competence of maritime teaching professionals.pdf
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8/18/2019 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
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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
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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
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Stanar DNVGL-ST-0024:2014-04 .a%e 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)
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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
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Stanar DNVGL-ST-0024:2014-04 .a%e 8
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 $hen esi%nin% a
"ro%ramme
A
. 'rame(conditions
2)2)1 Veri(y the (rame conitions (or the evelo"ment o( the "ro%ramme Bb!%et& reso!rces&time(rame ' ealineC
>
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Stanar DNVGL-ST-0024:2014-04 .a%e 9
DNV GL AS
2)2)2 .er(orm a tar%et-%ro!" analysis Blan%!a%e& level& #no$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;
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
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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
Table =+ Competence re1uirements 9Continued;
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
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Stanar DNVGL-ST-0024:2014-04 .a%e 10
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
Table =+ Competence re1uirements 9Continued;
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
8/18/2019 Competence of Maritime Teaching Professionals.pdf
http://slidepdf.com/reader/full/competence-of-maritime-teaching-professionalspdf 11/15
8/18/2019 Competence of Maritime Teaching Professionals.pdf
http://slidepdf.com/reader/full/competence-of-maritime-teaching-professionalspdf 12/15
Stanar DNVGL-ST-0024:2014-04 .a%e 12
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
Table =+ Competence re1uirements 9Continued;
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
8/18/2019 Competence of Maritime Teaching Professionals.pdf
http://slidepdf.com/reader/full/competence-of-maritime-teaching-professionalspdf 13/15
Stanar DNVGL-ST-0024:2014-04 .a%e 1/
DNV GL AS
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
Table =+ Competence re1uirements 9Continued;
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
8/18/2019 Competence of Maritime Teaching Professionals.pdf
http://slidepdf.com/reader/full/competence-of-maritime-teaching-professionalspdf 14/15
Stanar DNVGL-ST-0024:2014-04 .a%e 14
DNV GL AS
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 >
Table =+ Competence re1uirements 9Continued;
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
8/18/2019 Competence of Maritime Teaching Professionals.pdf
http://slidepdf.com/reader/full/competence-of-maritime-teaching-professionalspdf 15/15
D%> &4
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@