IMO 3.12 Assessment Examination Certification of Seafarers Volume1 [PDF]

Zitiervorschau

Model Course No 3.12

Assessment, Examination and Certification of Seafarers Volume 1

First published in 1992 by the INTERNATIONAL MARITIME ORGANIZATION 4 Albert Embankment, London SE1 7SR

Revised edition 2000 Printed in the United Kingdom by CPC The Printers, Portsmouth

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ISBN 92-801-5088-X

IMO PUBLICATION Sales number: T312E

ACKNOWLEDGEMENTS IMO wishes to express its sincere appreciation to the National Maritime Academy of Singapore for its valuable assistance and co-operation in the development of this course.

Copyright © IMO 2000

All rights reserved. No part of this publication may, for sales purposes, be produced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrostatic, magnetic tape, mechanical, photocopying or otherwise, without prior permission in writing from the International Maritime Organization.

CONTENTS

Foreword

v

Introduction

1

Part A: Course Framework

5

Part B: Course Outline and Timetable

11

Part C: Detailed Teaching Syllabus

18

Part D: Instructor Manual

67

Attachment 1: Examples of Competence-Based

Assessment for Seafarers

Attachment 2: Guidance on the implementation of model courses

140 179

iii

Foreword

Since its inception the International Maritime Organization has recognized the importance of human resources to the development of the maritime industry and has given the highest priority to assisting developing countries in enhancing their maritime training capabilities through the provision or improvement of maritime training facilities at national and regional levels. IMO has also responded to the needs of developing countries for postgraduate training for senior personnel in administration, ports, shipping companies and maritime training institutes by establishing the World Maritime University in Malmo, Sweden, in 1983. Following the earlier adoption of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978, a number of IMO Member Governments had suggested that IMO should develop model training courses to assist in the implementation of the Convention and in achieving a more rapid transfer of information and skills regarding new developments in maritime technology. IMO training advisers and consultants also subsequently determined from their visits to training establishments in developing countries that the provision of model courses could help instructors improve the quality of their existing courses and enhance their effectiveness in meeting the requirements of the Convention and implementing the associated Conference and IMO Assembly resolutions. In addition, it was appreciated that a comprehensive set of short model courses in various fields of maritime training would supplement the instruction provided by maritime academies and allow administrators and technical specialists already employed in maritime administrations, ports and shipping companies to improve their knowledge and skills in certain specialized fields. IMO has therefore developed the current series of model courses in response to these generally identified needs and with the generous assistance of Norway. These model courses may be used by any training institution and the Organization is prepared to assist developing countries in implementing any course when the requisite financing is available. W. A. O'NEIL Secretary-General

v

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 newtraining 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 audiovisual 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 course material. Because educational systems and the cultural backgrounds of trainees in maritime subjects vary considerably from country to country, the model course material has been designed to identify the basic entry requirements and trainee 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 .

•

Use of the model course

To use the 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 prior technical education of the trainees should be kept in mind during this review, and any areas within the detailed syllabus which may cause difficulties because of differences between the actual trainee entry level and that assumed by the course designer should 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 trainees. The instructor should also identify any academic knowledge, skills or technical training which they may not have acquired. By analyzing the detailed syllabus and the academic knowledge required to allow training in the technical area to proceed, the instructor can design an appropriate pre-entry course or, alternatively, insert the elements of academic knowledge required to support the technical training elements concerned at appropriate points within the technical course. Adjustment of the course objectives, scope and content may be necessary if within the respective maritime industry the trainees completing the course are to undertake duties which differ from the course objectives specified in the model course. Within the course plan the course designers have indicated their assessment of the time which should be allotted to each area of learning. However, it must be appreciated that these allocations are arbitrary and assume that the trainees have fully met all entry requirements of the course. The instructor should therefore review these assessments and may need to reallocate the time required to achieve each specific learning objective or training outcome.

