Assessment, Examination and Certification of Seafarers - IMO Model Course 3.12 [PDF]

Zitiervorschau

E SUB-COMMITTEE ON HUMAN ELEMENT, TRAINING AND WATCHKEEPING 4th session Agenda item 3

HTW 4/3/4/Add.1 28 October 2016 Original: ENGLISH

VALIDATED MODEL TRAINING COURSES Revised draft model course 3.12 on Assessment, examination and certification of seafarers Note by the Secretariat SUMMARY Executive summary:

This document provides the draft revised IMO model course 3.12 on Assessment, examination and certification of seafarers

Strategic direction:

5.2

High-level action:

5.2.2

Output:

5.2.2.3

Action to be taken:

Paragraph 2

Related document:

HTW 4/3/4

General 1 Attached in the annex is the draft revised IMO model course 3.12 on Assessment, examination and certification of seafarers referred to in document HTW 4/3/4. Action requested of the Sub-Committee 2 The Sub-Committee is invited to consider the information provided and to take action, as appropriate.

***

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 1 ANNEX DRAFT REVISED IMO MODEL COURSE 3.12 ON ASSESSMENT, EXAMINATION AND CERTIFICATION OF SEAFARERS

MODEL COURSE

3.12

ASSESSMENT, EXAMINATION AND CERTIFICATION OF SEAFARERS

2016 Edition

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HTW 4/3/4/Add.1 Annex, page 2

First published in 1992 by the INTERNATIONAL MARITIME ORGANIZATION 4 Albert Embankment, London SE1 7SR Revised edition 201X Printed by XXXXXXXXXX ISBN XXXXXXX IMO PUBLICATION Sales number XXXXX

ACKNOWLEDGEMENTS IMO expresses its sincere appreciation to the International Association of Maritime Universities (IAMU) and to the International Maritime Lecturers' Association (IMLA) for their valuable assistance and co-operation in the development of this course. Copyright © International Maritime Organization 201X

All rights reserved No part of this published may be reproduced, stored in a retrieval system or transmitted in any form or by any means, without prior permission in writing from the International Maritime Organization

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HTW 4/3/4/Add.1 Annex, page 3

CONTENTS Foreword

4

Introduction

5

Part A: Course framework

9

Part B: General Outline

13

Part C: Detailed Outline

18

Part D: Instructor Manual

59

Part E: Evaluation and Assessment

113

Attachment 1: Examples of Competence-Based Assessment for Seafarers

122

Appendix I: Implementation of IMO Courses

163

Appendix II: Instructor Feedback on Model Course

184

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Foreword

[Text to be inserted by IMO Secretariat]

KITACK LIM Secretary-General

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Introduction 

Purpose of the model courses

The purpose of the IMO model courses is to assist training providers and their teaching staff in organizing and introducing new training courses, or in enhancing, updating or supplementing existing training material, where the quality and effectiveness of the training courses may thereby be improved. It is not the intention of the model course programme to present instructors with a rigid "teaching package" which they are expected to "follow blindly". Nor is it the intention to substitute the instructor's presence with audio-visual or programmed material. As in all training endeavours, the knowledge, skills and dedication of the instructors are the key components in the transfer of knowledge and skills to those being trained through IMO model courses. Because educational systems and the cultural backgrounds of participants in maritime subjects vary considerably from country to country, the model course material has been designed to identify the basic entry requirements and participants' target group for each course in universally applicable terms, and to specify clearly the technical content and levels of knowledge and skill necessary to meet the technical intent of IMO conventions and related recommendations. In order to keep the training programme up to date in future, it is essential that users provide feedback. New information will provide better training for persons involved in the assessment, examination and/or certification of seafarers. Information, comments and suggestions should be sent to the Head, Maritime Training and Human Element, IMO.



Use of the model course

To use this model course, the instructor should review the course plan and detailed syllabus, taking into account the information provided under the entry standards specified in the course framework. The actual level of knowledge and skills and the previous technical education of the participants should be kept in mind during this review. Any areas within the detailed syllabus which may cause difficulties because of differences between the actual participant entry level and that assumed by the course designer should also be identified. To compensate for such differences, the instructor is expected to delete from the course, or reduce the emphasis on, items dealing with knowledge or skills already attained by the participants. The instructor should also identify any academic knowledge, skills or technical training which participants may not have previously acquired. By analysing the detailed syllabus and the academic knowledge required to allow training to proceed, the instructor could design an appropriate pre-entry course, or alternatively, include the elements of academic knowledge required to support the technical training elements concerned. Adjustment of the course objectives, scope and content may also be necessary if national and/or industry requirements obliges the participants completing the course to undertake duties which differ from the objectives specified in the STCW Code which are set out in the model course. Within the General Outline (Part B) the course designers have indicated their assessment of the time that could be allotted to each area of learning. However, it must be appreciated that these allocations are for indicative purposes only and assume that the participants have fully met all entry requirements of the course. The instructor should, therefore, review these https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 6 assessments and may need to re-allocate the time required to achieve each specific learning outcome. In some cases, the entry level and specific needs of the course participants may warrant a significant extension of the time allocated. Major parts of this course are directly relevant to personnel from Administrations who supervise, monitor, assess or are otherwise responsible for the assessment of and certification of seafarers as well as to the staff of training institutions who conduct examinations for the issuing of certificates of competency and other documents on behalf of their Administrations. The participation of both groups in the course will provide an opportunity for a useful exchange of views between them and the optimisation of national practice related to the intended learning outcomes of the course. The course may be also used by Shipping Company Officers (including ship officers) involved in the assessment of seafarers. In the latter case an appreciation of the links of this model course to model course 1.30 (Onboard Assessment) is particularly important.



Lesson plans

Having adjusted the emphases on different parts of the course content to suit the participant intake and any revision of the course objectives, the instructor should draw up lesson plans based on the detailed syllabus. The syllabus contains specific references to textbooks or teaching material suggested for use in the course. Where no adjustment has been found necessary in the learning outcomes of the syllabus, the lesson plans may simply consist of the detailed syllabus with keywords or other reminders added to assist the instructor in presenting the material.



Presentation

The presentation of concepts and methodologies must be repeated in various ways until the instructor is satisfied that the participant has attained each specific intended learning outcome. The syllabus is laid out with a learning outcome format, and each outcome specifies what the participant must be able to know, understand and/do to demonstrate the achievement of the relevant competence.



Evaluation or assessment of participants' progress

The nature of this course involves all the participants and the instructors in an on-going process of individual and group evaluation. No specific guidance on the assessment of participants has been included since this forms part of the subject matter of a large part of the course. The progress of participants can be judged from the outcome of the various activities undertaken by them, which will indicate if further explanation or clarification of any topic is needed. The final activity also affords participants the opportunity to give both an overall evaluation of the course and their own progress and to give instructors feedback about participants' attainment of learning outcomes. Generic guidelines on evaluation/assessments are given in Part E of the course.



Implementation

For the course to run smoothly and to be effective, considerable attention must be paid to the availability and use of:    

properly qualified instructors; support staff; rooms and other training locations; equipment e.g. multimedia aids and simulators;

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textbooks, technical papers; and other reference material.

Thorough preparation is the key to successful implementation of the course. IMO has produced "Guidance on the implementation of model courses", which deals with this aspect in greater detail and is included as Appendix 1 to this course.



Structure

The standards of competence that have to be met by seafarers are defined in Part A of the Seafarers' Training and Certification and Watchkeeping (STCW) Code of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (STCW), 1978 as amended. This IMO model course has been developed to support the implementation of the Convention and Code. It addresses the requirements of regulation I/6 of the Convention and section A-I/6 of the STCW Code, together with two other IMO Model Courses, model course 1.30 on "Onboard Assessment", model course 6.09 on "Training Course for Instructors" and model course 6.10 on "Train the Simulator Trainer and Assessor". The course is also relevant to meeting the requirements of regulation I/8 of the Convention and section AI/8 of the Code. It covers the legal, administrative, supervisory and operational frameworks and processes of assessing, examining and certifying seafarers within the context of the Convention. It is intended for individuals/entities involved in these processes as administrators, supervisors, monitors and/or assessors of seafarers for certification. This model course is made up of five Parts. Part A provides the framework for the course with the aims and objectives and notes on suggested teaching facilities and equipment. A list of useful teaching aids, IMO references and textbooks is also included. Part B provides an outline of lectures, demonstrations and exercises for the course. A suggested timetable is included, but from the teaching and learning perspective, it is more important to ensure that the participants achieve the intended learning outcomes of the course than strict adherence to a timetable. Also included in this section are some guidance notes and additional explanations. Part C gives the detailed outline. It is written as a series of topics with specific intended learning outcomes, in other words what a participant is expected to be able to understand/do as a result of the teaching and training. The expanded learning outcomes define a required performance of knowledge, understanding and proficiency. IMO references, textbook references and suggested teaching aids are included to assist the instructor in designing lessons. Part D gives guidance notes and additional explanations to the instructor on the topics and learning outcomes listed in Part C. For the various topics, this part presents subject matter details, activities and recommended presentation and assessment techniques. Part E presents a generic guide for effective evaluation/assessment of course participants. Parts C and D of this model course address the generic subject matter of Part E in greater detail.



Responsibilities of Administrations

Administrations should ensure that training courses delivered by training providers are such as to ensure that the requirements of STCW regulation I/6 are fully met.

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

Validation

The information contained in this document has been validated by the Sub-Committee on Human Element, Training and Watchkeeping (HTW) of the IMO Maritime Safety Committee (MSC). The model course material is intended for use by technical advisors, consultants and experts for the training and certification of persons involved in the assessment and certification of seafarers as administrators, supervisors, monitors and/or assessors, so that the implementation of seafarer assessment and certification processes may be as uniform as possible. Validation in the context of this document means that no grounds have been found to object to its content. The work must not be regarded as an official interpretation of the Convention.

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Part A: Course framework 

Scope

The course includes introductory classroom instruction on the assessment, examination and certification of seafarers (in particular masters, chief engineers, deck and engineer officers), covering the international provisions for training, assessment, examination and certification of masters, officers and ratings; the implementation of these provisions under national law; the selection of assessment methods; the organization of assessments, and the issue and control of certificates. The introductory classroom instruction and practical exercises associated therewith should be optimally followed by practical training conducting assessments/examinations with an authorized and approved assessor to ensure appropriate understanding of the overall process and objectives. On completion of or in combination with this practical experience, the participant should observe the conduct of oral/practical assessments/examinations by persons experienced in conducting such assessments/examinations under actual conditions. Of particular importance during such practical training, is the observance of objective measures for conducting such assessment and examinations that minimise assessor/examiner subjectivity and improve the achievement of global uniform standards in seafarer certification. Before being authorized to conduct assessments/ examinations, the trainee should prepare, validate and conduct a number of oral/practical assessments/examinations and mark written examinations under the supervision and to the satisfaction of a person or persons authorized to design, administer and control assessments/examinations and experienced in their design, administration and control.



Objectives

The course objectives include the provision of knowledge and skills for course participants to administer, supervise and monitor training and assessment of seafarer competence in accordance with the provisions of regulation I/6 of the STCW Convention 1978, as amended and section A-I/6 of the STCW Code. On successful completion of the course, the participants should be able to: 

apply the international provisions concerning the training, assessment, examination and certification of masters, officers and ratings of merchant vessels;



evaluate and apply the processes necessary to implement these provisions under national law;



analyse national assessment, examination and certification process needs;



determine appropriate assessment methods;



organize, administer and conduct assessments/examinations; and



demonstrate the ability to issue certificates and control the certification process.

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

Entry Standards

Persons to be trained to conduct assessments and examinations for certificates of competency issued under international instruments should hold a certificate of competency no lower than the certificate or qualification, which is to be issued by or on behalf of the Administration. Their qualifications and experience should provide evidence of thorough competence in both theoretical and practical aspects of all subjects involved. In the case of those who are to conduct assessments/examinations for issue of certificates as master, chief engineer, deck or engineering officer, such experience should preferably include service as master or as chief engineer, as appropriate. A refresher course in the theoretical aspects of the discipline concerned may be necessary for those persons whose recent experience has been mostly of a practical nature. Similarly, a refresher course in the practical aspects of the discipline concerned may be necessary for those persons whose recent experience has been mostly of a theoretical nature. Other qualifications may be recognized as equivalent in the case of those persons who are to conduct assessments/examinations in academic or specialized subjects. Fluency (both spoken and written) in the language in which the course will be conducted is essential.



Course certificate

On successful completion of the course and with appropriate verification that a course participant has achieved the intended learning outcomes, a certificate may be issued certifying that the holder has completed a course of training in the establishment, administration and conduct of assessment and examination of seafarers for certification in accordance with provisions of the STCW Convention 1978, as amended.



Course intake limitations

To allow sufficient individual attention and effective participation, the course intake should be limited to 20. For group activities, the ideal ratio of course participants to instructors should be 10:1. Ideally, the course participants should include personnel from both maritime Administrations and training institutions, or those who conduct assessments and examinations on behalf of the Administration. There should also be sufficient representation in the deck department and engineering department to make the activities in the course productive and more balanced. The successful outcome of the course depends on active participation and contribution from the participants.



Staff requirements

The lead instructor should have a broad knowledge of assessment/examination approaches and methods and a number of years of practical experience in the administration and conduct of assessments/examinations for the issue of certificates of competency to masters and deck and engineer officers, as appropriate. Where the course is being delivered to participants of more than one discipline, the discipline of a second instructor or of one of the additional instructors should complement that of the lead instructor. Instructors are required to have appropriate knowledge and skills in instructional techniques for implementing lectures in the classroom as well as practical activities. It is also recommended that the instructor in charge of the course should have training certification and experience to meet the intended training outcomes and preferably be a holder of a certificate of competency at the management level. Secretarial support is useful throughout the course. https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

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

Teaching facilities and equipment

A room of sufficient size to accommodate all participants and instructors should be available for lectures and should be equipped with a multimedia equipment, marker board/flipchart with the appropriate writing materials. Connectivity to the Internet is essential and the availability of other smaller rooms (each equipped with a flip chart, tables and chairs) for group activities is recommended.



Teaching aids (A) A1 A2 V1 V2

Instructor manual (Part D of the course and the associated attachment and appendix) Audio-visual equipment and material STCW 2010 – The Manila Amendments (Videotel – Code No. 1113) Training, Mentoring and Assessment on Board (Videotel – Code No. 1217)

Videotel films are available from:

Videotel Marine International Limited 84 Newman Street London W1T 3EU, UK Email: [email protected] URL: http://videotel.com/

Audio-visual examples listed above may be substituted by other similar material at the discretion of the training provider and administration.



