Transcript No Slide Title

CCGA-P
EVALUATION
2008
CANADIAN
CANADIANCOAST
COASTGUARD
GUARDAUXILIARY
AUXILIARY- -PACIFIC
PACIFIC
“Evaluation should be a means to
an end, not an end in itself”
CANADIAN COAST GUARD AUXILIARY - PACIFIC
Evaluation Programs
CANADIAN COAST GUARD AUXILIARY - PACIFIC
Evaluation Programs
• There are many types of evaluation programs
that serve various industries and
organisations.
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Evaluation Programs
• Accreditation / certification is the type of
evaluation system used by the Canadian
Coast Guard Auxiliary - Pacific.
• This type of evaluation program is based on
self-study and peer review of organisations,
programs, and personnel.
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Accreditation / Certification
Evaluation Program
• It draws on the insights, experience, and
expertise of qualified individuals who use
established guidelines to determine if the
applicant should be approved to perform
specified functions.
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Accreditation / Certification
Evaluation Program
• In the case of the CCGA-P these qualified
individuals can be ARTE team members,
coxswains, or even advanced crew with the
appropriate experience.
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Accreditation / Certification
Evaluation Program
• The CCGA-P uses performance-based
standards to correctly assess the attributes of
the volunteers and the processes they
perform.
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Accreditation / Certification
Evaluation Purpose
• Determine if the organisation, programs, &
personnel should be approved to perform
specified functions.
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Accreditation / Certification Key
Strengths
• Helps public or partners make informed
decisions about quality of the organisation
and qualifications of personnel.
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Accreditation / Certification Key
Weaknesses
• Standards and guidelines typically emphasize
the essential standards that the item is being
judged by, to the exclusion of the measure of
results.
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What is Evaluation?
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What Should Evaluation Be?
• Useful
• Straight forward
• Appropriate
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What Should Evaluation Not Be?
• Difficult
• Scary or stress inducing
• Somebody else’s problem
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Keys to Successful Evaluation
• Identify
– why you are doing it?
– what do you want to find out?
– what are the practicalities?
• Start small
• Keep it simple
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Objectives
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Objectives
• Training should include a demonstration of
skills in order to fully assess the competence
of the candidate.
• Training received outside the CCGA-P that
relates to this standard should be verified
against this standard and accepted where
appropriate.
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Objectives
• The objectives of competency profiles are to:
– provide a basis for training on specific
knowledge and skill requirements
necessary for qualification in the various
roles as a crew member
– ensure that volunteers are qualified to to
perform the various roles on board
– assess the volunteer’s ability to perform to
established and recognised standards
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Objectives
– maintain an effective and professional
level of of operational performance
through the systematic provision of
refresher and/or advancement training for
qualified members
– support as far as practicable, the
consistent application of the standing
instructions
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Objectives
– Provide the basis for future development of
training for all aspects of maritime search
and rescue operations
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How to Use the Standards
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How to Use the Standards
• Evaluators will use these skills for reference
when they they set up the exercises.
• They are based on the standards, which
serve as the foundation for all the training
materials and reference guides.
• You cannot fail somebody for something
which is not contained in the standards.
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How to Use the Standards
Tasks &
references
Standard
Knowledge
Skills
Knowledge
Skills
Main Function
The first row is the
general function and the
description of the
competencies involved in
that level of performance
of that function.
In the Evaluation section
of the first row it will list
all of specific
competencies required
and the number of
elective competencies.
Each candidate will have
to have successfully
completed the required
competency and a
specified number of
electives needed for
successful completion of
the function. The elective
competencies are in
grayed and labeled
elective.
The knowledge
standard describes
the topics and
subtopics involved
and any references to
large bodies of
information. If there is
a substantial amount
of information
involved then often
the paragraph or
chapter headings will
be listed here along
with a summary
description of
emphasis to certain
aspects of that
information.
Here is a list and
descriptions of the
skills to be
performed. For
the whole subject
area. Eg. When
towing each
candidate shall be
able to do the
following:
Towing/SAP
assessment
Towing
Communications
Towing gear
inspection and
use
Set up Approach
and passing the
line
Tow watch and
line control
Towing
Emergencies
Towing Alongside
Towing Salvage
operations
The conditions that
are acceptable for
evaluation of the skills
are stated in this
section:
The knowledge
statement or concept
can be tested
verbally, on a
proficiency exam or
on the final as written.
Some may be tested
through the
successful
demonstration of the
skill related to the
knowledge.
While the candidate is
demonstrating the
skill the evaluator can
ask questions testing
the related theory.
Conditions, requirements and
pre-requisites of for the skill
are put here,
The criteria for evaluation will
include
Method of evaluation,
Supplied components
Setting, Surroundings and
Weather
Method Describes the
evaluation process in regards
to the activity. Skills can be
demonstrated through
scenarios, drills, questioning
Setting, Surroundings and
Weather Condition also
implies the setting of the
evaluation and factors that
effect degree of difficulty. For
basic skills the setting must not
hamper the demonstration of
the skill.