1

ASSESSMENT,

•

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Use of the model course for the staff of training providers that conduct examinations on behalf of their Administrations

The major part of this course is directly relevant to the staff of training providers that conduct examinations for the issue of certificates of competency and other documents on behalf of their Administrations. Their participation in the course will provide an opportunity for a useful exchange of views between them and those responsible for the administrative aspects of certification, particularly during group activities. However, if a course is held exclusively for staff from training providers, it may be abridged by omitting subject areas 4,6,7, 19.3 to 19.7,20 and 21 from the syllabus and adjusting the timetable accordingly.

•

Lesson plans

Having adjusted the course content to suit the trainee intake and any revision of the course objectives, the instructor should draw up lesson plans based on the detailed syllabus. The detailed syllabus contains specific references to the textbooks or teaching material proposed to be used in the course. An example of a lesson plan is included in Part 0: Instructor's Manual on page 87. Where no adjustment has been found necessary in the learning objectives of the detailed syllabus, the lesson plans may simply consist of the detailed syllabus with keywords or other reminders added to assist the instructor in making his presentation of the material.

•

Presentation

The presentation of concepts and methodologies must be repeated in various ways until the instructor is satisfied that the trainee has attained each specific learning objective or training outcome. The syllabus is laid out in learning objective format and each objective specifies what the trainee must be able to do as the learning outcome.

•

Evaluation or assessment of trainee progress

No specific guidance on the assessment of trainees has been included since that forms the subject matter of a large part of this course. The progress of trainees 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. An overall evaluation of the course will be afforded by the final activity, for which the trainees are divided into two groups, each of which examines the other.

2

INTRODUCTION

•

Implementation

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

o o o o

equipment;

o

textbooks, technical papers; and

o

other reference material.

properly qualified instructors; support staff; rooms and other spaces;

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 which is included as an attachment to this course .

•

Training and the STCW 1995 Convention

The standards of competence that have to be met by seafarers are defined in Part A of the STCW Code in the Standards of Training, Certification and Watchkeeping for Seafarers Convention, as amended in 1995. This IMO model course has designed to support the implementation of the revisions. It addresses the requirements of Regulation 1/6 and Section A-V1/6 of the STCW Code. Part A provides the framework for the course with the aims and objectives and notes on the 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 point of view, it is more important that the trainee achieves the minimum standard of competence defined in the STCW Code than that a strict timetable is followed. Depending on their experience and ability, some students will naturally take longer to become proficient in some topics than in others. Also included in this section are guidance notes and additional explanations. A separate IMO model course addresses Assessment of Competence. This course explains the use of various methods for demonstrating competence and criteria for evaluating competence as tabulated in the STCW Code. Part C gives the Detailed Teaching Syllabus. This is based on the theoretical and practical knowledge specified in the STCW Code. It is written as a series of learning objectives, in other words what the trainee is expected to be able to do as a result of the teaching and training. Each of the objectives is expanded to define a required performance of knowledge, understanding and proficiency. IMO references, textbook references and suggested teaching aids are included to assist the teacher in designing lessons. Part 0 gives guidance notes and additional explanations.

3

ASSESSMENT,

•

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Responsibilities of Administrations

Administrations should ensure that training courses delivered by training providers are such as to ensure those completing training do meet the requirements of STCW Regulation 1/6.2.

•

Validation

The information contained in this document has been validated by the Sub-Committee on Standards of Training and Watchkeeping and by a Validation Panel comprised of representatives designated by ILO and IMO. The model course material is intended for use by technical advisors, consultants and experts for the training and certification of seafarers so that the minimum standards implemented may be as uniform as possible. Validation in the context of this document means that no have been found grounds to object to its content. The work must not be regarded as an official interpretation of the Convention.