Bibliography (B) B1

Fletcher, Shirley, Competence-Based Assessment Techniques 2nd ed. (London, Kogan Page, 2001) (ISBN 9780749434229) B2 Holder, Len, Training and Assessment on Board 4th ed. (London, Witherby & Co Ltd, 2011) (ISBN 9781856094511) B3 P. Race, S. Brown and B. Smith, 500 Tips on Assessment 2nd ed. (London, RoutledgeFalmer, 2005) (ISBN 9780415342791) B4 The Nautical Institute, Maritime Education and Training (London, The Nautical Institute, 1997) (ISBN 9781870077415) B5 International Shipping Federation, ISF Guidelines on the IMO STCW Convention including the 2010 'Manila Amendments' 3rd ed. (London, International Shipping Federation, 2012) B6 International Shipping Federation, ISF On Board Training Record Book for Deck Cadets 3rd ed. (London, International Shipping Federation, 2012) B7 International Shipping Federation, ISF On Board Training Record Book for Engine Cadets 3rd ed. (London, International Shipping Federation, 2013) B8 International Shipping Federation, ISF Personal Training and Service Record Books (London, International Shipping Federation, 1998) B9 E. S. Ebert II, C. Ebert & M. L. Bentley, The Educator's Field Guide: An Introduction to Everything from Organization to Assessment (New York, Skyhorse Publishing, 2014) (ISBN 9781628737479 B10 E. Raeng, Assessing Seafarers' Competence (FAME/MARTA, Manila, 1999. Tel: +632 635 4820; Fax: +632 638 7961) B11 D. Kennedy, Writing and using learning outcomes: A practical guide, (Cork, Ireland, University College Cork, 2007)

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 12 Secondhand copies of out of print books may be available from the Warsash Nautical Bookshop, 6 Dibles Road, Warsash, Southampton SO31 9HZ, UK. Tel: +44 1489572 384 Fax: +44 1489 885 756 Email: [email protected] URL: www.nauticalbooks.co.uk 

IMO references (R) R1

R2 R3 R4

The International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978, as amended in 2010 (STCW Convention) (available from IMO Publications) International Safety Management Code (ISM Code) (available from IMO Publications) International Convention for the Safety of Life at Sea, 1974, as amended (SOLAS) (available from IMO Publications) IMO Information Sources on STCW (available from IMO Knowledge Centre)



Internet website references (W)

W1

IMO Maritime Knowledge Centre (MKC) http://www.imo.org/en/KnowledgeCentre/Pages/Default.aspx

W2

STCW Circulars http://www.imo.org/en/OurWork/HumanElement/TrainingCertification/Pages/STCWCirculars.a spx

W3

ILO Sector Activities: Shipping, ports, fisheries and inland waterways sector http://www.ilo.org/global/industries-and-sectors/shipping-ports-fisheries-inlandwaterways/lang--en/index.htm

W4

ILO Database of International Labour Standards https://www.ilo.org/ilolex/english/

W5

Marine Inquiry 11-204: Container ship MV Rena grounding on Astrolabe Reef, 5 October 2011. http://www.taic.org.nz/ReportsandSafetyRecs/MarineReports/tabid/87/ctl/Detail/mid/48 4/InvNumber/2011-204/language/enUS/Default.aspx?SkinSrc=%5BG%5Dskins%2FtaicMarine%2Fskin_marine

W6

Costa Concordia marine casualty on January 13, 2012: Report on the safety technical investigation. http://3kbo302xo3lg2i1rj8450xje.wpengine.netdna-cdn.com/wpcontent/uploads/2013/05/Costa_Concordia_-_Full_Investigation_Report.pdf

Details of distributors of IMO publications that maintain a permanent stock of all IMO publications may be found on the IMO website at http://www.imo.org

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Part B: General Outline 

Lectures

As far as possible, lectures should be presented within a familiar context and should make use of practical examples. They should be well illustrated with visual media such as diagrams, photographs and charts, where appropriate, and be related to matters appropriate for assessment, examination and certification of seafarers. An effective manner of presentation is to develop a technique of giving information and then reinforcing it. For example, initially inform the course participants briefly what is going to be presented to them; then cover the topic in detail; and, finally, summarize. The use of appropriate presentations using multi-media equipment (such as audio-visual computer-based projection) and the distribution of copies of presentations as handouts contribute to the learning process.



Course Outline

The tables that follow list the competencies and areas of knowledge, understanding and proficiency, together with the estimated total hours required for attaining the intended learning outcomes. Instructors should note that the suggested timings are for indicative purposes only, and not intended to be definitive. The proposed timetable should be adapted to suit individual groups of course participants depending on their experience and ability as well as the number of instructors and the equipment available.

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1

Subject Area

Course hours

Lecture

Practical activity

Course Introduction The STCW Convention, 1978 as amended

0.25 8.75

0.25 7.75

1.0

5.0

3.0

2.0

4.0

2.0

2.0

3.0

3.0

-

4.0

2.75

1.25

10.0

4.0

6.0

8.25

3.25

5.0

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9

2

Background to STCW The need for revision Overview of the revised STCW Convention Process overview International instruments General objectives Certification of fishermen and for high-speed craft STCW certificate requirements National legislative and administrative framework

Quality System 1.10 Quality standards 1.11 Quality management system 1.12 ISM Code

3

Assessing Applications 1.13 Information for applications 1.14 Procedures for assessing applications

4

Requirements in Training and Assessment 1.15 Regulation on training and assessment 1.16 Roles and responsibilities in training and assessment 1.17 Onboard training and assessment

5

Approving Training, Assessment and Records 1.18 Specification of standards 1.19 Evaluation against standards 1.20 Maintenance of standards

6

Competence-Based Standards 1.21 1.22 1.23 1.24 1.25 1.26

7

Competence-based training Table of competence in the STCW Code as amended Competence-based assessment Collecting and matching evidence to standards Review and follow-up Quality assurance

Developing Written Tests 1.27 1.28 1.29 1.30 1.31 1.32 1.33 1.34

Examination methodology Quality of tests Subjective-type tests Supply-type tests Objective-type tests Calculations Compiling tests Simulator-based tests

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Invigilation of Tests 8.1 8.2

9

8.3 Scoring Tests 9.1 9.2

10 11 12

1.5

1.0

0.5

2.25

1.75

0.5

2.0 0.5 6.5

1.0 0.5 2.75

1.0 3.75

5.25

1.50

3.75

7.0 68.25

2.0 36.50

5.0 31.75

Written tests Publications and equipment Communications Scoring subjective tests Scoring objective tests Reviewing marginal cases

9.3 Oral and Practical Tests Shipboard Assessment Maintenance of Standards 12.1 12.2 12.3 12.4 12.5 12.6

Review of test material Failure Appeals Recognizing certificates Dispensations, exemptions and equivalents Revalidation of certificates 12.7 Suspension and revocation

13

Administration 13.1 Issuing and replacing certificates 13.2 Enforcement of standards 13.3 Upholding the responsibilities of companies

14

Course review and practical evaluation activity Total course hours

Note: Teaching staff should note that timetable is for indicative purposes only as regards sequence and length of time allocated to each topic. The timetable should be adapted, as appropriate, by instructors to suit individual participant groups depending on their experience and ability as well as the number of instructors and the equipment available.

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 Course Timetable* Period/Day

st

1 Period (2 hours)

Day 1

Day 2

Introduction to the course

1 The STCW Convention as amended (cont'd)

1 The STCW Convention as amended 1.1 Background to STCW 1.2 Need for revision 1.3 Overview of the revised STCW Convention

 Practical activity 1.8.8  Practical activity 1.8.10 1.9 National legislative and administrative framework

Day 3 3 Assessing applications 3.1 Information for applicant 

Practical activity 3.1 (a-c)

3

Assessing applications

Day 4 5

Approving training, assessment and records 5.1 Specification of standards  Practical activity 5.1.5  Practical activity 5.1.14

Day 5 6

Competence-based standards 6.3 Competence-based assessment  Practical activity 6.3.4

Break 1 The STCW Convention as amended (cont'd)

2nd Period (2 hours)

1.4 Process overview 1.5 International instruments 1.6 General objectives

2

Quality system (cont'd)

2.1 Quality standards 2.2 Quality management system

3.2 Procedures for assessing applications 

Practical activity 3.2.2

4

Requirements in training and assessment

5

Approving training, assessment and records

6

Competence-based standards

5.2 Evaluation against standards 5.3 Maintenance of standards

 

Practical activity 6.3.5 Practical activity 6.3.18

6.1 Competence-based standards

6

Competence-based standards

6.2 Competence-based training 6.3 Table of competence in the STCW Code as amended  Practical activity 6.2.3

6.4 Collecting and matching evidence to standards  Practical activity 6.4.8

Meal Break 1 The STCW Convention as amended (cont'd)

3rd Period (2 hours)

2

Quality system (cont'd)

1.7 Certification of fishermen and for high speed craft  Practical activity 1.7.13

 

Practical activity 2.2.3 Practical activity 2.2.6

1.8 STCW Certificate requirements

2

Quality system (cont'd)

4.1 Regulation on training and assessment 4.2 Roles and responsibilities in training and assessment 4

th

4 Period (1 hour)

2.3 The ISM Code

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Requirements in training and assessment

4.3 Onboard training and assessment

6

Competence-based standards



Practical activity 6.2.6

6

Competence-based standards

6.5 Review and follow-up 6.6 Quality assurance

HTW 4/3/4/Add.1 Annex, page 17 Period/Day

1st Period (2 hours)

Day 6

Day 7

7

Developing written tests

 Practical activity 7.7.15 7.8 Simulator-based tests

7.1 7.2 7.3  7.4

Examination methodology Quality of tests Subjective-type tests Practical activity 7.3.6 Supply-type tests

8

Invigilation of tests

8.1 Written tests 8.2 Publications and equipment

Day 8 11 Shipboard assessment 12 Maintenance of standards 12.1 Review of test material  Practical activity 12.1.5

Day 9

Day 10

13 Administration 13.1 Issuing and replacing certificates 

14 Course review

Practical activity 13.1.2

Break 7

2nd Period (2 hours)

Developing written tests (cont'd)  Practical activity 7.4.5 7.5 Objective-type tests  Practical activity 7.5.6  Practical activity 7.5.10  Practical activity 7.5.19

8.3 Communications  Practical activity 8.3.3 9

Scoring tests

9.1 Scoring subjective tests 

Practical activity 9.1.13

12 Maintenance of standards (cont'd)  

Practical activity 12.1.12 Practical activity 12.1.13

13 Administration 

Practical activity 13.1.5

13.2 Enforcement of standards 12.2 Failure 12.3 Appeals



14 Practical evaluation activity

Practical activity 13.2.4

Meal Break 7

3rd Period (2 hours)

4th Period (1 hour)

Developing written tests (cont'd)  Practical activity 7.5.20  Practical activity 7.5.21 7.6 Calculations  Practical activity 7.6.7

7.7 Compiling tests Practical activity 7.7.14

9.2 Scoring objective tests 9.3 Reviewing marginal cases 10 Oral and practical tests



Practical activity 10.8

12 Maintenance of standards (cont'd) 12.4 Recognizing certificates  Practical activity 12.4.2 12.5 Dispensation, exemptions and equivalents  Practical activity 12.5.2  Practical activity 12.5.7 12.6 Revalidation of certificates 12.7 Suspension and revocation 

13 Administration 13.3 Upholding the responsibilities of companies 

14 Practical evaluation activity

Practical activity 13.3.3

13 Administration 

14 Practical evaluation activity Practical activity 13.3.7

Practical activity 12.7.3

* This timetable is for indicative purposes only, as regards sequence and length of time allocated to each topic. The timetable should be adapted, as

appropriate by instructors, to suit individual participant groups depending on their experience and ability, as well as the number of instructors and the equipment available.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 18

Part C: Detailed Outline The detailed teaching syllabus is presented in a learning outcome format in which the outcome describes what the participant must do to demonstrate that knowledge, understanding and proficiency have been transferred. A learning outcome is a statement in specific and measurable terms that describes what the participant will be able to do as an outcome of participating in a series of lectures and practical activities. In this context, all outcomes under the subject items shown in the column "Knowledge, understanding and proficiency" of the following table are understood to be prefixed by the words, "The expected learning outcome is that the participant should be able to …". In order to assist the instructors in charge of this course, IMO references, textbooks and bibliography related to each of the subject items are shown in the second and third columns of the table. Suggested teaching aids that assist instructors to implement effective teaching and training are also shown in the fourth column. The following notation and abbreviations are used in the table.    

R T B A

IMO reference Textbook Bibliography Teaching Aids

Abbreviations used are:       

An.: Annex App.: Appendix Art.: Article Ch.: Chapter Fig.: Figure Int.: Introduction p., pp.:Page, pages

     

Para.: Pt.: Reg.: R.R.: Sec.: Ta.:

Paragraph Part Regulation Radio Regulation Section Table

The following are examples of the use of references: "R1 – Reg. II/3" refers to regulation II/3 of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978, as amended; and "A1" refers to the Instructor Manual in part D.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 19

Knowledge, understanding and proficiency

Course introduction (0.25 hour)

.1 .2 .3

.4

.5

.6

The STCW Convention, 1978 as amended (8.75 hours)

1.1

Background to STCW (0.5 hour)

.2

.3

.4

1.2

Textbooks, Bibliography

R1 Reg. A-I/6 Sec. A-I/6

Teaching Aids

A1

explain the scope and objectives of the course explain the relationship of this course to other IMO model courses explain that use is made during the course of individual and group activities to develop skills in preparing assessment and examination materials explain the need to supplement what is learned on the course with practical experiences in developing assessment/examination material and conducting assessment/examination, initially for lower grade certificates explain that Part D of the model course provides guidance on the reference material necessary for the course, arranged according to subject areas, but is also intended to serve as a reference manual explain that the course draws on the practices of several IMO Member States as examples of how competence-based assessment and examination systems may be conducted and emphasizes the common fundamentals and principles

1.

.1

IMO Reference

R1

B5

explain that IMO has, since its inception, endeavoured to improve the safety of ships and their equipment, as well as to raise the training standards of seafarers state that the IMO conference convened in 1978 on the STCW Convention resulted in one of the most important maritime safety conventions ever developed explain that the 1978 STCW Convention was the first attempt to establish global minimum professional standards for seafarers, which previously were established by individual governments without reference to practice in other countries state that the 1978 STCW Convention prescribed minimum standards which countries were obliged to meet or exceed

The need for revision (0.5 hour)

B4

R1

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

B4

A1 & App. A V1 W1

A1 & App. A

HTW 4/3/4/Add.1 Annex, page 20 .1

.2

.3

1.3

state factors that reduced the effectiveness of the 1978 STCW Convention including: - changes in the structure of the world merchant fleet in management and manning of ships - reduction in crew members on board, faster turn-round, more frequent crew changes - mix of different education and training backgrounds from multi-national manning - changes in traditional organization of duties and responsibilities on board ships - public concern regarding human related causes of shipping disasters describe the nature of the 1995 amendments as: - being essentially a complete revision - retaining the articles of the 1978 Convention - substantially amending the Annex (regulations) to the Convention - Introducing a new Seafarers' Training, Certification and Watchkeeping (STCW Code) - transferring all detailed technical requirements to this associated Code - focusing on identifiable and verifiable skills and outcome-based competence - requiring respective Administrations to maintain direct control and endorse the qualifications of personnel serving their ships enhancing control procedures - making Parties to the Convention accountable to each other, through IMO, for proper implementation and activities as required in the Convention and covering three important areas:  responsibilities of shipping companies  uniform standards of competence  implementation by Parties - introducing a new structure of the Convention explain that in support of the above major areas, the revised Convention included new provisions, such as: - the qualifications of trainers and assessors - quality standards system

Overview of the 2010 Manila Amendments to the STCW Convention (0.75 hour) .1

.2

R7

B5

W1 W2

R1 R4

B5

A1

state that the structure and goals of the Convention and Code as amended remains the same as that of the 1995 amendments state that included in the 2010 Manila amendments are a number of important changes to the Annex to the Convention and Code, such as: - improved measures to prevent fraudulent practices associated with certificates of competency and strengthen the evaluation

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 21

.3 .4

process (monitoring of Parties' compliance with the Convention); - revised requirements on hours of work and rest and new requirements for the prevention of drug and alcohol abuse, as well as updated standards relating to medical fitness standards for seafarers; - new certification requirements for able seafarers; - new requirements relating to training in modern technology such as electronic charts and information systems (ECDIS); - new requirements for marine environment awareness training and training in leadership and teamwork; - new training and certification requirements for electro-technical officers; - updating of competence requirements for personnel serving on board all types of tankers, including new requirements for personnel serving on liquefied gas tankers; - new requirements for security training, as well as provisions to ensure that seafarers are properly trained to cope if their ship comes under attack by pirates; - introduction of modern training methodology including distance learning and web-based learning; - new training guidance for personnel serving on board ships operating in polar waters; and - new training guidance for personnel operating Dynamic Positioning Systems - new security training requirements - explicit definitions for near-coastal voyages identify key milestones in the timeline for full implementation of the 2010 amendments discuss in detail the structure and parts of the STCW Convention and Code, as amended - state the general obligations of the Convention - outline the Articles of the Convention - outline the 8 chapters of the Annex to the Convention and discuss the regulations in them - outline the 8 chapters of Part A of the STCW Code and discuss the standards in them - reflect on the relevant guidance of Part B of the STCW Code - state the importance and purpose of the competence tables in Part A of the STCW Code - explain the use of the competence tables in Part A of the STCW Code - recall that the 2010 STCW Conference Resolutions includes the following:  The Manila Amendments to the Annex to the International Convention on