E.g. Demonstrated in
conditions of light wind and
chop, in night
Competency 1
The next rows are
individual competencies
and their steps.
Standard or quality of
practice with or
without reference
Use terms like list,
explain, compare or
state the difference
between two ideas or
concepts
The skill name
Standard; the
overall goal of the
skill with
subjective and
objective
qualifying
statements such
effectively,
efficiently or
successfully.
Critical actions
/steps
There may be
references to
regulations or
guides that
describe a
standard action or
skill.
E.g. by consistently
starting a vessel
safely it implies the
theory involved in the
steps to starting a
vessel. (Written test
not necessary.)
The terms of evaluation
conditions are as follows:
Guided (this skill may be
guided or prompted by a
checklist, coxswain or
evaluator)
Consistently (more than once
effectively)
At least once effectively
Participate (Active
participation in activity means
student must complete at least
one of the divided tasks
assigned by the group).
Supplied Components: Are
the equipment, vessel,
assistants and/or written
material that may be included
in a fair evaluation of the skill.
Some terms like familiar vessel
will require that the candidate
shall be evaluated on their own
vessel or be given time to
familiarize themselves with the
test vessel.
The table is divided two
halves: In the first two
columns after the
competency title is the
raw description of the
knowledge and skill and
their components or
steps. The second half
tells the evaluator and
the candidate the
Conditions, rules and
criteria for evaluation of
the Skills and Knowledge
E.g. Each candidate
will identify the rules
(collision regulations
rule 18) in regards to
the required actions
when a power vessel
meets:
A Fishing vessel
A sailing vessel
Conditions for Evaluation
Terms for knowledge
evaluation
Knowledge
List the
factors/items/actions
Describe the
actions/Items
Choose the correct
actions/items
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1. Tasks and References - Main
Function
• The first row is the general function and the
description of the competencies involved in
that level of performance of that function.
• In the Evaluation section of the first row it will
list all of specific competencies required and
the number of elective
competencies.
X
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1. Tasks and References - Main
Function
• Each candidate will have to have successfully
completed the required competency and a
specified number of electives needed for
successful completion of the function.
• The elective competencies are in grayed and
labeled elective.
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2. Standard (Knowledge)
• The knowledge standard describes the topics
and subtopics involved and any references to
large bodies of information, often being
defined by the paragraph or chapter headings
along with a summary description of
emphasis to certain aspects of that
information.
X
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3. Standard (Skills)
• Here is a list and descriptions of the skills to
be performed, for the whole subject area. e.g.
When towing each candidate shall be able to
do the following:
X
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3. Standard (Skills)
•
•
•
•
•
•
•
•
Towing/SAP assessment
Towing Communications
Towing gear inspection and use
Set up Approach and passing the line
Tow watch and line control
Towing Emergencies
Towing Alongside
Towing Salvage operations
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4. Conditions for Evaluation
(Knowledge)
• The acceptable conditions for evaluation of
the skills are stated in this section.
• The knowledge statement or concept can be
tested verbally, on a proficiency exam or on
the final as written.
• Some may be tested through the successful
demonstration of the skill related to the
X
knowledge.
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4. Conditions for Evaluation
(Knowledge)
• While the candidate is demonstrating the skill
the evaluator can ask questions testing the
related theory.
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5. Conditions for Evaluation
(Skills)
• Conditions, requirements and pre-requisites
for the skill are put here.
• The criteria for evaluation will include:
– Method of evaluation,
– Supplied components
– Setting, surroundings and weather
X
CANADIAN COAST GUARD AUXILIARY - PACIFIC
5. Conditions for Evaluation
(Skills)
• Method Describes the evaluation process in
regards to the activity.
• Skills can be demonstrated through
scenarios, drills, questioning.
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5. Conditions for Evaluation
(Skills)
• Setting, Surroundings and Weather
Condition also implies the setting of the
evaluation and factors that effect degree of
difficulty.
• For basic skills the setting must not hamper
the demonstration of the skill.
e.g. Demonstrated in conditions of light wind
and chop, at night
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6. Competency
• The next rows are individual competencies
and their steps.
• The table is divided two halves: In the first
two columns after the competency title is the
raw description of the knowledge and skill
and their components or steps.
X
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6. Competency
• The second half tells the evaluator and the
candidate the conditions, rules and criteria for
evaluation of the Skills and Knowledge
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7. Standard
• Standard or quality of practice with or without
reference
• Use terms like list, explain, compare or state
the difference between two ideas or concepts
e.g. Each candidate will identify the rules in
regards to the required actions when a power
vessel meets:1. A Fishing vessel
2. A sailing vessel
(Collision Regulation 18)
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X
8. Skill Name
• Standard The overall goal of the skill using
subjective and objective qualifying statements
such effectively, efficiently or successfully.