4

PART A: COURSE FRAMEWORK

Part A: Course Framework •

Scope

The course includes introductory classroom instruction on the assessment, examination and certification of seafarers (in particular masters, mates, chief engineers 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 methodologies;1 the organization of assessments, and the issue and control of certificates. The introductory classroom instruction and practical exercises associated therewith should be followed by attachment for at least two months to a board of assessors / examiners or other group which draws up assessment criteria / examination questions and assesses the candidates' grades / marks the candidates' written answers. On completion of or in combination with this practical experience, the trainee should observe the conduct of oral/practical assessments / examinations by persons experienced in conducting such assessments / examinations. Where possible the trainee should be attached for short periods to several different persons conducting oral/practical assessments / examinations so as to gain a representative overview of personal assessing / examining styles. 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

To provide knowledge and skills for trainees to administer, supervise and monitor training and assessment of seafarer competence in accordance with the provisions of Section A-I/6 of the STCW Code. A trainee successfully completing the course will be able to: .1

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

.2

apply the implementation of these provisions under national law;

.3

analyze national assessment, examination and certification needs;

.4

determine appropriate assessment methodologies;

lOnly these items are covered in the abridged course mentioned on page 11

5

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

.5

organize, administer and conduct assessments/examinations;

.6

issue and control certificates.

•

and

Entry standards

Persons to be trained to conduct assessments and examinations for certificates of competency issued under international instruments dealing with certification of persons to be employed aboard ship 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 in the discipline concerned and have appropriate experience and a thorough knowledge of both the theoretical and the 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 in both the spoken and written language in which the course will be conducted is essential.

•

Course certificate

On successful completion of the course, a certificate may be issued certifying that the holder has completed a course of training in the establishment, administration and conduct of assessments and examinations for the issue of certificates of competency. In the case of successful completion of the abridged course, the certificate should certify that the holder has completed a course of training in the conduct of assessments and examinations for the issue of certificates of competency.

•

Course intake limitations

To allow sufficient individual attention and effective participation, the course intake should be limited to 20. For group activities, the ratio of trainees to instructors should not exceed 10:1. Ideally, the course trainees should include personnel from both the Administration and the training institutions or those who conduct assessments and examinations on behalf of the Administration. There should also be sufficient representation in either the deck department or engineering department to make the activities in the course productive. The successful outcome of the course depends on active participation and contribution from the trainees. A minimum of 8 trainees, comprising 4 representing the deck department and 4 representing the engineering department, would be required to make the course effective.

6

PART A: COURSE FRAMEWORK

•

Staff requirements

The senior instructor should have a broad knowledge of assessment / examination methodology and a number of years practical experience in the administration and conduct of assessments / examinations for the issue of certificates of competency to masters and mates or to engineer officers, as appropriate. Where the course is being given to trainees of more than one discipline, the discipline of the second instructor or of one of the additional instructors should complement that of the senior instructor. The course involves a number of individual and group activities in the development of assessments / examination questions and test items of various types. In particular, section 22 of the teaching syllabus calls for each of two groups to prepare an examination to assess the other group's achievement of learning objectives of the course. Secretarial support may therefore be useful throughout the course.

•

Teaching facilities and equipment

A room of sufficient size to accommodate all trainees and instructors should be available for lectures and should be equipped with a chalk board or flipchart and an overhead projector, slide projector or view-graph, as appropriate. In addition, two smaller rooms, each equipped with a flipchart, may be made available for group activities.

•

Teaching aids (A) A1

Instructor manual (Part D of the course)

A2

Videos: V1 V2 V3 V4 V5

Setting a New Course: An Introduction to the Revised STCW Convention (Code No.538) Shipboard familiarization (Code No. 593) Onboard Training by Design (Code No. 489) STCW and Flag State Implementation (Code No. 629) Onboard Training and Assessment - STCW '95 (Code No. 651)

Available from:

Videotel Marine International Limited 84 Newman Street London W1 P 3LD, UK Tel: +44 (0)207299 1800 Fax: +44 (0)207 299 1818 E-mail: [email protected] URL: www.videotel.co.uk