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 22

   

  

1.4

Standards of Training, Certification and Watchkeeping for Seafarers (STCW), 1978 Verification of certificates of competency and endorsements Standards of training and certification and ships' manning levels Development of guidelines to implement international standards of medical fitness for seafarers Revision of existing model courses published by the International Maritime Organization and development of new model courses Attracting new entrants to, and retaining seafarers in, the maritime profession Future amendments and review of the STCW Convention and Code Day of the seafarer

Process overview (0,75 hour) .1

.2

.3

.4 .5 .6

.7

.8

R1 R4

state that the assessment and certification process must ensure that candidates meet all minimum national and international requirements in respect of: - experience - age - medical fitness - training - qualification - assessments/examinations - standards of competence state that the process must test knowledge and competence actually used in the position concerned state that the STCW Convention contains specific criteria detailing the standards of knowledge, understanding and proficiency to achieve for each element of competence for the various functions state that assessments/examinations must be properly administered, supervised and monitored state that the trainers, assessors and examiners must be appropriately qualified state that the process must apply the same minimum standard at all locations and at all times until standards are changed state that assessment/examination process must be seen to be fair, up to date and have clear application to the job/position to be attained by the candidate states that the process should allow candidates to appeal against decision of the assessor/examiner

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

B5

A1 W1 W2

HTW 4/3/4/Add.1 Annex, page 23 .9 .10

.11

.12 .13

.14

.15

.16

.17

1.5

state that the process must allow for revocation of certificates for specified causes state that the process must provide for periodic revalidation: - of certificates issued - of assessment/examination content state that process must be able to maintain security and confidentiality of assessment/examination content state that process must ensure that approved training courses remain up to date and valid state that the process requires successful completion of applicable courses which have been approved by the Administration explain the need to ensure a common standard of training and assessment to make the qualification process work in accordance with the STCW Convention explain that in theory, a seafarer may receive education, training, seagoing service, certificate, and employment on board, each from different States state that the qualification process will only work if the different States involved are confident that the education, training, assessment/examination in the other States are implemented in accordance with the standards specified in the STCW Convention, as amended explain that there is a need for a procedure in recognizing standards to serve as a basis: - for acceptance by the other States - to facilitate delegation of responsibility to individual maritime education and training institution - for agreements on co-operation with other States/institutions

International instruments (1.0 hour) .1

.2

R1

list the principal international instruments governing training and certification of seafarers as: - the United Nations Convention on the Law of the Sea (UNCLOS III) - the STCW Convention 1978, as amended - the ITU Radio Regulations - the Maritime Labour Convention, 2006 - various IMO Assembly Resolutions state – for the United Nation Convention on the Law of the Sea (UNCLOS) – that: - Article 94 (Duty of the Flag State) requires that Flag States:  effectively exercise their jurisdiction and control in administrative, technical and social matters over ships flying its flag  ensure that on each the master and officers possess appropriate

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

A1 W1 W2 W3 W4

HTW 4/3/4/Add.1 Annex, page 24

.3

.4

.5

qualifications, in particular in seamanship, navigation, communications and marine engineering, and that the crew is appropriate in qualification and numbers for the type, size, machinery and equipment of the ship;  ensure that the master, officers and, to the extent appropriate, the crew are fully conversant with and required to observe the applicable international regulations concerning the safety of life at sea, the prevention of collisions, the prevention, reduction and control of marine pollution, and the maintenance of communications by radio.  conform to generally accepted international regulations, procedures and practices and to take any steps which may be necessary to secure their observance. state – for the ITU Radio Regulations – that: the International Telecommunication Union is the UN specialized agency responsible for regulations governing the use of the radio spectrum the provisions concerning certificates for personnel of ship stations and ship earth stations and for personnel of stations in the maritime mobile and maritime mobile satellite service are set out in articles S47 and S48, respectively, of the Radio Regulations as of 3 October 1989, articles S47 and S48 of the Radio Regulations provide for the issue and use of GMDSS (Global Maritime Distress and Safety System) certificates as follows:  first-class radio electronic certificate  second-class radio electronic certificate  general operator's certificate  restricted operator's certificate - the conditions of issue and the knowledge and experience required for each GMDSS certificate are set forth in article S47 of the Radio Regulations - Article S48 of the Radio Regulations stipulates the class and minimum number of operators or personnel for ship stations and ship earth stations - although different, the ITU and IMO requirements are held to be compatible state – for the Maritime Labour Convention (MLC), 2006 – the inter-relation between MLC hours of work and STCW hours of rest, and the process of recording hours of rest refer to the list of IMO Assembly Resolutions on training

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 25 A.703 (17) – Training of radio personnel in the Global Maritime Distress and Safety System (GMDSS) - A.771 (18) – Training requirements for crews of fast rescue boats - A.921 (22) – Assembly resolutions superseded by the 1995 amendments to the 1978 STCW Convention - A.1079 (28) – Recommendations for the training and certification of personnel on mobile offshore units (MOUs) explain the differences in and purpose of Conventions, Resolutions and Circulars adopted by the IMO Assembly state further requirements for the training of all personnel on ships carrying certain types of cargoes and operating in extreme conditions per different Codes including: - for ships carrying dangerous chemicals in bulk, the IBC Code (Section 16.3 of 2015 Consolidated Edition) - for ships carrying liquefied gases in bulk, the IGC Code (Section 18.7 of 2015 Consolidated Edition) - for ships falling under the IGF Code - [for ships falling under the Polar Code]

-

.6

.7

1.6

General objectives (0.25 hour)

R1

.1 summarize that the obligations of States/Contracting Parties in administering, supervising and monitoring the systems and processes that support seafarer competence, the general objectives behind these instruments as they relate to examination of personnel as being: - to develop and maintain a global minimal standard of safety and pollution prevention for merchant ship operation - to assess and validate the competence of seafarers to perform shipboard duties in a safe and effective manner by means of statutory examination - to issue an authoritative document to provide evidence of seafarer competence that confirms the qualification of a seafarer and which is subject to inspections by port state control

1.7

Certification of fishermen and for high-speed craft (2.0 hours) .1 state the requirements to establish: - standards of qualifications for certificates - issuing of certificates - examinations for certificates, as required - means of enforcement

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

B4 B5

A1 W1 W2

HTW 4/3/4/Add.1 Annex, page 26 .2 state that the International Convention on Standards of Training, Certification and Watchkeeping for Fishing Vessel Personnel (STCW-F) covers the respective requirements .3 state that the training and certification requirements of personnel on high-speed craft are governed by the SOLAS Convention and the High-Speed Craft Code. .4 note the similarities and differences in the training requirements for high-speed craft and for merchant ships .5 state that provisions for safety measures for high-speed craft are incorporated in Chapter X of the SOLAS Convention .6 outline the three regulations in Chapter X of the SOLAS Convention as: - Regulation 1 on Definitions - Regulation 2 on Application - Regulation 3 on Requirements for highspeed craft .7 state that the High-Speed Craft Code (HSC Code) means the International Code of Safety for High-Speed Craft adopted by the Maritime Safety Committee by Resolution MSC.36(63), as may be amended. .8 outline Chapter 18 of the HSC Code which specifies the training and qualification requirements .9 state that, among other things, the HSC Code requires the Administration to issue type rating certificates to master and officers following appropriate training and examination commensurate with the operational tasks on board .10 list the coverage of the type rating training which includes: - knowledge of all onboard propulsion and control systems - failure mode of the systems - handling characteristics of the craft and their limitations - bridge communication and navigational procedures - stability and survivability of the craft in damage conditions - life-saving appliances - escape routes, and evacuation procedures for passengers - fire protection and fire-extinguishing appliances and systems - damage control equipment and systems - cargo and vehicle stowage and securement systems - control and communications with passengers, related to emergency - location and use of all items listed in training manuals - others, such as: https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 27  

maintenance passenger handling for service and safety  medical  route / passage familiarization .11 list criteria for revalidation of type rating certificate

1.8

STCW certificate requirements (2.0 hours)

R1

National legislative/administrative framework (1.0 hour)

W1 W2

.1 describe the structure of certificates for the master and the deck department, outlining the requirements for each certificate .2 describe the structure of certificate for the engine department, outlining the requirements for each certificate .3 identify the mandatory training provisions .4 identify the special requirements for personnel on certain types of ships .5 define near-coastal voyage .6 describe the applicability of delimiting near-coastal voyages in accordance with the STCW Convention .7 explain the purpose and the intent of establishing what constitutes approved seagoing service .8 generate a description of approved seagoing for various certificates .9 describe the effects of varying the certificate structure from that embodied in the Convention .10 generate a certificate structure to meet given needs

1.9

B5

R1

.1 describe generally the national legislation required to give full effect to the STCW Convention .2 outline, in terms suitable to own country: - enabling legislation governing the certification of masters, ships' officers and ratings - subsidiary legislation governing:  the conduct of examinations  the issue of certificates  the revalidation of certificates  the suspension and cancellation of certificates  policy and fines .3 classify examinations as being: - internal if conducted by the training institution or by personnel of such institution

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 28 .4 .5 .6 .7

.8 .9 .10

external if conducted solely by an Administrative Authority independent of the training institution summarize the advantages and disadvantages of the internal examination system summarize the advantages and disadvantages of the external examination system describe the organization of an Administration, which operates an external examination system describe the organization of an Administration, which delegates the examining function to training institutions detail the process to be followed to establish an external examination and certification system detail the process to be followed to establish an internal examination and certification system detail the process of assessments for the award of certificates of competency by Administrations

2.

Quality System (5.0 hours)

2.1

Quality standards (1.0 hour)

R1

.1 recall the requirements of regulation I/8 of the Annex to the STCW Convention, 1978, as amended .2 state that a quality standards system must be in place to ensure achievement of defined objectives in areas including: - training - assessment of competence - certification - endorsement - revalidation - qualification and experience of instructors and assessors .3 state that the quality standards are applicable to: - the Administration's system for control, approval and certification - maritime education and training institutions, and their assessment/examination system .4 state that the quality standards system must include an evaluation process, and the evaluation to be conducted by qualified persons not involved in the activities concerned .5 outline the scope and objectives to be covered in the quality standards, including but not limiting to: - the administration of the certification system - training programmes and courses, their objectives and related standards of competence to be achieved - assessments and examinations, on the appropriate levels of knowledge,

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

A1 - App. B

HTW 4/3/4/Add.1 Annex, page 29

.6

.7

.8

.9

2.2

understanding and proficiency/skills required - qualifications and experience of instructors and assessors - controls and internal quality assurance reviews - an independent evaluation process explain that the independent evaluation pursuant to regulation I/8 is to ensure and verify that: - all internal management control, monitoring measures and follow-up actions comply with documented procedures and are effective in achieving objectives as planned - the results of each evaluation are documented, made known to the appropriate personnel, and timely corrective actions taken state that the report of the independent evaluation should include the terms of reference for the evaluators, and the qualification and experience of the evaluators state that the training and assessment of seafarers required under the Convention must be administered, supervised and monitored, and that the trainers and assessors are qualified, as stipulated in regulation I/6 of the STCW Convention, and section A-I/6 of STCW Code state that quality standards are stipulated in regulation I/8 of the STCW Convention and section A-I/8 of STCW Code

Quality standards system (3 hours) .1 state that all activities under the requirements of the Convention are to be continuously monitored through a quality standards system whether the activities are carried out by the Administration, within a Government ministry/department/organization, or other entities under its authority .2 outline the essential principles to ensure quality standards as: - establishing clear policies/objectives, standards governing staff quality and conduct of activities - adopting realistic approach to ensure effective implementation and control measures, including adequate funding - developing procedures which allow for achievable performances, and result of the activities to be monitored - involving the participation of all affected staff at all levels in the development, implementation and maintenance of the system

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

A1 - App B

HTW 4/3/4/Add.1 Annex, page 30 .3 generate procedures for conducting assessment of competence-based standards for navigating officers/engineering officers and ratings .4 outline the main parts in the quality standards, including: - clear guidelines to ensure quality assurance - activities that are developed in a structured manner and verified to meet requirements, for example, the development of simulator exercises - maintenance of operational functions, such as identifying staff development needs and equipment servicing - the result phase, such as focusing on procedures to determine assessment/examination criteria and awarding of certificates .5 define the key elements in the quality standards model, including: - an expressed quality policy, means for implementation to achieve stated aims and objectives, and commitment so as to gain recognition by relevant authority - incorporation of the quality management functions, and organizational structure, responsibilities, process, resources - techniques and activities for quality control at all levels - systematic monitoring arrangements - arrangements for periodic external quality evaluation .6 design a feedback form for monitoring of quality standards .7 state that the quality standards model for assessment of knowledge, understanding and proficiency should take account of the general framework of either: - the national scheme for education and training accreditation/quality standards, or - an alternative model acceptable to IMO .8 state that it is recommended for the administration of national certification system to adopt arrangements that: - are sufficiently flexible to take account of the varying needs of the industry, as well as the application of new technology - cover all matters that give effect to the various provisions of the Convention on issues related to certificates, such as endorsements, suspensions and cases of fraud - encompass responsibilities for approving training and assessment, including from undergraduate-type and upgrading courses to certificates of competency to short vocational courses https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 31 -

incorporate process for internal reviews and external evaluation .9 explain that the establishment of quality standards for education, training and assessment programmes should consider the following: - utilize existing provisions for national accreditation/education quality standards to courses incorporating the competence requirements of the Convention in all levels - whether to use real or simulated equipment, where acquisition of skill/accomplishment of task is the primary objective, taking into account the qualifications and experience of the assessors - the internal quality assurance evaluations should involve a comprehensive self-study of programmes, addressing all aspects of activities, from design, to presentation, to teaching .10 state that guidance regarding quality standards are given in Section B-I/8 of STCW Code

2.3

ISM Code (1.0 hour)

R2

.1 state the purpose and objectives of the ISM Code .2 state that the ISM Code is a requirement for mandatory application, incorporated in Chapter IX of the SOLAS Convention .3 explain that the ISM Code fundamentally addresses quality management systems as applied to ship management and operation .4 state that compliance with other quality management systems does not necessarily ensure compliance with the ISM Code .5 state that the ISM Code does not provide detailed and prescriptive requirements, but acts as an "umbrella" regulation encompassing the STCW Convention, MARPOL Convention, SOLAS Convention, and other standards .6 state that the implementation of a training programme by virtue of being under the requirements of the ISM Code may not necessarily meet the STCW criteria .7 clarify paragraph 2.3.6 above with examples: - ISM Code requires newly assigned crew members to be familiarized with the vessel - generally familiarization training given to the crew would satisfy the requirements of both ISM and STCW Convention - for certain vessels, such as tankers and passenger ships, the ISM Code requirement for shipboard familiarization is not sufficiently detailed to meet the respective requirements of the STCW Convention, as amended

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 32 3. 3.1

Assessing Applications (4.0 hours) Information for applications (2.0 hours)

R1

A1 - App. C

.1 generate a list of information needed on application for the following: - first and subsequent certificate of competency - revalidation of certificate of competency - endorsement of service .2 list the information about seafarer required for application to include: - identification - age - medical fitness - sea-service - education, training, qualification as relevant .3 state applicable conventions and guidelines as: - International Convention on Standards of training, Certification and Watchkeeping, 1978, as amended - ITU Radio Regulations - IMO-ILO Guidelines on Medical Examination of Seafarers, 2013

3.2

A1 - App. C

Procedures for assessing application (2.0 hours) .1 identify a procedure for assessing applications .2 given an application, determine the required documentary evidence necessary to complete the review of the application .3 explain how seafarers' documentation and sea service may be verified .4 explain the effect of fraudulent practices on the certification process and its outcomes and IMO's work in this regard .5 describe the authority required for accepting equivalencies

4.

