% emer%encies ?

4)10)4 Act as an *on scene commaner* sho!l an emer%ency sit!ation occ!r A

4)10)5 Jana%e a %ro!" o( "eo"le in an emer%ency sit!ation >

- $''!''*!%T OF 4!$%!'

*.1 %nderpinning &nowledge and understanding

5)1)1 De(ine *"er(ormance ob,ective*& *"er(ormance meas!re* an *"er(ormance stanar* ?

5)1)2 73"lain *assessment* an its "!r"ose ?

5)1)/ 73"lain *com"etence-base assessment* ?

5)1)4 73"lain *contin!o!s assessment* ?

5)1)5 73"lain the i((erence bet$een *#no$le%e-base* an *s#ill-base* assessment ?

5)1) 73"lain *s!b,ective* an *ob,ective* assessments ?

5)1)8 73"lain ho$ ob,ectivity can be achieve !rin% assessments ?

5)1)9 73"lain the im"act o( *levels o( co%nition* on assessment methos ?

5)1) 73"lain *criterion re(erence* an *norm re(erence* assessments ?

5)1)10 73"lain the terms *(ormative (eebac#* an *s!mmative (eebac#* ?

*. Design of assessments

5)2)1 .er(orm a learner analyses A

5)2)2 >enti(y the re+!ire #no$le%e an com"etence at the en o( a "ro%ramme ?

5)2)/ Determine ho$ "er(ormance ob,ectives $ill be meas!re >

5)2)4 7stablish assessment criteria& ens!rin% reliability an !ni(ormity o( assessment A

5)2)5 Desi%n an assessment s"eci(ication an scorin% scheme (or a "ractical test >

5)2) .re"are %!iance (or scorin%& eval!ation an assessment A

*." $ssessment briefing debrief and feedbac&

5)/)1 on!ct a "re-assessment brie(in%& e3"lainin% the assessment "rocess& available s!""ort an

the com"laints an a""eals "roce!re

A






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5)/)2 .er(orm an assessment ebrie( B#ey learnin% "oints& %a"s& im"rovement areas an "ro%ress

base on (act!al observationsC in a "ositive an motivatin% $ay

A

5)/)/ >n(orm the learner o( the assessment res!lt A

5)/)4 Give *(ormative* an *s!mmative* (eebac# ?

5)/)5 ollo$ the a%ree com"laints an a""eals "roce!res in case o( is"!tes re%arin% assessment

ecisions

A

*.) $ssessments methods5)4)1 73"lain the "rinci"les an techni+!es o( assessment ?

5)4)2 73"lain the circ!mstances $hich in(l!ence the choice o( assessment techni+!e to be !se ?

5)4)/ Describe avanta%es& isavanta%es& valiity an reliability o( sim!lation in assessin% ?

5)4)4 Describe avanta%es& isavanta%es& valiity an reliability o( verbal tests in assessin% ?

5)4)5 Describe avanta%es& isavanta%es& valiity an reliability o( +!iHHes in assessin% ?

5)4) Describe avanta%es& isavanta%es& valiity an reliability o( role-"lays in assessin% ?

5)4)8 Describe avanta%es& isavanta%es& valiity an reliability o( on-the-,ob assessments ?

5)4)9 Describe avanta%es& isavanta%es& valiity an reliability o( case st!ies in assessin% ?

5)4) Describe avanta%es& isavanta%es& valiity an reliability o( scenario-base assessments ?

5)4)10 Describe avanta%es& isavanta%es& valiity an reliability o( "resentations in assessin% ?

5)4)11 Describe avanta%es& isavanta%es& valiity an reliability o( %ro!"-$or# in assessin% ?

5)4)12 Describe avanta%es& isavanta%es& valiity an reliability o( *"eer learnin%* in assessin% ?

5)4)1/ Assess a learner !sin% sim!lation >

5)4)14 Assess a learner !sin% verbal tests >

5)4)15 Assess a learner !sin% +!iHHes >

5)4)1 Assess a learner thro!%h role-"lays >

5)4)18 Assess a learner thro!%h observations >

5)4)19 Assess a learner !sin% case st!ies >

5)4)1 Assess a learner !sin% scenarios >

5)4)20 Assess a learner thro!%h "resentations >

5)4)21 Assess a learner thro!%h %ro!"-$or# >

5)4)22 ?se com"!ter-base assessment tools Bi( a""licableC A

5)4)2/ onstr!ct vario!s ty"es o( clear& ob,ective assessment +!estions& ans$ers an istracters$hich o not *lea* caniates

A

5)4)24 Develo" an aminister $ritten an oral e3aminations >

*.* $ssessing

5)5)1 State the ste"s involve in con!ctin% an assessment K

5)5)2 Select a""ro"riate methos o( assessment an eval!ation >

5)5)/ Ja#e a vali an reliable assessment o( learners #no$le%e an "er(ormance a%ainst e(ine

ob,ectives an re+!irements

A

5)5)4 Determine i( the conitions allo$ the learner to emonstrate the s#ills to be assesse >

5)5)5 @eco%nise conitions beyon control o( learner $hich may a((ect "er(ormance ?

5)5) hallen%e !n(air iscrimination in assessments >

5)5)8 List the iss!es to ta#e into acco!nt $hen "re"arin% an con!ctin% an *on-the-,ob* assessment K






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5)5)9 Select "er(ormance ob,ectives (or an *on-the-,ob* assessment >

5)5) Determine i( $or#"lace "roblems !rin% an *on-the-,ob* assessment are relate to a "erson*s

"er(ormance

>

3 PO&$**! !>$4)$T,O%

.1 0valuation of the learning programme

)1)1 73"lain the "!r"ose o( eval!atin% a learnin% "ro%ramme by both learners an sta(( ?

)1)2 .er(orm an eval!ation o( a learnin% "ro%ramme A

)1)/ >nter"ret receive eval!ation (eebac# >

)1)4 7val!ate act!ality an content o( the "ro%ramme >

)1)5 Determine criticality o( the o!tcomes o( an eval!ation >

)1) reate an eval!ation re"ort Bs"eci(ic occ!rrences& (inin%s& "resence'absenceC A

)1)8 De(ine *e((ectiveness* an *e((iciency* o( a trainin% "ro%ramme ?

)1)9 @evie$ e((ectiveness o( elivery >






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Driven by o!r "!r"ose o( sa(e%!arin% li(e& "ro"erty an the environment& DNV GL enables

or%aniHations to avance the sa(ety an s!stainability o( their b!siness) e "rovie classi(icationan technical ass!rance alon% $ith so(t$are an ine"enent e3"ert avisory services to themaritime& oil an %as& an ener%y in!stries) e also "rovie certi(ication services to c!stomers

across a $ie ran%e o( in!stries) "eratin% in more than 100 co!ntries& o!r 1 000 "ro(essionals

are eicate to hel"in% o!r c!stomers ma#e the $orl sa(er& smarter an %reener)

SA7@& SJA@T7@& G@77N7@

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