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

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ASSESSMENT,

•

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Bibliography (B) B1

Fletcher, Shirley, Competence-Based

Assessment Techniques 2nd ed (London,

Kogan Page, 1997) (ISBN 0 7494 2197 5) B2

Holder, Len, Training and Assessment on Board, 2nd ed (London, Witherby & Co Ltd, 1997) (ISBN 1 85609 123 6)

B3

Brown, Sally et ai, 500 Tips on Assessment (London, Kogan Page, 1996) (ISBN 074941941 5)

B4

The Nautical Institute, Maritime Education and Training (London, The Nautical Institute, 1997) (ISBN 1 87 00 77 415)

B5

International Shipping Federation, On Board Training Record Book for Deck Cadets (London, International Shipping Federation, 1999)

B6

International Shipping Federation, On Board Training Record Book for Engineer Cadets (London, International Shipping Federation, 1999)

B7

International Shipping Federation, The revised STCW Convention: A guide for the shipping industry on the 1995 amendments Convention

on Standards

to the IMO International

of Training, Certification

and Watchkeeping

for

Seafarers (London, International Shipping Federation, 1995) B8

International Shipping Federation, ISF Personal Training and Service Record Book (London, International Shipping Federation, 1998)

B9

G.H. Roid and T.M. Haladyna, A Technology for Test-Item Writing. (New York, Academic Press,1982) (ISBN 0-12-593250-2)

B10

R.J. Kibler, L.L. Barker and O.T. Miles, Behavioral Objectives and Instruction. (Boston, Allyn and Bacon Inc.,1970) (Out of print)

B11

K.T. Abella, Building Successful Training Programs: a step-by-step guide. (Reading, Massachusetts, Addison-Wesley

Publishing Co. Inc., 1986) (ISBN 0-

201-00100-4) (Out of print) B12

Federal Aviation Administration

Academy, Constructing Multiple-Choice

Test

Items. (Oklahoma City, Mike Monroney Aeronautical Center,1989) B13

R.F. Mager, Measuring Instructional Intent (or Got a Match?). (Belmont, California, Lear Siegler, Inc./Fearon Publishers,1973)

B14

(ISBN 0-8224-4462-3)

R.F. Mager, Preparing Instructional Objectives (revised 2nd edn.) (Belmont, California, Pitman Learning Inc., 1997) (ISBN 18796-18036)

B15

W.O. Eglinton, Study Guide to the Multiple-Choice Examinations for Third and Second Assistant Engineer. (Centreville, Maryland, Cornell Maritime Press, 1985) (ISBN 0-87033-339-9)

8

(Out of print)

PART A: COURSE FRAMEWORK

B16

Capt. R. James and R.M. Plant, Study Guide to the Multiple-Choice Examinations for Chief Mate and Master, 3rd revised edn. (Centreville, Maryland, Cornell Maritime Press, 1987) (ISBN 0-87033-371-2) (Out of print)

B17

E . Raeng, Assessing Seafarers' Competence. (FAME/MARTA, Manila, 1999. Tel: +6326354820; Fax: +632 638 7961)

Secondhand copies of out of print books may be available from the Warsash Nautical Bookshop, 6 Dibles Road, Warsash, Southampton S031 9HZ, UK. Tel: +44 1489572384 Fax: +44 1489885756 E-mail: [email protected] URl: www.nauticalbooks.co.uk

•

•

IMO references (R) R1

STCW 95. International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978, as amended in 1995 (STCW Convention) including the final act of the 1995 Conference of Parties of to the STCW Convention, 1978, and resolutions 1 and 3 to 14 of the Conference - and Seafarer's Training, Certification and Watchkeeping Code (STCW Code) including resolution 2 of the 1995 STCW Conference. (IMO Sales No. 938E)

R2

STCW 95 Amendment 1 (1997). (IMO Sales No 945E)

R3

STCW-F 95: International Conventionon Standards of Training, Certification and Watchkeeping for Fishing Vessel Personnel, 1995. Including the final Act of the International Conference an Standards of Training, Certification and Watchkeeping for Fishing Vessels Personnel, 1995 and resolutions adopted by the Conference. (IMO Sales No 915E)