Requirements in Training and Assessment (3.0 hours)

4.1

Regulation (1.0 hour)

on

training

and

assessment

R1

.1 state that regulation I/6 covers the provisions on training and assessment for seafarers for certification .2 state that relevant requirements are specified in section A-I/6 of STCW Code, and that section B-I/6 of STCW Code provides guidance for the requirements

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 33 .3 outline the requirements on training and assessment in section A-I/6 of STCW Code as follows: - achievement of the prescribed standard of competence by ensuring structure in accordance with written programmes including for delivery, procedures and course material - the prescribed qualification, experience and knowledge of persons conducting, monitoring, evaluating and supporting the training and assessment, which are carried out:  either on board or ashore  either in-service or involving the use of simulators  within a recognized training institution, where quality standards are applied - the effect on the normal operation of the ship, and the dedication of time and attention on persons involved in the training assessment .4 explain the critical importance of having appropriately qualified instructors, assessors and supervisors and the associated challenges for administrations and maritime education and training institutions

4.2

Roles and responsibilities in training and assessment (1.0 hour) .1 state the roles and responsibilities in the training and assessment regime for the various functions including: - the training supervisor - instructor - assessor - training and assessment on board - internal verifier or auditor - external verifier or auditor .2 state that the training and assessment regime should ensure that the various functions are performed by suitably qualified persons in respect of: - the level of competence required, as specified in the STCW Tables of Competence - the types of competence/characteristics required in the functions, such as for delivery of lectures (in training ) and degree of objectivity (in assessment) - their motivation, attitude and understanding of the roles assumed - courses attended or training/instructional techniques received - their experience in the functions

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 34 4.3

Onboard training and assessment (1.0 hour)

R1

B2

.1 state that the senior sea staff have responsibility for ensuring the efficiency and safety of the operations and welfare of personnel .2 state that the responsibility includes: - familiarizing crew members with the ship and equipment - implementing safe procedures for routine operations including the prevention of pollution - providing emergency response training - encouraging career development for all crew members .3 state that the requirement for persons conducting onboard training and/or assessment are specified in section I/6 of the STCW Code and as given in sub-sections 4.1 and 4.2 above .4 list the considerations for onboard training and assessment, including the following: - time requirement - condition of ship and environment/voyage factors - cultural/language issues - determining specific performance outcomes - methods to be used - resources, such as:  the necessary skills and qualification of trainers and assessors  equipment and space  manuals  training aids  the relevant forms, record sheets or training record books

5.

Approving Training, Assessment and Records (4.0 hours)

5.1

Specification of standards (2.0 hours) .1 state that a written specification should be prepared for the approval of training courses leading to required international or national qualifications .2 state that specifications should cover: - facilities - equipment - staff qualifications and experience - trainee entry standards - course programme and syllabus - minimum performance standards of trainees for the issue of a certificate or other document attesting success

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

A1 - App. D

HTW 4/3/4/Add.1 Annex, page 35 .3 state that trainee intake limitations should be specified in the light of facilities and equipment available .4 state that the capabilities and performance standards of necessary equipment should be specified .5 list the factors to consider for the use of simulators in conducting training and assessment .6 state that the qualifications and experience of instructors must be laid down .7 explain that the provision of support staff and technicians capable of servicing equipment may be taken into account when considering course approvals .8 state that entry standards for trainees should be prescribed .9 explain that provision to allow the admission of trainees who do not fully meet the prescribed entry standard can be included in the specifications on condition that they undergo extra initial training .10 state that guidelines on the course programme, content of the syllabus and minimum period of training should be specified, but the detailed course curriculum and syllabus may be submitted by the training establishment as part of the application for approval .11 state that the form of examination or continuous assessment and the criteria for their successful completion should be laid down .12 state that conditions for reassessment may be included .13 state that the form of document attesting success should be specified .14 draw up a specification of standards for a module of a training and assessment programme to satisfy a given requirement or recommendation of the STCW Convention .15 explain that, when equipment specifications are updated, approvals for existing equipment should be continued for a reasonable time to allow for replacement or updating .16 explain how IMO model courses can be used to assist in drawing up specifications

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 36 5.2

Evaluation against standards (1.0 hour) .1 state that a formal application to the Administration for approval or re-approval of training should be required from a training establishment .2 state that the application should contain sufficient information on facilities, equipment, staff and the intended course programme to enable evaluation against the specified standards .3 state that, before approval, a visit to the training establishment should be made by an officer of the Administration to: - check the facilities and that necessary equipment is in place and functioning satisfactorily - discuss the training programme and syllabus with the course organizer and, if possible, the instructors who will be involved - ensure that the intended assessment procedure are satisfactory .4 explain why, in the case of internally examined courses for certificates of competency, it is advisable to require submission of specimen examination papers, model answers and marking schemes as part of the approval procedure .5 state that specimen examination papers may be produced by the Administration as guidance to training establishments on the type of assessment expected .6 state that approval for new training courses should initially be conditional upon satisfactory completion of the first course .7 state that examiner from the Administration should monitor the first course or selected parts of it

5.3

Maintenance of standards (1.0 hour) .1 state that approvals may be granted for a limited period, after which re-approval should be sought .2 state that approvals should: - require notification of changes in courses, equipment or instructors - reserve the right to monitor all or part of a course without notice - include arrangements for moderation of assessments - stipulate the records to be kept and reports to be made to the Administration .3 explain that moderation may be carried out by the Administration or by independent moderators, appointed either by the

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

A1 - App. D

HTW 4/3/4/Add.1 Annex, page 37 Administration or, subject to their approval, by the training establishment .4 state that moderators should: - approve examination papers, marking schemes and arrangements for continuous assessment in advance - have the right to substitute a question or questions of their own in an examination paper - scrutinize marked scripts and adjust the marks if necessary - be a member of the board of examiners if such a board is established - submit reports to the Administration .5 state that the Administration has the right to inspect assessment/examination scripts .6 explain how the Administration can use an oral test, forming part of the overall assessment, as an indicator of course standards .7 state that training establishments should refer all proposals to accept trainees who do not meet the entry standards to the Administration .8 state that training establishments should be asked to comment on unusually high or low pass rates .9 explain how standards can be maintained and improved by periodic meetings of teachers and examiners from the Administration

6.

Competence-Based Standards (10.0 hours)

6.1

Competence-based training (0.75 hour)

R1

.1 state that certificates of competency have been a feature of employment at sea for many years .2 state that traditionally, the education and training programmes built around the requirements for the various grades of certificates include: - practical experience at sea - the skills, knowledge and understanding that underpin satisfactory performance of shipboard duties .3 explain that the system outlined in paragraphs 6.1.1 and 6.1.2 has been in use prior to the 2010 Manila Amendments to the STCW Convention .4 explain that the 2010 amendments to the STCW Convention, define the requirements of the competence in more explicit terms, together with the outcomes to be achieved, measured and assessed .5 state that the objective is to establish a clearly defined single set of standards of competence recognized by all concerned .6 state that competence standards enable: https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

B5 B6 B7 B8

A1 - App. E

HTW 4/3/4/Add.1 Annex, page 38 -

the industry to specify its requirements and the training to be based on them - training to be responsive to the needs of the industry - establishment of benchmarks for delivery of training, certification and recognition of individual capability .7 state that the broad approach to competence capability should also reflect personal effectiveness in acquiring general and relevant skills, knowledge and understanding of the performance of required tasks taking into account: - the ability to cope with the demands of the working environment, including the ability to work with other people - the ability to cope with emergencies and allowing for all contingencies that may arise .8 state that the development of competencebased qualifications for seafarers involves: - making the desired learning outcome explicit - ensuring that assessment incorporates performance ability and application in practice - providing a range of learning opportunities to individuals to facilitate access to new qualifications and career advancement

6.2

Table of competence in the STCW Code (2.25 hours)

R1

.1 state that the competence standards are grouped within a framework of seven functions at three levels of responsibility .2 state the format of the table of competence as consisting: - the title of a general area of competence (Column 1 of table) - the description of outcomes (Column 2 of table) - the range of contexts and activities to which the performance criteria for the desired outcomes apply (Column 3 of table) - the performance criteria (Column 4 of table) .3 construct the comparison table showing compliance with Standards .4 explain that competences may be applicable for different functions, and this flexibility led to Chapter VII on "Alternative Certification" .5 list an example to paragraph 6.2.4 above as: - some competences found in the function Controlling the operation of the ship and care for persons on board at the operational level are common to both officer in charge of a navigational watch and officer in charge of an engineering watch

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

A1 - App. E

HTW 4/3/4/Add.1 Annex, page 39 .6 develop applicable competence for special training requirements .7 state that the higher the level of responsibility, the more of the following will be required: - breadth and range of competence - depth and breadth of knowledge and understanding - capability in dealing with complexity and difficulty - specialized capabilities - ability to transfer competence from one work context to another - ability to innovate and cope with nonroutine activities - ability to recognize and plan work - ability to supervise and lead others

6.3

Competence-based assessment (4.0 hours)

R1

.1 explain that traditionally, seafarer training and qualification arrangements have been based on: - the sea service requirement, to gain adequate experience and acquire skills - written examinations, to test knowledge and understanding of subject relevant to the work involved .2 state that one of the key components of competence-based standards and qualifications is the assessment process .3 state that the assessment must effectively evaluate competence in performance of tasks in line with the performance criteria .4 given a specific function, analyse tasks involved .5 given a specific task, analyse the knowledge and skills required .6 state that assessment is the process of obtaining and comparing evidence with the standards .7 state that the assessment must aim to ensure that sufficient, reliable and verifiable evidence is available .8 explain that the traditional methods of seafarer training and certification stated in paragraph 6.3.1 above have their drawbacks .9 state that performance aboard ship can be a valuable source of evidence of competence alongside some of the more familiar and traditional methods of evaluating competence .10 state that the STCW Convention specifies the methods and criteria for demonstrating and evaluating competences listed in the competence tables .11 describe and provide examples of the criterionreferenced assessment and the normreferenced assessment

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

B1 B5 B6 B7 B8 B10 B11

A1 - App. E

HTW 4/3/4/Add.1 Annex, page 40 .12 state that tables of competence in the STCW Convention most closely resemble the criterionreferenced model .13 explain that all forms of assessment concern the collection of evidence to match against defined standards .14 explain that it is the purpose of the assessment which determine the nature and process of the assessment system .15 define the purpose of competence-based assessment .16 describe key principles in the competencebased assessment approach, including: - focus on outcome - individualized assessment - no percentage rating - no comparison with other individuals' results - all standards/requirements must be met - on-going process, leading to further development and assessment - only "competent" or "not yet competent" judgements made .17 list the three key aspects of competent performance provided by the standards of competence, as: - what has to be achieved (outcomes) - how well it must be achieved (performance criteria) - in what context/condition/activities (range statement) .18 given a general training objective, or knowledge or skill required, generate detailed learning outcomes on which tests items may be based .19 state that the competence-based assessment process includes establishing and agreeing on the assessment plan between the assessor and the candidate .20 list the various influences on the assessment process including: - a sense of direction - illusion of validity - stereotyping - halo and horns effects - the 'Hawthorne' effect - contrast effect - recency effect .21 state that in a competence-based assessment and certification system, individuals achieve a certificate when they can demonstrate performance which meets all the required standards .22 list other uses of competence-based assessment system, including: - a basis of performance appraisal - identification of training needs - a tool for skills audit

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 41 6.4

a base for staff selection and recruitment evaluating training effectiveness

Collecting and matching evidence to standards (2.0 hours)

R1

.1 state that assessment is about making judgements, and involves reviewing evidence presented to make a confident decision of "competent" or "not yet competent" .2 describe the various methods of assessment including: - observation of performance - skills test - simulation exercises - project or assignment - oral questioning - written examination - multiple-choice question .3 discuss the strengths and weaknesses of each method indicated in paragraph 6.4.2 .4 list the four key components that influence choice of methods as: - the required standards of competence - the assessment framework - the context of assessment - skills of assessor .5 explain that the use of various methods should take into account: - the evidence required - the amount of the evidence required - the quality of the evidence generated from the method .6 state that some of the methods provide evidence of performance, while others provide evidence of knowledge and understanding (refer to Bloom's Taxonomy) .7 state that it is the application of knowledge and understanding that is of key interest in a competence-based assessment system .8 construct a table of specifications and explains its use in drawing up an assessment/examination .9 outline the considerations under which multiple assessors may be used .10 list the sources of evidence of a candidate's performance .11 explain the different types of evidence, including: - performance evidence - knowledge evidence - direct or primary evidence - indirect evidence - supporting evidence - supplementary evidence - historical evidence

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

B4 B5 B6 B7 B8 B10 B11

A1 - App. E

HTW 4/3/4/Add.1 Annex, page 42 .12 state that the assessment plan should be flexible so as to assess the candidate in variety of ways, taking into account operational constraints .13 state that wherever possible, assessment should take place in the workplace with observation of normal workplace activity .14 state that workplace assessment may not always be possible, either: - because of lack of opportunity to assess the full range of activity, or - the environment is not conducive, such as noise level too high or safety may be compromised .15 state that in such cases mentioned in paragraph 6.4.14 above, other forms/combination/location of assessment will need to be set-up and managed to gather sufficient high quality evidence .16 state that in all methods and forms of assessment there should be transparency, validity and reliability in the system .17 state that to ensure quality, all evidence collected should be valid, authentic, current, and in sufficient amount .18 state that in the matching and judging stages of competence-based assessment, the following guidelines are helpful: - all standards to be assessed - evidence should relate clearly to standards - sufficient evidence is generated in normal or realistic conditions - the assessment process is individualized, with no comparison to other candidates - evidence should be traceable to source and kept on record - the assessment process should not put additional pressure on both assessor and candidate

6.5

Review and follow-up (0.5 hour) .1 explain that the assessment process may reveal the candidate's performance "gaps" .2 state that "gaps" indicate either a lack of opportunity to demonstrate competence or lack of experience/skills/knowledge .3 state that the candidate is to be provided with feedback on the "gaps", and his/her training and development needs identified as necessary .4 state that there should be properly laid out procedures for recording the assessment, including the plan, evidence collected, result of assessment, training and development recommendations, etc.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

A1 - App. E

HTW 4/3/4/Add.1 Annex, page 43 .5 state that there should be properly laid out procedures for providing the follow-up actions, including awarding the certificate to candidate or plan for re-assessment

6.6

Quality assurance (0.5 hour)

R1

A1 - App. E

.1 state that an effective quality assurance model is required to be in place to ensure that the standards and the credibility of the competence-based assessment system is maintained .2 explain how the selection, training and monitoring of assessors affect quality assurance in the competence-based assessment system .3 outline the requirements and characteristics that are essential in the proper selection, training and monitoring of assessors .4 outline the framework to ensure that quality control is maintained in the system .5 define the role and responsibilities of the internal verifier or auditor .6 define the role and responsibilities of the external verifier or auditor, and the organization he/she represents

7.