• Critical actions /steps
• There may be references to regulations or
guides that describe a standard action or skill.
X
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9. Standard
• e.g. by consistently starting a vessel safely it
implies the theory involved in the steps to
starting a vessel. (Written test not necessary.)
• Terms for knowledge evaluation
• Knowledge
• List the factors/items/actions
• Describe the actions/Items
• Choose the correct actions/items
X
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10. Terms of Evaluation
• Guided (this skill may be guided or prompted
by a checklist, coxswain or evaluator)
• Consistently (more than once effectively)
• At least once effectively
• Participate (Active participation in activity
means student must complete at least one of
the divided tasks assigned by
the group).
X
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10. Terms of Evaluation
• Supplied Components: The equipment,
vessel, assistants and/or written material,
necessary for a fair evaluation of the skill, are
available.
• Some terms like familiar vessel will require
that the candidate shall be evaluated on their
own vessel or be given time to familiarize
themselves with the test vessel.
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How to Use the Standard
Tasks & references
4.0
Electronic
Communications
Function
4.1SAR
Communication
system
4.2 Operating the VHF Radio
4.3Electronic
Emergency
Signaling systems
4.4 Communicating as a SAR
unit & Radio Log work
SAR
Communication
system
EC 4.1
Standard
Knowledge
Skills
Conditions for Evaluation
Each candidate shall list the distress
and regular CCGA working channels
for the area and keep a radio watch
for any of the radio distress signals.
The candidate shall identify the
controls of the VHF radio on a
familiar vessel. Each candidate
shall list the information included in
a SITREP and the non-distress
signals Pan Pan and Securité.
Each candidate will turn on and set up the
VHF Radios to monitor VHF 16 and any
designated working channels.
Each candidate will transmit a departure
message to RCC or the MRSC via the Coast
Radio Station (MCTS).
Each candidate shall issue a SITREP and
report all of the relevant information (see list
in competency 4 knowledge section)
Each candidate shall demonstrate the use of
any electronic emergency signaling devices
on board their vessel.
Each candidate shall keep a radio log and
record all of the relevant information
Electronic Communications will be verbally tested
and demonstrated through practical exercises.
The instructor may set classroom scenarios utilizing
candidate(s) to represent SAR units to exchange
signals, and practice priority signals.
(Actual use of VHF radio for priority signals is
discouraged).
Given a VHF radio set equipped with basic controls,
each student will perform the steps listed in the
skills column during an exercise or during regular
activities of the CCGA vessel.
The candidate shall identify the
following:

The Controlling MCTS facility in
the station’s area of operation,

Any major peripheral sites

The local MCTS’s standard
working channels
The candidate will also identify
common radio channels used by
other vessels in the local area.
Each candidate shall communicate with
RCC/MRSC via MCTS designated working
channel
Each candidate will list all of the items specified in
the knowledge column during the practical
evaluation of radio skills.
This knowledge can be evaluated through the
practical performance of competency 4.
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Example of How to Use the
Standard
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The Standard
04.01 SAR Communication
System
Skill:
Each candidate shall communicate with
JRCC/MRSC via a MCTS designated working
channel.
Knowledge:
The candidate shall identify the following:
- The controlling MCTS facility in the unit's area
of operation
- Any major peripheral sites
- The local MCTS's standard working channels
The candidate will also identify common radio
channels used by other vessels in the local
area
Evaluation:
Each candidate will list all of the items
specified in the knowledge column during the
practical evaluation of radio skills. This
knowledge can be evaluated through practical
performance.
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The Standard
Skill
• Each candidate shall communicate with
JRCC / MRSC via a MCTS designated
working channel
• The candidate shall call up Vancouver Radio
on 83 A, and pass the required message
using appropriate VHF voice protocols, or
demonstrate two way communication in a
classroom setting
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The Standard
Knowledge
The candidate shall identify the following:
• The controlling MCTS facility in the stations
area of operation e.g Vancouver Coast Guard
radio - Vancouver, Howe Sound and
boundary line with Victoria.
• Watts Point aerial (by Squamish) 83A only
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The Standard
Knowledge (continued)
• Any major peripheral sites e.g Victoria Coast
Guard Radio, with aerials on Bowen Island
• The MCTS’s standard working channels e.g.
Ch. 04A and 83A, 12 for traffic, and 16
• The candidate will also identify common
radiochannels used by other vessels in the
local area e.g. Victoria Ch.11 for traffic
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The Standard
Evaluation
• Each candidate will list all of the items
specified in the knowledge column during the
practical evaluation of radio skills.
• This knowledge can be evaluated through
practical performance
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What do you do with the
information when you have it?
• Use it
Evaluate
Review
Revise
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