R4

STCW 95: IMO workshop material on implementation of the revised STCW Convention. (london, IMO, 1997) (IMO Sales No 972E)

R5

Amendments to the 1974 SOlAS Convention concerning Radiocommunications for the Global Maritime Distress & Safety System (IMO Sales No. 156E)

R6

IMO/110 Document for Guidance, 1985, (IMO Sales No. 935E)

R7

International Safety Management Code (ISM Code) (IMO-186E)

R8

International Convention for the Safety of Life at Sea, 1974, as amended (SOlAS) (IMO Sales No. 11OE)

Textbooks (T) T1

Course compendium

9

ASSESSMENT,

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EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Computer-based programs (C) C1

VIDEOTEL MARINE INTERNATIONAL

LTO, SETS (Seafarers' Evaluation and

Training System). (Windows 3.1 or later. London, Videotel Marine International) C2

DET NORSKE VERIT AS, Seaskill. (Windows 95. Oslo, DNV)

C3

SEAGULL AS, Assessor Training,( PO Box 1062, N-3194 Horten, Norway. Tel: +4733047930.

•

Fax: +4733046279)

Internet websites (W) W1

DNV -

STCW 95 Training and Qualification Support

http://www.dnv.com/stcw/Rev1 W2

/

USCG STCW Home Page http://www.uscg.mil/STCW/index.htm

W3

USCG Exam Question Bank http://www.uscg.mil/hq/g-m/marpers/examques/index.htm

W4

USCG NVICs published in the 90s http://www.uscg.mil/hq/g-m/nvic/index90.htm

W5

ILO Sectoral Activities: Shipping http://www.ilo.org/public/english/100secto/sectors/mariti.htm

W6

ILO Database of International Labour Standards http://ilolex.ilo.ch:1567/public/english/50normes/infleg/iloeng/index.htm

W7

PC Maritime Ltd http://www.pcmaritime.co.uk/comm/index.htm?/comm/products.htm

W8

Poseidon Simulation AS -

Radar Simulator

http://www.poseidon.no/Radar.htm W9

MARINTEK -

Information Technology

http://www.marintek.sintef.no/mt23doc/mitd/programme/b2-98m.html

W 10

IMO -STCW 95 Bibliography (information sheet No. 23) http://www.imo.org

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

10

PART B: COURSE OUTLINE

Part B: Course Outline and Timetable

•

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 diagrams, photographs and charts where appropriate, and be related to matter learned during seagoing time. An effective manner of presentation is to develop a technique of giving information and then reinforcing it. For example, first tell the trainees briefly what you are going to present to them; then cover the topic in detail; and, finally, summarize what you have told them. The use of an overhead projector and the distribution of copies of the transparencies as trainees handouts contribute to the learning process .

•

Course Outline

The tables that follow-list the competencies proficiency,

together with the estimated

and areas of knowledge, understanding

and

total hours required for lectures and practical

exercises. Teaching staff should note that timings are suggestions only and should be adapted to suit individual groups of trainees depending on their experience, ability, equipment and staff available for training. If a course is held exclusively for staff from training establishments, omitting subject areas 4,6,7,

it may be abridged by

19.3 to 19.7, 20 and 21 from the syllabus and adjusting the

timetable accordingly.

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ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Subject Area

Hours Lectures

Course Introduction 1

Activity

(0.25)