Developing Written Tests (8.25 hours)

7.1

Examination methodology (0.5 hour) .1 state that the purpose of examination is to assess the adequacy and suitability of the experience, the adequacy of training and the knowledge, skill and practical competence of seafarers .2 state that the seafarers, in addition to paragraph 7.1.1 above, must also be certified medically fit for sea duty .3 explain the function of job analysis in determining the knowledge and skills required to discharge the responsibilities, duties and functions of an identified post competently .4 differentiate between an examination syllabus and teaching syllabus and between general training objectives and detailed learning outcomes .5 identify sources of the international mandatory minimum knowledge requirements as being the revised STCW regulations and their annexes, the IBC and IGC Codes, the ITU Radio Regulations and Maritime Labour Convention, as appropriate .6 explain the status of IMO Assembly resolutions and MSC circulars .7 explain what is meant by minimal interpretation of mandatory instruments

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

B4 B9

A1 App. F

HTW 4/3/4/Add.1 Annex, page 44 .8 explain how IMO model courses may be used as guidance so that the minimum standards of competence implemented may be as uniform as possible .9 state that the examination format may consist of written, oral and practical tests, and continuous assessment .10 state that written tests may be of the subjective or objective type .11 describe the subjective-type test as demanding an essay or précis response, the quality and completeness of which must be subjectively assessed by the scorer .12 describe an objective-type test as demanding completion or selection of a response which involves little or no subjective assessment of its completeness and quality by the scorer .13 list the types of objective tests as true/false, matching, multiple-choice or coded multiplechoice items .14 state that supply-type questions consisting of completion or short-answer test may be regarded as failing between the definitions of subjective and objective tests

7.2

Quality of tests (0.5 hour) .1 describe the desired qualities of an examination as relating to: - content validity - criterion-related validity - item validity - reliability - discrimination - usability .2 explain that the content validity (balance) of a test is a measure of how well the test content is representative of the range of tasks to be measured .3 explain that the weighting of the test in measuring knowledge, comprehension and application of concepts should equate to the practical use made of the topic in the task concerned .4 explain that the criterion-related validity of a test is a measure or how well the test estimates or predicts the candidate's on-the-job performance .5 outline the performance criteria for seafarers given in STCW Code .6 explain the need to establish the criterionrelated validity of the examination process for seafarers .7 explain that item validity is a measure of the appropriateness of that individual item in the area concerned .8 explain that a test item may prove to be invalid because of:

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

B9

A1 App. F

HTW 4/3/4/Add.1 Annex, page 45 .9 .10 .11

.12

.13 .14

7.3

inappropriate level of difficulty poor construction inappropriateness of learning outcome tested explain that the reliability of a test is a measure of its ability to produce consistency of results explain the link between examination reliability and comprehensiveness explain that the discrimination power of a test item is a measure of its ability to discriminate between the more competent and the less competent candidates explain that the discrimination power of an examination is a measure of its ability to pass those who are competent and to fail those who are not explain the factors, which affect discrimination state that examinations should be easy and economical to administer

Subjective-type tests (0.75 hour) .1 state that good subjective-type examination should test: - breadth of knowledge - depth of knowledge - comprehension of principles, concepts and methodology - ability to apply principles, concepts and methodology - ability to organize facts, idea and arguments .2 state that a good subjective question: - is as brief as possible - is clear - is complete - contains no extraneous information - measures an outcome that is essential to the job .3 give examples of uses to which subjective test items may best be put .4 describe the advantages of an essay-type test .5 describe the weaknesses of an essay-type test .6 generate subjective-type questions to test achievement of specific learning outcomes

7.4

Supply-type tests (0.5 hour) .1 explain that supply-type tests may be of the 'completion' or 'short-answer' types .2 give examples of uses to which supply-type test items may best be put .3 describe the advantages of an supply-type test item .4 describe the weaknesses of an supply-type test item

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

B4

A1 App. F

A1 App. F

HTW 4/3/4/Add.1 Annex, page 46 .5 generate supply-type test item to test that specific learning outcomes have been achieved

7.5

Objective-type tests (3.0 hours) .1 explain that objective tests may be of the 'true/false', 'matching', or 'multiple-choice' types .2 give examples of uses to which the true/false test item may best be put .3 explain the advantages of the true/false test item .4 explain the weaknesses of the true/false test item .5 explain what is meant by the guess factor and how this can be compensated for in scoring this type of test .6 generate true/false test items to test that specific learning outcomes have been achieved .7 give examples of uses to which a test item of matching test may best be put .8 explain the advantages of the matching-test item .9 explain the weaknesses of the matching-test item .10 generate items for a matching test to determine if specific learning outcomes have been achieved .11 state that the answer to multiple-choice question may be of the 'best answer' type or the 'correct answer' type .12 state that in its most widely used form a multiple-choice item consists of a stem, which poses the situation, followed by a number of alternative responses, one of which is 'best' or 'correct' in the situation .13 give examples of uses to which a multiplechoice-type test item may best be put .14 describe the advantages of the multiple-choicetype test item .15 describe the weaknesses of the multiplechoice-type test item .16 state that, where selection of the 'best' response is called for, that response may not be 'correct' or 'true' in all situations .17 state that the remaining responses are 'distracters' or 'foils', which must be plausible .18 describe how to construct plausible distracters .19 generate multiple-choice items which: - pose the situation in the stem - measure outcomes essential to the job - has only indisputable answer - contain no clues in the stem - are grammatically consistent - discriminate misconceptions, through pertinent, reasonable, plausible, distinct, but incorrect distracters - have responses arranged in a logical order

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

B9 B16

A1 App. F

HTW 4/3/4/Add.1 Annex, page 47 -

have responses of approximately equal length - use negative words only when appropriate - are free of irrelevant response - have the best response randomly placed - use only standard accepted abbreviations - avoid absolute terms such as 'never' and 'always' .20 given specific learning outcomes, generate multiple-choice items which test: - knowledge of facts, principles, concepts or methodology - comprehension of principles, concepts or methodology - application of principles, concepts or methodology .21 generate coded and illustration-type multiplechoice items and identify suitable areas of application for test items of this nature

7.6

Calculations (0.75 hour) .1 .2 .3 .4 .5 .6 .7

7.7

A1 App. F

state that ability to perform calculations may be assessed by requiring the complete solution of selected problems (gross sampling) state that ability to perform calculations may also be assessed by detailed sampling describe a procedure for gross sampling describe a procedure for detailed sampling differentiate between procedural items and step test items discuss advantages and disadvantages of gross and detailed sampling given an item for a gross sampling test, compile a series of items for a 'detailed sampling' test that covers all procedure and steps

Compiling tests (2.0 hours) .1 explain why the types of test items used in a test should be as consistent as possible and that, if varied, like items should be grouped together .2 state that the type of test used should be that which best assesses the learning outcome or ability .3 explain why the number of alternative responses used in an examination consisting of a series of multiple-choice test items should not be varied within a discrete section of the examination .4 state that the number of alternative responses used in a multiple-choice test varies the 'guess factor' .5 state that instructions for completion of tests should be concise and clear .6 explain how test items should be distributed in a test according to their level of difficulty

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

B4 B9

A1 App. F

HTW 4/3/4/Add.1 Annex, page 48 .7 explain how the sequence of correct responses in a multiple-choice test should not form a recognizable pattern on the answer sheet .8 state that a table of specifications should be constructed and used for each topic area .9 state that the compiled test should be comprehensive .10 state that data banks of test items may be kept in card form or in computerized form .11 state that series of tests may also be kept as examination papers or booklets .12 state that completed answer sheets for multiplechoice tests may be scored manually, by electronic scanning equipment or by computerbased testing software .13 state that plastic templates may be used to score the answer sheets of multiple-choice tests manually .14 given a subject area of an examination syllabus, generate a subjective-type examination paper to effectively assess competence .15 given a subject area of an examination syllabus, generates a test to measure the competence of candidates efficiently, effectively and economically .16 explain security measures necessary to prevent compromising of test material .17 state that if the topic coverage of a databank of test items for a multiple-choice-type test is comprehensive, the examinee's prior knowledge of individual test items need not compromise the outcome of such a test

7.8

Simulator-based tests (0.25 hour) .1 state that testing with simulators allows for collecting evidence of competence related to: - psychomotor skills - cognitive skills - decision-making skills - teamwork skills .2 discuss the advantages and disadvantages of simulator-based testing including: - limitations in time - economy of resources - replication of reality/fidelity .3 design simulation exercise - define performance outcomes/standards - define range of performance acceptability - define criteria for assessing performance .4 state the factors to be considered for selection of type and class of simulator for assessment including: - competence to be examined for - fidelity of simulation required .5 State that the simulator-based assessment should be indicted on a written document showing:

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 49 .6 state the importance of the following: - assessor rehearsal of simulation exercise - trainee familiarization with simulator - briefing of trainees of the simulator exercise scenario - competence in line with the performance criteria .7 differentiate between the performance outcomes required for: - evidence of performance - evidence of knowledge and understanding .8 differentiate between tests to ascertain: - knowledge - skill - teamwork .9 given a specific function, analyse tasks involved for incorporation in a simulator-based test .10 given a specific task, analyse the knowledge and skills required .11 state the importance of simulator familiarization training before simulator-based test

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 50 8

Invigilation of Tests (1.5 hours)

8.1

Written tests (0.5 hour) .1 distinguish between open-book and closedbook test .2 state that an examinations officer should be appointed to take charge of all administration for each examination, including its invigilation .3 state that the examinations officer should provide invigilators with written instructions on the general conduct of examinations and the special requirements for particular tests .4 state that instructions on the general conduct of examinations should include: - means of positive identification of candidates - policy on late arrivals - the earliest time at which candidates may leave - security of examination papers, answer books and papers, their collection and their return - a list of permitted personal publications, and calculators - conditions under which a candidate may temporarily leave the examination room - rules on permitted communications - guidelines on the disposal of rough working and cancelled answers - what to do about damage or detachment of examination publications and equipment - procedure in the event of suspect cheating or other irregularities - telephone number(s) (or other contact information) to use in case of queries or difficulties .5 explain why there should always be a minimum of two invigilators per examination room .6 state that invigilators should not undertake any other tasks during the invigilation of an examination .7 state that the times of starting and of finishing, by the clock in the examination room, should be clearly displayed .8 describe how to prepare an examination room regarding the spacing of desks and the seating of candidates for a written test .9 state the benefits of and issues surrounding the use of closed-circuit television (CCTV) cameras

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

A1 App. G

HTW 4/3/4/Add.1 Annex, page 51 8.2

Publications and equipment (0.25 hour) .1 state that publications and equipment to be provided by the examining authority should be indicated at the head of examination papers .2 explain that the examinations officer must know requirements in advance, to ensure that an adequate supply of publications or of equipment is available .3 state that necessary and permitted personal publications and equipment should be included in the published examination rules available to candidates .4 describe the checks which invigilators should make of personal publications and equipment .5 explain how to deal with cases of damage to or defacement of examination property

8.3

Communications (0.75 hour) .1 state that, in general, no communication between candidates, whether verbal or written, should be allowed and any queries must be directed to an invigilator .2 explain how sharing of publications, equipment and calculators has potential for cheating and states that it should be prohibited .3 draw up a written statement of the administrative arrangements for an examination, including a set of instructions to invigilators on the conduct of an examination

9

Scoring Tests (2.25 hours)

9.1

Scoring subjective tests (1.25 hours) .1 distinguish between credit scoring and deductive scoring .2 define: - error of principle - major errors - clerical errors .3 explain how weighing can be applied in deductive scoring to: - errors of principle - major errors - clerical errors .4 state that deductions may exceed the score for a question, in which case a zero score is assigned .5 explain how credit scoring can be weighted with respect to method and clerical accuracy .6 state that calculation problems should be broken down into steps, with scores being assigned to method, to extraction of data from tables or other sources and to correct answer at each step

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

B4 B9 A1 App. H

HTW 4/3/4/Add.1 Annex, page 52 .7 state that accuracy limits for a correct answer should form part of the scoring scheme .8 state that criteria for credit for neatness and orderliness of working (if any) should be stated in the scoring scheme .9 state that deduction for errors or lack of accuracy should be unambiguously defined in deductive scoring schemes .10 state that a well-defined scoring scheme will give the same score when applied by different markers .11 explain how to deal with answer produced by a calculator, not showing the method used .12 describe how a scoring scheme can be produced for an essay question .13 given an essay question, produces scoring schemes for both credit scoring and deductive scoring .14 explain how to deal with doubtful responses .15 state that scores for questions may be weighted to reflect their importance or difficulty .16 explain the use of compulsory and optional questions in a paper .17 state that optional questions should all be of similar standard and be weighted equally .18 state that the pass mark is set at the lowest score for which sufficient skills and knowledge have been demonstrated for the examinee to be judged to be competent in the subject being tested .19 state that the pass mark is often fixed for administrative convenience, and explain how that affects the development of tests

9.2

Scoring objective tests (0.5 hour) .1 state that simple credit scoring is usually employed .2 state that deductions may be made for: - nil response - multiple response - wrong response .3 state that credits and deductions may be weighted .4 explain that a criterion-referenced test is intended to measure how many learning outcomes have been realized, and that a deductive scoring scheme complicates the interpretation of results and the setting of a pass mark .5 explain how different types of objective tests, forming part of the same paper, may be weighted .6 explain how chance scoring affects total scores in simple credit scoring .7 state that the pass mark should be the number of criteria, which it is necessary to satisfy for the

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 53 examinee to be judged to have demonstrated competency in the subject of the test .8 explain how the pass mark can be adjusted to take account of chance scores

9.3

Reviewing marginal cases (0.5 hour) .1 define a marginal case as a score within 5% either side of the pass mark .2 state that all marginal cases should be reviewed for: - completeness of marking - correct recording of scores .3 state that, for objective tests, the score after review is accepted .4 state that marginal subjective tests should be independently marked by a second marker, as a check on the correct application of the scoring scheme .5 describe how to re-mark and adjust scores after the decision on whether to pass or fail has been made

10

Oral and Practical Tests (2.0 hours) .1 state that Administrations may require an oral and practical test on topics essential to safety, as part of the examination, for issue of certificates of competency .2 explain advantages and disadvantages of such a requirement .3 explain how an oral test and how a practical test should be conducted .4 summarize a process for assuring proper coverage of the syllabus and a fair assessment .5 explain the use of objective tests for screening .6 outline a procedure for conducting communications .7 explain the use which may be made of models and simulators .8 draw up a test specification and a scoring scheme for a given oral or practical examination

11

Shipboard Assessment (0.5 hour) .1 .2 .3 .4 .5

define shipboard assessment define performance outcome define performance measure define performance standard list the issues to take into account when preparing and conducting shipboard assessment .6 state that shipboard assessment should be carried out in accordance with regulation I/6 of the STCW Convention and section A-I/6 of STCW Code

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

A1 App. I

HTW 4/3/4/Add.1 Annex, page 54 .7 list the stages of developing shipboard assessment methods .8 indicate that IMO Model Course 1.30 on "Shipboard Assessment" covers this topic in detail

12 12.1

Maintenance of Standard (6.5 hours) Review of test material (3.0 hours) .1 explain a procedure for initial review of the content of new and revised test item .2 explain how the adequacy of a test may be evaluated against task criteria .3 explain how a statistical review of items for an objective test may be carried out .4 explain the meaning and use of: - level of difficulty (P-value) of a test item - cumulative and composite P-values - discrimination index (D-value) (coefficient of correlation) of a test item - population - frequency distribution of test results .5 given statistics on the results of a series of tests: - calculate the P-values of individual test items - calculate the cumulative P-values of individual test items - calculate the (D-value) (coefficient of correlation) of a test item - plot the frequency distribution of results of the test and discuss the discrimination performance of the test as a whole .6 explain the usefulness of P- and D-values in assessing the quality of test items in criterionrelated tests .7 discuss desired P-values .8 discuss desired D-values .9 describe the content of a test-item label .10 state that, to allow efficient and effective compilation of examination sets, test items drawn from a data bank must be coded for: - subject topic - ability tested - level of difficulty .11 describe how P-values can be used to maintain a consistent standard of examination .12 given flawed test items, identify and corrects weakness in them .13 appraise various methods and ranges for evaluating competence

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

B4

A1 -

B9

App. J

HTW 4/3/4/Add.1 Annex, page 55 12.2

Failures (0.25 hour) .1 describe an effective procedure for controlling the re-examination of candidates who have failed .2 describe advantages and disadvantages of awarding partial passes in an examination system .3 explain how failing candidates may be advised of weaknesses demonstrated in their answers .4 state that any weakness demonstrated by many candidates should be brought to the attention of the training institution concerned

12.3

Appeals (0.25 hour) .1 outline procedures for dealing effectively and fairly with appeals concerning: - acceptance of sea service - medical fitness - attendance at approved training courses - written tests - oral and practical tests

12.4

Recognizing certificates (1.0 hour) .1 describe a procedure for recognizing certificates issued by another flag Administration in accordance with STCW Convention regulation I/10 .2 given an applicant for a certificate who already holds a certificate issued by another Administration, identify criteria to determine: - the equivalence of the foreign certificate - such further actions as may be necessary to allow an appropriate certificate to be issued .3 describe how the validity of certificates issued by other Administrations may be verified .4 explain difficulties, which may arise concerning administrative control

12.5

Dispensations, exemptions and equivalents (1.0 hour) .1 describe condition under which dispensations may be issued under the STCW Convention .2 generate examples of 'circumstances of exceptional necessity' .3 generate example of circumstances of 'force majeure' giving rise to the need for dispensation .4 describe how to deal with an application for a dispensation for an officer to temporarily fill a post more senior than that which he/she is certificated to fill .5 describe how to deal with an application for a dispensation for an uncertificated seafarer to

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

A1 App. J

A1 - App. J

HTW 4/3/4/Add.1 Annex, page 56

.6

.7 .8

.9

12.6

Revalidation of certificates (0.25 hour) .1 .2 .3

12.7

temporarily fill a post for which a certificated person is required state that the STCW Convention requires Administrations to ensure that a post filled by a person holding a dispensation is filled by the holder of an appropriate certificate as soon as possible generate a document suitable for issue as a dispensation describe the circumstances under which an Administration can vary the mandatory minimum requirements for certificates issued under the STCW Convention discuss the use which may be made of equivalents under the STCW Convention

explain requirements of the STCW Convention regarding revalidation explain the process to be applied to confirm competence for revalidation refer to Table B-I/2 in the STCW Code as indicating a list of certificates or documentary evidence required under the STCW Convention together with the requirement for endorsement, registration and revalidation

Suspension and revocation (0.75 hours) .1 .2

.3

describe the authority which is necessary in order to revoke or suspend certificates for specified causes outline procedures for dealing effectively and fairly with cases of alleged: - misconduct - incompetence - incapacity given a case study, identify those factors which should result in revocation or suspension of a certificate

13

Administration (5.25 hours)

13.1

Issuing and replacing certificates (1.75 hours) .1

explain the need for centralized control over the issue and replacement of certificates .2 generate a central record for certificates issued, including updates, and list the basic information to be recorded .3 explain the procedure for verifying eligibility prior to issue .4 explain the procedure for endorsing certificates and for removing limitations

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

A1 .. App. J

A1 App. K

HTW 4/3/4/Add.1 Annex, page 57 .5 from given data, complete the endorsement as required by the STCW Convention .6 explain the procedure for replacing lost certificates and the associated precautions which should be taken

13.2

Enforcement of standards (1.25 hours) .1 outline the content of a typical set of administrative instructions and guidance aimed at achieving uniformity and treatment of assessment of candidates .2 describe the means by which the requirements for certification and documentation of ship's personnel may be enforced .3 describe administrative procedures which may be adopted to help prevent wrongful use of certificates which have been stolen, revoked or suspended .4 generate the control procedures which may be applied under the provisions of Article X and of regulation I/4 of the STCW Convention .5 outline the practical training which examiners should undergo following completion of the present course

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

A1 App. K

HTW 4/3/4/Add.1 Annex, page 58 13.3

Upholding the responsibilities of companies (2.25 hours)

A1 - App. K

.1 state that each Administration shall hold companies responsible for the assignment of seafarers for service in their ships in accordance with the provisions of the STCW Convention .2 outline such responsibilities, with respect to: - appropriate certificates to hold by the seafarers - safe manning requirements - the relevant documentation and data of the seafarers - the seafarer's familiarization of the ship, equipment and procedure - the seafarer's co-ordination on safety and pollution prevention .3 given a watchkeeping schedule, comments on its suitability .4 state that regulation I/14 of the STCW Convention and section A-I/14 of STCW Code specify the responsibilities of companies .5 state that Section 4 of the ISM Code also specifies company responsibilities and authority .6 state that section B-I/14 of STCW Code provides guidance on the responsibilities of companies and masters with regards to newly employed seafarers, and the obligations of seafarers who are newly assigned to the ships .7 state that section B-II/1 of STCW Code provides comprehensive advice on training matters for onboard training of officers in charge of a navigational watch, and that much of the concept is applicable to onboard training of all ship personnel

14

Practical Evaluation Activity（5.0 hours） .1 given the general objectives and detailed teaching syllabus of a course, constructs a series of tests to evaluate the outcome of that course .2 conduct a field test of the series of tests constructed under objective 14.1 .3 review the results of the field test and evaluates the test against specified criteria

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

A1 App. L

HTW 4/3/4/Add.1 Annex, page 59

Part D: Instructor Manual



Introduction

The instructor manual provides guidance on the material that is to be presented during the course, and has been arranged under the fourteen main subject areas (sections) identified in the course outline, timetable and detailed syllabus (Parts B and C). The guidance in this part of the model course draws – to varying degrees - on the provisions, procedures and practice of a number of States. The reference material indicated may be supplemented by additional texts or material at the discretion of the instructor. The course outline and provisional timetable provide guidance on the time allocation for course. Every effort has been made to ensure the reliability of the time allocations. However, because of differences in the backgrounds, abilities, interests and personalities of the course participants comprising each class or group and the specific needs of a jurisdiction, the time actually taken for each subject area will vary (in some cases significantly) even if the same instructional team is used. This is especially true in respect of time allocated to practical activities. Where group activities are involved, group dynamics will vary significantly as the compositions of the groups are changed during the course, to prevent the members of a group repeatedly relying on the same person to lead their discussions. The detailed teaching syllabus must be carefully studied and appropriate lesson plans or lecture notes compiled. An example of a lesson plan is set out on page 79. Each lecture should commence with a statement of the learning outcomes it is intended to achieve. At the end of each lecture, the participants should be told which associated portions of the reference material they should read and any activity they should undertake. Questions arising from such readings and activities must be given priority at an appropriate time. The presentation of the various subject areas should be done in such a way that those taking part in the course are involved in an interactive participation during the lecturing and learning process. Questions from the course participants should be encouraged, as should answers to such questions from other course participants. The lecturing should aim at conveying as much practical information as possible to the participants, in order to develop their knowledge of and their skills in the tasks they will be expected to carry out. The method of dictation and note-taking should not be used. Handouts for additional study must be prepared and distributed if required. Many of the group activities, particularly in subject areas 6 and 7, build upon the work undertaken in previous activities. It should be noted that the samples and examples of tasks associated with STCW competences shown in Attachment 1 are for illustrative purposes only. Care should be taken to avoid any re-arrangement of the timetable, which would affect the order of such activities.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 60



Bibliography

Further background material on the development of training programmes, the development of test items and the conduct of assessments/examinations, as well as examples of tests in maritime subjects, is contained in the publications listed under "Bibliography" in Part A: Course Framework. Note: Every person attending this course needs a personal current copy of the STCW Convention, 1978.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 61

Guidance notes for lectures and practical activities Course introduction (0.25 hour) The purpose here is to introduce the course as an essential part of the overall IMO strategy to improve maritime education and training and certification standards for seafarers. The following IMO Model Courses are included in those designed to address the competences specified in the STCW Convention and Code. Each of these courses calls for the assessment of competence in one way or another. The criteria to be used in evaluating competence are specified in the STCW Code. This is covered at a later stage in this course. Non-exhaustive list of IMO model courses for which assessment is an essential part Title

Number

1

Basic Oil and Chemical Tanker Training

1.01

2

Advanced Training in Oil Tanker Cargo Operations

1.02

3

Basic Training for Liquefied Gas Tanker Cargo Operations

1.04

4

Advanced Training for Liquefied Gas Tanker Cargo Operations

1.05

5

Advanced Training in Chemical Tanker Cargo Operations

1.06

6

1.07

7

Navigation at the Operational Level: Radar, Navigation, Radar Plotting, and ARPA Navigation at the Management Level: Radar, ARPA, Bridge Teamwork and SAR

8

Proficiency in Elementary First Aid

1.13

9

Proficiency in Medical First Aid

1.14

10

Proficiency in Medical Care

1.15

11

Proficiency in Personal Survival Techniques

1.19

12

Proficiency in Fire Prevention and Fire Fighting

1.20

13

Proficiency in Personal Safety and Social Responsibilities

1.21

14

Proficiency in Survival Craft and Rescue Boats other than Fast Rescue Boats

1.23

15

Proficiency in Fast Rescue Boats

1.24

16

Operational Use of Electronic Chart Display and Information Systems (ECDIS)

1.27

17

1.28

19

Crowd Management, Passenger Safety and Safety Training for Personnel Providing Services to Passengers in Passenger Spaces Proficiency in Crisis Management and Human Behaviour Training: and Passenger Safety, Cargo Safety and Hull Integrity Training Advanced Training in Fire Fighting

20

Master and Chief Mate

7.01

21

Chief Engineering Officer and Second Engineering Officer

7.02

22

Officer in Charge of a Navigational Watch

7.03

23

Officer in Charge of an Engineering Watch

7.04

24

Electro-Technical Engineer

7.08

18

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

1.08

1.29 2.03

HTW 4/3/4/Add.1 Annex, page 62 The participants may be advised that, during the course, the lectures will be supplemented by individual and group activities involving such matters as the assessment of applications for certificates, the construction of test items of various types and the compilation of examination material. While the present course aims at familiarizing participants with the various methods that may be used to assess the competency of candidates for certificates, it is essential that practical experience be gained under the supervision of an experienced assessor/examiner or as a member of an examining board before responsibility for the conduct of the assessment/examination is taken. It must be emphasized that while many Administrations also examine candidates for certification for fishing vessels and for certificates valid in internal waters as well as for certificates for the operation of radio-communication equipment, the present course mainly concentrates on the certification of masters, deck and engineer officers as well as AB Deck/Engine ratings, as applicable. However, whatever discipline is involved, the issues involved in assessing the competency of seafarers are similar. The course can be readily adapted to the training of assessors/examiners in any discipline by substituting material specific to the discipline concerned in the various activities undertaken during the course. A number of activities are shown for some Sections of the course. The instructor(s) should select which activities are best suited to the course participants and their particular needs and are appropriate to the timeframe given for the course. Activities may also be modified where this is deemed appropriate. 1.

The STCW Convention, 1978, as amended (8.75 hours)



Subject matter details

The STCW Convention is one of the most important and influential conventions governing the training and qualification of seafarers employed to crew ships, and has direct impact on the seafarers themselves. The purpose of this part of the course is to provide the background to the Convention, from its inception to the need for its revision, in response to changes within the industry as well as circumstances surrounding it. The aim is to raise the course participants' understanding about issues concerning the Convention in order to fully appreciate the Convention's intent. An overview of the 2010 Manila Amendments to the STCW Convention and Code is briefly covered. However, a comparison or gap analysis of the 1995 and 2010 amendments with the original 1978 STCW Convention should be made in the relevant sections, and the pertinent changes should be highlighted. This section is also intended to introduce the course participants to the assessment/examination process, outlining briefly the various components of the total system. It is not intended to deal with any of the matters in-depth; however, it is important at this stage of the course that questions arising from the presentation are dealt with in a reasonably substantive way so as to start generating a good rapport between the class and the instructor and between the members of the class. The section also provides an extensive overview of the international instruments concerning the training and certification of seafarers and to impart an overall appreciation of the international obligation of States when they become Parties to or when they accept the various instruments concerned. The main emphasis is placed on the STCW Convention and associated resolutions, but again the purpose is to familiarise the participants with the content of these instruments to the extent that they can readily locate provisions of interest and understand their intent. The differences between the provisions of IMO and those of ITU on

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 63 the certification of radio personnel are only raised for clarification of the intent of ITU and its Member States and the intent of IMO and its Member States. Section 1 further examines the requirements of the STCW Convention in respect of Certificates. It aims at familiarising the course participant with the basic structure of certificates embodied in the STCW Convention, and emphasising the need for full compatibility between the national certification scheme and that set out in the Convention. The section concludes with an introduction to the course participants of legal approaches required to give full effect to the STCW Convention at the national level. Examples given of legislation should only be used to illustrate the type of legislation necessary. Legal systems and practices vary from country to country; it is best to avoid extended discussion of details. Similarly, examples of different organizational and administrative approaches to implementing the requirements of the Convention are given - at the level of principles and concepts. No two Administrations are organized in precisely the same way, and the examples given of how the various functions may be carried out on a centralized and decentralized basis should be simplified and hypothetical. The fact should be stressed that the responsibility of a State Party to the Convention cannot be delegated although certain functions can be delegated. Activity 1.8.8

Generate sea-service rules (0.5 hour)

The objective of this activity is to allow participants to gain an insight into the seagoing service requirements for certification and the practical training value of sea service performed in various types of ships and during various types of voyages. This activity may best be carried out by dividing the class into groups, according to the discipline of the participants. Their size of daily group should not exceed six. Activity 1.8.10

Generate a certificate structure (0.5 hour)

The objective of this activity is to allow participants to consider the application of the STCW Convention to the production of a certificate structure to meet particular needs. This activity may best be carried out by dividing the class into groups, according to the discipline of the participants. The size of any group should not exceed six. 

Recommended presentation and assessment techniques This section is best presented with instructor lectures characterised by a high degree of instructor-participant interaction and a workshop approach. Assessment should be considered as continuous and formative and informed by the outcomes of the activities indicated for the section.

2.

Quality System (5.0 hours)



Subject matter details

This section of the course introduces to the course participants a major requirement in the STCW Convention 78, as amended. The aim is to familiarise the course participants with the concept of quality management and its associated processes. The framework of the requirements specified in the Convention should be clearly spelt out, including the areas, functions and activities that are covered within that scope, and the role of the independent evaluation. Attention should be drawn to regulation I/8 of the STCW Convention. Parallels may be drawn with other systems outside of shipping.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 64 Different Administrations are structured differently and each has its unique quality standard system. Some Administrations have various functions delegated to maritime training institutions or other examining bodies. It is not intended to provide course participants with any packaged quality standards system, only to guide and advise them on specific requirements. The ISM Code is also introduced in this section of the course, to show the quality management approach inherent in it and how it relates to the quality standards system required by the STCW Convention. Participants are expected to be familiar with the ISM Code, thus there is no in-depth coverage of the ISM Code in this course. If this is not the case some time will need to be devoted to this topic. Activity 2.2.3

Generate documented assessment (1.0 hour)

procedures

for

conducting

The purpose of this activity is to allow trainees to gain insight into the process of maintaining control in the conduct of competence based assessments. This would thereby also ensure consistency in the manner in which the competence based assessments, which includes written examinations, are being conducted, irrespective of which ever approved institution or centre conducts them. The important consideration is to have procedures that are practical and the controls readily verifiable. It is best to have the activity performed in groups composed of participants from training/examining bodies and members of Administrations, if possible. This will encourage sharing of viewpoints to get the most of practicality in implementation and the control mechanism. Activity 2.2.6

Design feedback form for monitoring quality standards (1.0 hour)

The aim here is to help course participants design feedback forms that collect the relevant information to improve their quality system. Participants should be advised that their feedback forms must: a)

provide for sufficient space for effective information, but at the same time not too lengthy;

b)

take account of various categories of seafarers, from ratings to masters and chief engineers; and

c)

relate only to quality issues.

After the activity, one or a number of the forms can be selected for representation by filling them up arbitrarily and then seek comments from the participants on the effectiveness of the form for its intended purpose. 

Recommended presentation and assessment techniques This section is best presented with instructor lectures characterised by a high degree of instructor-participant interaction and a workshop approach. Assessment should be considered as continuous and formative and informed by the outcomes of the activities indicated for the section.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 65 3.

Assessing Applications (4.0 hours)



Subject matter details

Section 3 deals with the information required to enable an Administration assess the eligibility of applicants for the certificates of competency. It is also intended to familiarise course participants with the methods of checking such applications and with the assessment of eligibility in accordance with the STCW Convention and with national requirements and other international instruments. Activity 3.1 (a-c)

List the information needed for various applications (1.5 hour)

These activities are intended to provide participants with the opportunity to consider all of the information required by an Administration in order to assess applicants with regards to: 

Eligibility for certificates of competency – Activity 3.1(a)



Revalidation of certificates of competency – Activity 3.1(b)



Endorsement for service on certain types of ships – Activity 3.1(c)

The activities may be carried out by the groups similar to those used in activity 1.8.10. Activity 3.2.2

Define requirements for persons employed or engaged on seagoing ships (0.5 hour)

The objective of this activity is to provide practice in interpreting the requirements of the STCW Convention regarding the emergency, occupational safety, medical care and survival functions for persons employed or engaged on seagoing ships. The application of national rules for determining the suitability in enforcing the full requirements related to the respective functions should be noted, taking in consideration section A-VI/1, paragraph 3, of the STCW Code. This activity should be carried out in groups of trainees from the same States. 