The Revised STCW Convention,

1995

1.1

Background to STCW

0.5

1.2

The need for revision

0.5

1.3

Overview of the revised STCW Convention

0.5 1.5

2

Process Overview

3

International

0.75

Obligations

3.1

International instruments

0.125

3.2

STCW Convention, as amended

0.75

3.3

STW Conference resolutions

0.125

3.4

ITU Radio Re~ulations

0.125

3.5

SOlAS Conference

0.125

3.6

Document for Guidance, 1985

0.125

3.7

IMO Assembly resolutions

0.125

3.8

IBC and IGC Codes

0.125

3.9

IlO Convention No. 53

0.125

3.10

IlO Convention No. 74

0.125

3.11

IlO Recommendation

3.12

General objectives

0.125

3.13

Certification of fishermen

0.125

No. 137

0.125

2.25

4

Authority

and Organization

4.1

Authority

0.75

4.2

Organization

0.75 1.5

5

Quality System 5.1

Quality standards

0.5

5.2

Quality management system

0.5

5.3

The independent evaluation

0.5

5.4

ISM Code

0.25 1.75

12

1.25

1.25

PART B: COURSE OUTLINE

Hours

Subject Area

Lectures

6

Certificate

Activity

Requirements

6.1

STCW Convention requirements

0.75

0.75

6.2

National certificates

0.25

0.75

1

1.5

0.75

2

7

Assessing

8

Requirements

Applications in Training

and Assessment

8.1

Regulation on training and assessment

0.25

8.2

Roles and responsibilities in training and assessment

0.25

8.3

On board training and assessment

0.25

0.75 9

Approving

Training,

Assessment

and Records

9.1

Specification of standards

0.5

9.2

Evaluation against standards

0.75

9.3

Maintenance of standards

0.75

2 10

Competence-Based 10.1

Competence-based

10.2

Table of competence in STCW, 1995

0.5

1.75

10.3

Competence-based

0.75

2.5

10.4

Collecting and matching evidence to standards

0.75

2

10.5

Review and follow-up

0.25

10.6

Quality assurance

0.5

Developing

training

assessment

0.75

6.25

Written Tests

11.1

Examination methodology

0.5

11.2

Quality of tests

0.5

11.3

Subjective-type tests

0.25

0.5

11.4

Supply-type tests

0.25

0.5

11.5

Objective-type tests

0.75

2.75

Calculations

0.5

1

Compiling tests

0.5

1.75

3.25

6.5

11.6 11.7

12

1.25

Standards

3.5 11

1.25

Invigilation

of Tests

12.1

Written tests

0.5

12.2

Publications and equipment

0.25

12.3

Communications

0.25

0.5

1

0.5 13

ASSESSMENT,

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AND CERTIFICATION

OF SEAFARERS

Subject Area

Hours Lectures

13

Scoring

Tests

13.1

Scoring subjective tests

0.75

13.2

Scoring objective tests

0.5

13.3

Reviewing marginal cases

0.25

14

Oral and Practical

15

Shipboard

16

Tests

Assessment

0.75

1

1

0.75

System

15.1

Development of shipboard assessment system

0.75

15.2

Development of competence-based

0.75

15.3

The shipboard assessment

Performance

assessment

0.25

Criteria for Shipboard

1.75

0.75

0.75

Assessment

16.1

Identification of performance objectives

0.25

16.2

Selection of performance objectives

0.25

16.3

Determining performance

0.5

The Assessment

measures and standards

0.75

Process

17.1

Preparation of assessment package

0.25

17.2

The assessment process

0.25

17.3

Preparation of the assessment

0.5

1

17.4

Conduct pre-assessment

briefing

0.25

0.5

17.5

Observe the candidate performance and record the results

0.75

17.6

Evaluate the process and determine the assessment outcome

0.25

17.7

Assessment

0.5

debrief

2.75 18

Develop Performance

19

Maintenance

14

0.75

1.5

1 17

Activity

Improvement

Plan

1.5

0.75

of Standards

2.25

19.1

Review of test material

0.75

19.2

Failure

0.25

19.3

Appeals

0.25

19.4

Recognizing certificates

0.5

0.5

19.5

Dispensations,

0.75

0.5

19.6

Revalidation of certificates

0.25

19.7

Suspension and revocation

0.5

1

3.25

4.25

exemptions and equivalents

PART B: COURSE OUTLINE

Subject Area

Hours Lectures

20

Activity

Administration

20.1

Issuing and replacing certificates

0.5

1.25

20.2

Enforcement of standards

0.5

0.75

20.3

Upholding the responsibilities of companies

0.5

1.75

1.5

3.75

0.25

0.5

21

Requirements

22

Group Evaluation

for High-Speed

Craft

4.5 Subtotals

TOTAL

34

37

71

Note: Teaching staff should note that outlines are suggestions only as regards sequence and length of time allocated to each objective. These factors may be adapted by lecturers to suit individual groups of trainees depending on their experience, ability, equipment

and staff

available for training.