Recommended presentation and assessment techniques This section is best presented with instructor lectures characterised by a high degree of instructor-participant interaction and a workshop approach. Assessment should be considered as continuous and formative and informed by the outcomes of the activities indicated for the section.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 66 4.

Requirements in Training and Assessment (3.0 hours)



Subject matter details

This section of the course deals with the requirements of the STCW Convention in respect of training and assessment as specified in regulation I/6. Emphasis should be given to the qualification, experience and characteristics of instructors, assessors and other persons who monitor, evaluate and support the training and assessment regime. It should be highlighted that while onboard assessment is discussed briefly in this course, it is addressed comprehensively by another model course (IMO Model Course 1.30). 

Recommended presentation and assessment techniques This section is best presented with instructor lectures characterised by a high degree of instructor-participant interaction and a workshop approach. Assessment should be considered as continuous and formative.

5.

Approving Training, Assessment and Records (4.0 hours)



Subject matter details

The aim of this section is to show how standards of training, assessment and their records can be specified and monitored with a view to maintaining uniform minimum acceptable standards, particularly in those cases where the assessment of trainees is delegated to maritime training academies. Participants should be encouraged to consider monitoring arrangements which will promote a cooperative effort between the training academy/examining body and the Administration in maintaining or improving standards. Activity 5.1.5

List the factors to consider for the use of simulators (0.5 hour)

The activity aims to get course participants to evaluate the benefits of using simulators for training and assessment against their constraints and limiting values compared with other forms of training and assessment, including those found in the actual work environment. The activity can be carried out individually to obtain as many views as possible. Activity 5.1.14

Draw up a specification of standards (0.75 hour)

The objective of this activity is to provide practice in drawing up specifications of standards for approval of a training course and assessment method to ensure that it meets the specified STCW requirements for training and assessment in the area covered. This activity can be carried out individually or in groups. If set as a group exercise, participants should be divided according to their disciplines 

Recommended presentation and assessment techniques This section is best presented with instructor lectures characterised by a high degree on instructor-participant interaction and a workshop approach. Assessment should be considered as continuous and formative and informed by the outcomes of the activities indicated for the section.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 67 6.

Competence-Bases Standards (10.0 hours)



Subject matter details

Section 6 introduces one of the main subject areas of this course. The objective is to ensure that course participants have a solid grasp of the concept of competence-based training and assessment. It is best to avoid too much technical jargon so that participants are able to fully understand the subject matter. What is important is that they are able to apply the principles of competence-based training and assessment. The instructor should make reference to the Bloom's Taxonomy (see B11) and its revised version and point out how the taxonomy allows for classifying the achievement of learning outcomes at different levels related to knowledge, understanding and proficiency. IMO Model Course 6.09 addresses this in detail. Instructions given in this section should include going through the various tables of competence found in the STCW Code. Participants should also be made aware that in the amendments of 1995, there were some training requirements which did not come with competence tables such as in Chapter V on standards for personnel on certain types of ships. The 2010 amendments to the STCW Code now incorporate tables of competence for most of these standards in Chapter V. Participants should be guided on how those standards not in tables are related to the competence tables. Depending on the experience and prior knowledge of the trainees, it may be necessary to spend more time on sub-section 6.4 – collecting and matching evidence to standards. This forms the basis by which seafarers are judged "competent" or "not yet competent", and the consequence of improper judgement cannot be overemphasised. Reviews, follow-up actions, and quality assurance are integral to the quality system. Participants should be made aware of this, whether the Administration takes on the training and assessment functions or delegates them to others. Activity 6.2.3

Construct comparison table showing compliance with Standards (0.75 hour)

In this activity a sample situation is given although the instructor may use other examples. The purpose of this activity is to enable the course participants to experience a situation where a lesson is submitted to the Administration for approval. The lesson plan needs to be evaluated against the requirements of the respective section in STCW Code. The drawn-up table of comparison will assist in the evaluation. The participants should be advised to take into account national rules which may contain more than the minimum standard required by the STCW Code. The activity should preferably be carried out in groups comprising participants from the same State. Activity 6.2.6

Develop competence for special training requirements (1.0 hour)

Section A-V/2 of the STCW Code on minimum requirements for the training and qualification of masters, officers, ratings and personnel on passenger ships does not specify in competence tables, the competence standards for crowd management training and for safety training for personnel providing direct service to passengers in passenger spaces. The objective of the activity is to enable participants relate the stated requirements to competence standards – in tabular form.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 68 Activity 6.3.4

Perform a task analysis (1.0 hour)

The objective of this activity is to show how a specific function of a ship's officer may be defined in terms of the tasks which must be carried out in order to perform that function satisfactorily, and upon which general training objectives may be based. This exercise may best be carried out by dividing the class into small groups. Group sizes should be limited to a maximum of 4. For this activity, until action 2 of Activity 6.3.5 that follows, it is prudent to avoid giving the participants the opportunity to refer to the table of competences, on fire prevention and fire fighting, in the STCW Code. Differences in the analysis between groups will serve to show that the scope of training schemes will always be, to some extent, subjective and to emphasise the need to involve representatives of the industry, including practicing seafarers, in the validation of such analyses. It therefore highlights the value of having the standards in the STCW Code to serve as a common reference point for consistency of standards internationally. Activity 6.3.5

Perform a knowledge and skills analysis (1.0 hour)

This activity is intended to provide an example of how each task that has been identified as being part of a given function should be analysed to identify the knowledge and skills required to perform it. The small groups in Activity 6.3.4 should be retained for this exercise. To promote discussion during the presentation, each group, within a discipline, should be asked to analyse the same tasks. Activity 6.3.18

Write detailed learning competence (1.0 hour)

outcomes to demonstrate

The objective of this activity is to provide an insight into how detailed learning outcomes can be written to describe what a trainee should know and be able to do to meet general training objectives and also to act as a basis for the construction of test items. The same groups as for the two previous activities should be asked to put into learning outcomes the required knowledge and skills identified by them in the previous activity. They should be instructed to include in the outcomes any constraints or performance standards which they consider relevant. The suitability of the outcomes for use in drawing up tests should form part of the discussion during the presentation. Activity 6.4.8

Draw up table of specifications (1.25 hours)

The objective of this activity is to enable participants to examine a given syllabus, written in learning-outcome form, in order to produce an analysis of the contents, showing the quantities and levels of learning, as well as the methods and proportions of the total evaluation to attribute to each level.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 69 

Recommended presentation and assessment techniques This section is best presented with instructor lectures characterised by a high degree on instructor-participant interaction and a workshop approach. Assessment should be considered as continuous and formative and informed by the outcomes of the activities indicated for the section.

7.

Developing Written Tests (8.25 hours)



Subject matter details

The aim of the first part of Section 7 is to show how relevant training objectives for the performance of a specific function can be derived and how those general objectives can be developed into detailed learning outcomes which will form a basis for assessment schemes. The second part deals with the use and the suitability of the various types of tests available for assessing the competency of trainees, and with the preparation of valid test items appropriate to particular learning outcomes. Activities 7.3.6 to 7.5.19

Generate test examples (1.75 hour)

The objective of a series of activities here is to familiarize participants with the tasks of identifying which of the available types of test is appropriate for testing the achievement of particular learning outcomes and producing suitable examples of the various test items. These exercises can be carried out individually or in small groups, at the discretion of the instructor. Discussion should take account of the suitability of the various types of tests for the learning outcomes chosen in addition to the construction of the test items. Activity 7.5.20

Generate items to satisfy test specifications (0.75 hour)

In this activity, the objective is to produce multiple-choice questions which will test the achievement of objectives at the levels required by a table of specifications for drawing up an examination in a given subject area. Participants should be instructed to write one question at each level to start with and to expand on that if they have time. Activity 7.5.21

Generate coded and illustrated multiple-choice items (0.5 hour)

This activity is intended to give participants practice in writing coded and illustrated multiple-choice items. Suitable areas for the application of these items can be dealt with in discussion. Activity 7.6.7

Convert a gross sampling item into detail sampling agents (0.5 hour)

The objective of this activity is to introduce participants to the development of "step test" and "procedural" items which may be used for testing the candidates' ability to carry out a calculation by sampling their performance and understanding of parts of it.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 70 This activity can best be carried out in groups, arranged according to discipline, so that, when the steps of the example calculation have been agreed, the various members of the group can divide the writing of the necessary test items between themselves. When their presentations are discussed, participants should be asked to consider whether there are other calculations to which some of the same sampling items can be applied. Activity 7.7.14

Generate a subjective test for a subject area (0.5 hour)

This activity affords participants the opportunity to put into practice what they have learned about the construction of tests and the writing of subjective-type questions. The completed tests should include instructions to candidates as they would appear on the question paper. This exercise can best be carried out in small groups. During the presentation, consideration should be given to the validity and comprehensiveness of the test as a whole as well as to the individual questions. Activity 7.7.15

Generate an efficient test for subject area (1.0 hour)

The objective of this activity is to allow participants to use all that has been covered in this part to produce a complete test of the competence of candidates in a given subject area. The exercise will include drawing up and using a table of specifications for testing the subject area, choosing the most appropriate types of test for their various learning outcomes, and writing test items which will adequately cover the scope of the syllabus. In addition, the time required for the complete test should be reasonable and it should be possible to score it reliably and economically. This activity can best be carried out by dividing the class into groups according to the discipline of their participants. The size of any group should not exceed six. 

Recommended presentation and assessment techniques This section is best presented with instructor lectures characterised by a high degree on instructor-participant interaction and a workshop approach. Assessment should be considered as continuous and formative and informed by the outcomes of the activities indicated for the section.

8.

Invigilation of Tests (1.5 hours)



Subject matter details

This section of the course covers the administrative arrangements and instructions which need to be drawn up for the conduct of written tests and their invigilation. Different arrangements will be necessary for tests which are conducted directly by the Administration and for those which are delegated to maritime training institutions or other examining bodies. Instructions to invigilators on their duties and the actions to take in the various circumstances which could occur during a test are also included.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 71 Activity 8.3.3

Draw up administrative arrangements for examination (0.5 hour)

The aim of this activity is to encourage participants to consider the arrangements and procedures needed for the efficient and secure conduct of examinations, including the preparation and distribution of papers, the provision of examination materials, the forwarding of scripts for marking, the recording and notification of results and the instructions to be given to invigilators for the conduct of a written examination. This exercise can best be carried out by dividing the class into groups. 

Recommended presentation and assessment techniques This section is best presented with instructor lectures characterised by a high degree on instructor-participant interaction and a workshop approach. Assessment should be considered as continuous and formative and informed by the outcomes of the activity indicated for the section.

9.

Scoring Tests (2.25 hours)



Subject matter details

This section deals with the scoring or marking of the various tests which may be used. A comparison is made between credit scoring and deductive scoring methods for marking essay or calculation questions but no preference is indicated, leaving participants free to decide which method is more suitable for their examination purposes. Emphasis should be placed on the preparation of detailed scoring schemes for calculations and essay questions, which is essential to ensure the uniform treatment of all candidates, particularly where several markers are involved. Activity 9.1.13

Produce a scoring scheme for an essay-type question (0.5 hour)

This activity is intended to give participants practice in the preparation of a detailed model answer to an essay question together with a scoring scheme which could be followed by different markers to produce a uniform treatment of answers. Both credit and deductive scoring schemes are called for, so that the effects of the two methods can be compared 

Recommended presentation and assessment techniques This section is best presented with instructor lectures characterised by a high degree on instructor-participant interaction and a workshop approach. Assessment should be considered as continuous and formative and informed by the outcomes of the activities indicated for the section.

10.

Oral and Practical Tests (2.0 hours)



Subject matter details

Attention is drawn to those sections of the STCW Convention 1978, as amended, which call for the practical demonstration of competency of candidates. The advantages and disadvantages of oral and practical tests are discussed. As a result of the increasing availability of simulators, more opportunities arise from practical testing in suitably equipped https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 72 maritime training institutions. Where testing is delegated to such institutions, the procedures for approval and monitoring of courses dealt with in Section 5 of this course would be applied. It should be noted that when using simulators for assessing competence of candidates, attention should be paid to section A-I/12 of the STCW Code on the performance standards required, assessment procedures and qualification of assessors. Activity 10.8

Draw up a test specification and a scoring scheme for oral and practical tests (1.0 hour)

The objective of this activity is to provide participants with practice in constructing test specifications and scoring schemes for oral and practical examinations which will ensure reliable testing of a candidate's skills and knowledge and produce a consistent treatment of candidates. The examples given in Attachment 1, provide the test objectives, performance measures and performance standards of tasks associated with various competences required in the STCW Code. In particular, Example 3 shows how a particular task, on demonstration of the use of breathing apparatus, in activity 10.8, would be assessed. The other examples in Attachment 1 are similarly drawn up to assess their respective competences. The instructor can re-design Activity 10.8 to reflect the competences to suit the needs of the course participants. 

Recommended presentation and assessment techniques

This section is best presented with instructor lectures characterised by a high degree on instructor-participant interaction and a workshop approach. Assessment should be considered as continuous and formative and informed by the outcomes of the activity indicated for the section. 11.

Shipboard Assessment (0.5 hour)



Subject matter details

The objective of this section is to enable course participants have a foundational understanding of competence-based assessment, the various elements involved, and its application on board. Course instructors should ensure that participants understand that full details of shipboard assessment are covered in IMO Model Course 1.30. The section aims to discuss the performance objectives for assessment on board. Participants should be made aware of the need to have attention placed on operating conditions whilst conducting the assessments, in particular in ensuring that the assessments can be conducted safely. Since the essence of conducting the assessments is targeted to comply with the provisions of the STCW Convention 1978 as amended, the participants must be directed to the competence standards and related requirements. The various tables of competences in the STCW Code, together with other relevant publications/materials, should be kept readily available for reference. Depending on the profiles of the course participants, more emphasis may be required for this section of the course. If the majority of participants are serving navigation and engineering officers, or are those directly involved in the actual assessment on board, allocating more time to the assessment process is prudent. In this case reference should be made to the detailed contents of the IMO Model Course 1.30 on "Onboard Assessment" which https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 73 addresses the actual conduct of the assessment, performance criteria for shipboard assessment, and the development of performance improvement plans and should be a followup course for such participants. 

Recommended presentation and assessment techniques This section is best presented with instructor lectures characterised by a high degree on instructor-participant interaction and a workshop approach. Assessment should be considered as continuous and formative and based on direct feedback from participants during the lecture sessions.

12.