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ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Part C: Detailed Teaching Syllabus The detailed teaching syllabus has been written in learning-objective format in which the objective describes what the trainee must do to demonstrate that knowledge has been transferred. All objectives are understood to be prefixed by the words, "The expected learning outcome is that the trainee ..". In order to assist the instructor, references are shown against the learning objectives to indicate those parts of the instructor manual and compendium that the instructor should use in preparing and presenting course material. The abbreviations used are:

a Ann.:

annex

a App.:

appendix

a Art.:

article

a Ch.:

chapter

a Fig.:

figure

a Int.:

introduction

a p., pp.,:

page, pages

a Para.:

paragraph

a Pt:

part

a Reg.:

regulation

a R.R.:

Radio Regulation

a Sect:

secffon

a Ta.:

table

The following are examples of the use of references: "R1 - Reg. 11/3" refers to Regulation 11/3 of the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, as amended in 1995; "T1 - Part 11" refers to Part 11 of the course compendium; "A 1" refers to the Instructor Manual in Part D.

18

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency

1

Textbooks, Bibliography

Teaching Aid

A1

R1

Course Introduction (0.25 hour)

Sect. A-I/G

.1

explains the scope and objectives of the course

.2

explains the relationship of this course to other IMO model courses

.3

explains that use is made during the course of individual and group activities to develop skills in preparing assessment and examination materials

.4

explains the need to course with practical examination material examination, initially

supplement what is learned on the experience in developing assessment and conducting assessment / for lower grade certificates

IMO

Reference

/

.5

explains that the compendium contains most of the reference material necessary to the course, arranged according to subject areas, but is also intended to serve as a reference manual

.6

explains that the course draws on the practices of severallMO Member States as examples of how competence-based assessment and examination systems may be conducted and emphasizes the common fundamentals and principles

The Revised STCW Convention, 1995 R4

(1.5 hours)

1.1

Background to STCW (0.5 hour) .1

.2

.3

explains that IMO has, since its inception, endeavoured to improve the safety of ships and their equipment, as well as to raise the standards of the seafarers who crew them states that IMO and the International Labour Organization (ILO) co-operate with each other and with interested Governments in achieving this aim, among other aims

84

A1

87

T1 Part 1

W1 W2 W10

states the purpose of the Document of Guidance, first prepared in 1964, under the Joint Committee on Training (IMO and ILO) was to provide guidance on the education and training of masters, officers, and seamen in the use and operation of:

-

aids to navigation

-

life-saving appliances

-

devices for the prevention, detection and extinction of fires other ship's equipment contributing

to safety at sea

.4

states that despite the success of the Document of Guidance and its subsequent amendments, IMO decided to give urgent consideration to international standards of watch keeping, training and certification

.5

states that the IMO conference conveyed in 1978 on the STCW Convention and resulted in one of the most important maritime safety conventions ever developed

.6

explains 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 practices in other countries

19

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency .7

Tex1books,

BibflOQl'BPhy

Teaching Aid

states that the 1978 STCW Convention prescribed minimum standards which countries were obliged to meet or exceed, and reflected the highest practicable standards which could be globally agreed at the time

The need for revision (0.5 hour)

1.2 .1

states that, by the late '80s, it was realized that the 1978 STCW Convention was not achieving its well-intended purpose, and was gradually losing credibility as its acceptance widened

.2

explains that, although the 1978 STCW Convention established good principles, it had its drawbacks, such as:

-

.3

the interpretation in many areas left "to the satisfaction the Administration"