Maintenance of Standards (6.5 hours)



Subject matter details

The first part of this section deals with the maintenance of standards of the assessments and examinations used for determining competency, including the recognition of questions and tasks which, in the light of experience, need to be modified or replaced. The calculation of measures of difficulty and discrimination and their use for producing tests of a desired common standard and for the identification of flawed questions/tasks is covered. Appraising the different methods of assessing competence is also included. Instructors should point out the variables related to quality of tests such as validity, reliability and discrimination power of test items and show how they relate to the maintenance of standards. A statistical review of the above nature assists in identifying those test items which may be poorly constructed or otherwise faulty. It must however be emphasised that the P-values and D-values are related indicators, reflecting only the difficulty and discriminating power of the item relative to the population of candidates tested. Thus the same test may be indicated as being difficult where the group of candidates is poorly trained and yet easy where the group is well trained. Examinations to assess the competency of seafarers are intended to be criterion-related tests, and items having a high criterion validity will not necessarily have a high discrimination power or a P-value which lies within the normally acceptable range. Thus test items should not automatically be rejected or revised on the basis of these statistical indicators alone. The P-values and D-values should be used as aids in assisting those responsible for the construction of tests to improve the quality and effectiveness of the examination system. Notwithstanding this, the level of difficulty of an item in a multiple-choice test is affected principally by the plausibility of its distracters. Therefore, those distracters which prove unattractive even to low achievers should be replaced if the test item is to be retained. In this section the instructor(s) should also stress that a State which is Party to the STCW Convention is responsible for ensuring that all certificates issued or recognized by it comply with the Convention and that its ships are manned by persons holding appropriate certificates or valid dispensations. Subsections 12.4 to 12.7 address the means for meeting those obligations. Activity 12.1.5

Calculate and use examination statistics (0.75 hour)

This activity is intended to illustrate the calculation of P- and D-values for responses to multiple-choice questions and their use for selecting test items for inclusion in test papers and for detecting flawed items. https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 74 The formula to be used for the difficulty index or P-value of a new test item is: 𝑃= where

𝑆 𝑇

P = difficulty index

S = the number of candidates who selected the correct response for the item T = the total number of candidates taking the test Thus a test item to which there is a correct response from 60% of those taking the test will have a difficulty index of 0.6, the range of the index value varying from 0 (very difficult) to 1 (very easy). The discriminating power, that is to say the ability of a test item to discriminate between high achievers and low achievers, can be determined by dividing the test population (candidates who have taken the test) into two groups, one forming the upper half of the group of candidates tested (the high achievers) and the other forming the lower half (the low achievers). The number of the achievers in both categories who correctly answer each test item is then counted separately and the coefficient of correlation (the D-value) is obtained by the formula: D=

(CH −CL ) 1⁄ 𝑇 2

where CH is the number of high achievers who answered the test item correctly CL is the number of low achievers who answered the test item correctly T = the total number of candidates taking the test The D-value varies between +1, where all who correctly answer the item are high achievers and none are low achievers, and -1, where all who correctly answer the item are low achievers and none are high achievers. This activity can be carried out individually. Activity 12.1.12

Correct flawed test items (0.75 hour)

The objective of this activity is to provide experience in recognizing faulty item tests and in improving them by amending or re-writing, as appropriate. This exercise can be carried out individually. Activity 12.1.13

Appraise various methods and ranges for evaluating competence (0.75 hour)

The purpose of the activity is to gain insight into the effectiveness of different methods and various ranges of assessments. A particular method may well be suitable and proper for use when assessing one particular competence but not for another.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 75 The activity can be individually carried out or in small groups of participants from the same discipline. Presentation and comments from the class should be encouraged to share opinions. Activity 12.4.2

Determine the equivalence of a foreign certificate (0.5 hour)

The objective of this activity is to give participants an opportunity to develop criteria to be applied and to foresee any difficulties that may arise, when considering the equivalence of certificates issued by a foreign Administration. The case of determining equivalence and the further actions necessary to allow the issue of an appropriate certificate are included. Activity 12.5.2

Generate examples of circumstances of exceptional necessity (0.25 hour)

This activity provides an opportunity for participants to identify examples of "circumstances of exceptional necessity" in which the issue of dispensation to suitable applicants would be justified under Article VIII of the STCW Convention, 1978 as amended. Activity 12.5.7

Generate a dispensation document (0.25 hour)

The objective of this activity is to allow participants to produce a form of document suitable for issue as a dispensation, which will also facilitate Port State control. The class could be divided into small groups for this exercise. Activity 12.7.3

Identify factors which should result in revocation or suspension of a certificate (0. 5 hour)

This activity is intended to provide experience in examining a report of an inquiry into an accident or incident to identify factors indicative of incompetence which should lead to revocation or suspension of a certificate. Identifying the specific charges to lay before a formal hearing and the recommendations regarding the revocation or suspension will form part of the exercise. If an instructor wishes to use case scenarios1, participants should have access only to the "Findings of Fact" and "Conclusions" of the relevant case report until the completion of the exercise. They should be given and asked to study these extracts early on the course before the activity is considered in class and the remainder of the report only provided during the final part of the in-class discussion. This exercise may best be carried out by dividing the class into groups with mixed disciplines. The size of any group should not exceed six.

1

The accident reports on the grounding of the container ship MV Rena on 5 October, 2011 available from the New Zealand Transport Accident Investigation Commission (TAIC) or on the capsize of the Costa Concordia on 13 January, 2012 from the Italian Ministry of Infrastructure and Transport (See W5 and W6) may be considered.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 76 

Recommended presentation and assessment techniques This section is best presented with instructor lectures characterised by a high degree on instructor-participant interaction and a workshop approach. Assessment should be considered as continuous and formative and informed by the outcomes of the activities indicated for the section.

13.

Administration (5.25 hours)



Subject matter details

It is necessary to stress on the keeping of reliable centralised records of all certificates issued or replaced, to be able to respond to queries related to the authenticity of seafarer certificates. Enforcement ensures compliance with national regulations stipulating the requisite certificates to be held by those employed on board as well as in regards to the Port State control measures which may be applied to ships of other States visiting the ports of a State which is party to the Convention. Participants should be aware that assistance with examining their candidates or training their examiners may be available through technical co-operation under the STCW Convention (see Article XI). Activity 13.1.2

Draw up an efficient record- keeping information system (0.75 hour)

The objective of this activity is for participants to gain experience in drawing up a central record of certificates issued. The system must be able to make amendments, updates and provide for easy retrieval. Participants from the same States should carry out the activity. Activity 13.1.5

Complete STCW endorsements (0.5 hour)

The intention of this activity is to provide experience in the completion of endorsements as required by the STCW Convention with particular attention to the limitations as to service which must be included where advantage has been taken of permitted variations in examinations for certain grades and classes of certificates. The activity can be carried out with same grouping as above. Activity 13.2.4

Define measures in enforcing standards (0.75 hour)

The objective is to gain insight into the application of control measures to ensure that the specified standards in the STCW Convention are being complied with. The class can be divided into groups in accordance with States of the participants when doing this activity.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 77 Activity 13.3.3

Deliberate on appropriateness, given a watchkeeping schedule (0.75 hour)

The intent of this activity is to gain insight into determining the suitability of watchkeeping arrangements in meeting the requirements, taking into account regulation VIII/1 of the STCW Convention and other international regulations. It should be noted that Maritime Labour Convention requirements on hours of work and hours of rest are to be considered. The above groupings can remain to carry out the activity. Activity 13.3.7

Generate administrative arrangements in upholding the responsibilities of companies (1.0 hour)

The objective of the activity is to gain experience in determining the procedures that are necessary to ensure that the responsibilities of companies are upheld in areas as provided in the STCW Convention 78, as amended. The same groups that carry out activity 13.2.4 can perform this activity. 

Recommended presentation and assessment techniques This section is best presented with instructor lectures characterised by a high degree on instructor-participant interaction and a workshop approach. Assessment should be considered as continuous and formative and informed by the outcomes of the activities indicated for the section.

14.

Course Review and Practical Evaluation Activity (7.0 hours)



Subject matter details

In this section, the instructor should give an overview of what has been covered in the whole course, reiterating key points and clarifying any issues that may have arisen. The primary objective of the practical evaluation part of this section is to provide an opportunity for participants to gain experience in producing and validating a series of tests to evaluate the outcome of a complete course. The emphasis should be on the efficiency and validity of the tests for measuring achievement of specified criteria. In order to facilitate this exercise, the class may be divided into two equal groups, each of which should pick a member to act as coordinator. Making use of the syllabus for this course, each group will produce a test specification and from it will develop a series of tests to evaluate the course outcome. Secretarial assistance will be needed during the preparation of the test papers. Each group will set their tests to the other as a field test of their examination. After marking the tests, they should examine the results to identify any unsatisfactory questions or tasks, and they should be prepared to suggest improvements to individual questions/tasks or to the test as a whole and attempt an evaluation of the test against specified criteria. Sufficient time should be devoted to a discussion of the evaluation exercise. The part of the exercise that produces a test specification and the development of a series of tests can be undertaken by the participants the day before the presentations/discussions. https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 78 Activity 14 

Practical evaluation activity (5.0 hours)

Recommended presentation and assessment techniques This section is best presented with instructor lectures characterised by a high degree on instructor-participant interaction and a workshop approach. The final practical evaluation activity may serve as the capstone indicator of participant learning and evidence of the attainment of the intended learning outcomes.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 79 EXAMPLE OF THE FORMAT OF A LESSON PLAN COURSE: Assessment, Examination and Certification of seafarers TRAINING AREA: 5. Approving Training, Assessments and Records

LESSON NUMBER:

Main element Intended Learning Outcomes (as related to teaching sequence, with memory keys) 5.1

Specification of Standards

.1

state that a written specification should be prepared for the approval of training courses leading to required international or national qualifications

.2

state that specification should cover

Teaching Method

Lecture

-

facilities equipment staff qualifications and experience trainee entry standards course programme and syllabus minimum performance standards of trainees for issue of certificate or document attesting success

.3

state that trainee intake limitation should be specified in light of the facilities and equipment available

.4

state that the capabilities and performance standards of necessary equipment should be specified

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

A/V aids

References

-

-

DURATION: Three 40-minute sessions One 30-minute session

Instructor Guidelines

Time (mins)

HTW 4/3/4/Add.1 Annex, page 80 LIST OF ACTIVITIES *All activities may be modified to suit the background of the course participants and the time available. APPENDIX A Activity 1.8.8 Activity 1.8.10

Generate sea-service rules Generate a certificate structure

APPENDIX B Activity 2.2.3 Activity 2.2.6

Generate documented procedures for conducting assessment Design feedback form for monitoring quality standards

APPENDIX C Activity 3.1a Activity 3.1b Activity 3.1c Activity 3.2.2 ships

List the information needed for first and subsequent certificate of competency List the information needed for revalidation of certificate of competency List the information needed for endorsement of service Define requirements for persons employed or engaged on seagoing

APPENDIX D Activity 5.1.5 Activity 5.1.14

List the factors to consider for the use of simulators Draw up a specification of standards

APPENDIX E Activity 6.2.3 Activity 6.2.6 Activity 6.3.4 Activity 6.3.5 Activity 6.3.18 Activity 6.4.8

Construct comparison table showing compliance with Standards Develop competence for special training requirements Perform a task analysis Perform a knowledge and skills analysis Write detailed learning outcomes to demonstrate competence Draw up a table of specifications

APPENDIX F Activity 7.3.6 Activity 7.4.5 Activity 7.5.6 Activity 7.5.10 Activity 7.5.19 Activity 7.5.20 Activity 7.5.21 Activity 7.6.7 Activity 7.7.14 Activity 7.7.15

Generate subjective-type questions Generate supply-type questions Generate true/false questions Generate matching questions Generate multiple-choice-type questions Generate items to satisfy test specifications Generate coded and illustrated multiple-choice items Convert a gross sampling item into detail sampling items Generate a subjective test for a subject area Generate an efficient test for subject area

APPENDIX G Activity 8.3.3

Draw up administrative arrangements for examination

APPENDIX H Activity 9.1.13

Produce a scoring scheme for an essay-type question

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 81 APPENDIX I Activity 10.8 APPENDIX J Activity 12.1.5 Activity 12.1.12 Activity 12.1.13 Activity 12.4.2 Activity 12.5.2 Activity 12.5.7 Activity 12.7.3

APPENDIX K Activity 13.1.2 Activity 13.1.5 Activity 13.2.4 Activity 13.3.3 Activity 13.3.7

APPENDIX L Activity 14

Draw up a test specification and a scoring scheme for oral and practical tests Calculate and use examination statistics Correct flawed test items Appraise various methods and ranges for evaluating competence Determine the equivalence of a foreign certificate Generate examples of circumstances of exceptional necessity Generate a dispensation document Identify factors which should result in revocation or suspension of a certificate

Draw up an efficient record- keeping information system Complete STCW endorsements Define measures in enforcing standards Deliberate on appropriateness, given a watchkeeping schedule Generate administrative arrangements in upholding responsibilities of companies

Practical evaluation activity

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

the

HTW 4/3/4/Add.1 Annex, page 82 Appendix A Activities for Section 1 – The STCW Convention, 1978 as amended Activity 1.8.8

Generate seagoing service rules (0.5 hour)

Objective

To give an insight into the positive and negative effects of excluding or limiting the acceptance of approved seagoing service.

Situation 1. The country relies extensively on inter-island trading with neighbouring States, the ships being crewed mainly by its own nationals. This fleet of inter-island cargo ships consists of 40 ships of between 500 and 3,000 GT. The main propulsion power of these ships ranges from 650 to 2,500 kW. A limited number of national seafarers serve from time to time on foreignflagged ships. 2. Two new ships are under construction, each of 3,900 GT and powered by 4,000 kW engines. They are to replace two of the larger existing inter-island trade ships. All inter-island voyages contemplated are defined as near-coastal voyages. Action 1.

Draw up a set of rules for the acceptance of seagoing service for certificates as: 

Officer in charge of a navigational watch on ships of less than 500 GT on near-coastal voyages;



Chief mate of ships between 500 and 3,000 GT on near-coastal voyages; and



Chief mate of ships of 3,000 GT or more but of limited size, on near-coastal voyages; OR

2.



Engineer officer in charge of a navigational watch on ships powered by main propulsion machinery of less than 3,000 kW engaged on near-coastal voyages; and



Second engineer officer of ships with limited propulsion power engaged on near-coastal voyages.

Be prepared to present and explain your proposed rules for the acceptance of sea service and to comment on the proposals of others.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 83 Activity 1.8.10

Generate a certificate structure (0.5 hour)

Objective

To gain experience of the advantages and implications of producing a certificate structure.

Situation

Same as for Activity 1.8.8 above

Action 1.

Design a graded certificate structure, using permitted relaxation in the STCW Convention, as appropriate, which will ensure adequate manning of the vessels described above for the following officers: 

Chief engineer;



Second engineer;



Engineer officer of the watch; OR



Master;



Chief mate; and



Officer in charge of a navigational watch.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 84 Appendix B Activities for Section 2 -– Quality system Activity 2.2.3

Generate documented procedures for conducting assessment (1.0 hour)

Objective

To practice writing procedures for the conduct of competence-based assessments, including written examinations, if required, in order to maintain control in the assessment process leading to the issue of certificates of competency.

Situation 1. Regulation I/8 of the STCW Convention 1978, as amended, requires that, among other things, all training and assessment of competence activities carried out by non-governmental organizations or entities under its authority are continuously monitored through a quality standards system.

2. A national maritime training institution is set up to conduct courses and assessments leading to certificate of competency, and is currently making preparations to develop the courses and assessments. 3. You are either a member of the Administration or an academic staff of the training institution involved in the development of the quality standards manual. Action Draft procedures for teaching staff of the training institution in conducting the assessments, including any necessary written examinations. The procedures should be common for both navigating officers and engineering officers. Explain your procedures to the class and comment on other presentations. Activity 2.2.6

Design feedback form for monitoring of quality standards (1.0 hour)

Objective

To gain insight in the construction and format of well-designed feedback forms to be used in conjunction with the assessment process, and which form part of the quality assurance monitoring arrangements.

Situation Similar to activity 2.2.3 above. In addition, candidates for the assessments could include foreign nationals who may have to leave the country soon after the assessment. Action 1.

Design a feedback form for use by candidates being assessed for issue of either certificates of competency OR documents attesting to completion of basic safety training; and

2.

Design a feedback form (other than result of assessment outcome) for use by assessors.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 85 Appendix C Activities for Section 3 – Assessing applications Activity 3.1 (a) List the information needed for first and subsequent certificate of competency (0.5 hour) Objective

To consider what information is required by an Administration for the assessment of eligibility for certificates of competency.

Action 1.

2.

Draw up an application form, or a list of contents of an application form, to be completed by an applicant for: -

a first certificate of competency; and

-

a subsequent certificate of competency.

List the supporting documents which must be submitted by the applicant.

Activity 3.1 (b) List the information needed for revalidation of certificate (0.5 hour) Objective

To consider what information is required by an Administration for the revalidation of certificate of competency.

Action 1.

Draw up an application form, or a list of contents of an application form, to be completed by an applicant for: -

Unrestricted voyages – all tonnages and propulsion powers Master; Chief mate; Officers in charge of a navigational watch; OR Chief engineer officer; Second engineer officer; and Officer in charge of an engineering watch.

https://edocs.imo.org/Final Documents/English/HTW 4-3-4-ADD.1 (E).docx

HTW 4/3/4/Add.1 Annex, page 86 -

Near Coastal voyages – Master, on ships