-

no definition on required skills and competences

-

insufficient basis for control

states other factors that reduced the effectiveness STCW Convention including:

V1

R4

V4

of

of the 1978

-

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 differing education and training backgrounds multi-national manning

-

shift of traditional organization of duties and responsibilities on board ships

-

public concern regarding human related causes of shipping disasters

from

explains that in response to the changes, IMO technical cooperation projects had strengthened the maritime administrations and maritime education and training capabilities of developing countries

.5

states that IMO had also decided in May 1993 to give high priority to comprehensively review the 1978 STCW Convention

Overview of the revised STCW Convention (0.5 hour) .1

R4

lacking in detail and precision in its standards

.4

1.3

20

IMO Reference

states the main outcomes of the revision as:

-

to transfer all detailed technical requirements associated Code

-

to identify the skills and competence

-

to require respective Administrations to maintain direct control and endorse the qualifications of personnel serving their ships

to an

required

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency

.2

.3

-

to make Parties to the Convention accountable to each other, through IMO, for proper implementation and activities as required in the Convention

-

to have the amendments

.5

2

Textbooks, Bibliography

Teaching Aid

enter into force with least delay

states that the 1995 amendments areas:

cover three important

-

responsibilities

-

uniform standards of competence

of shipping companies

implementation

by governments

explains that in support of the above major areas, the revised Convention includes new provisions, such as:

.4

IMO Reference

the qualifications

of trainers and assessors

the quality standards systems

states that the structure of the revised Convention

consists of:

-

17 Articles, which are the same as for the 1978 Convention

-

Regulations, divided into 8 Chapters, of which two are new and the others substantially revised from the 1978 Convention

-

STCW Code, also with 8 Chapters corresponding to the respective Chapters in the Regulations, and sectionalised into two Parts with Part A containing mandatory requirements and Part B containing recommendatory guidance

-

14 Resolutions

states that the revised STCW Convention, 1995, does not prescribe minimum levels of manning, which are dealt with in another IMO Convention

Process Overview (0.75 hour) A1 .1

states that the process must ensure that candidates meet all minimum national and international requirements in respect of:

-

experience

-

age

-

medical fitness

-

training

-

qualification

-

assessments

T1 Part 2

/ examinations

standards of competence

.2

states that the process must test knowledge and competence actually used in the position concerned

.3

states that the revised STCW Convention, 1995, contains specific criteria detailing the standards of knowledge, understanding and proficiency to achieve for each element of competence for the various functions

21

ASSESSMENT,

EXAMINATION AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency .4

states that assessments / examinations must be properly administered, supervised and monitored

.5

states that the trainers, assessors and examiners must be appropriately qualified

.6

states that the process must apply the same minimum standard at all locations and at all times until standards are changed

.7

states 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

.8

states that the process should allow candidates to appeal against decisions of the assessor / examiner

.9

states that the process must allow for revocation of certificates for specified causes

IMO Reference

.10 states that the process must provide for periodic revalidation:

-

of certificates

-

of assessment

issued / examination

content

.11 states that the process must be able to maintain security and confidentiality of assessment / examination content .12 states that the process must ensure that approved training courses remain up to date and valid .13 states that the process requires successful completion applicable courses which have been approved by the Administration

of

.14 explains the need to ensure a common standard of training and assessment to make the qualification process work in accordance with the revised STCW Convention, 1995 .15 explains that in theory, a seafarer may receive education, training, seagoing service, certificate, and employment on board, each from different States .16 states 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 revised STCW Convention, 1995 .17 explains that there is a need for a procedure in recognizing standards to serve as a basis:

22

-

for acceptance

-

for agreements institutions

by other States

to facilitate delegation of responsibility to individual maritime education and training institution on co-operation

with other States /

STCW.7/ Circ.7

Textbooks, Bibliography

Teaching

Aid

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency

3 International Obligations 3.1

IMO Reference

Textbooks, Bibliography

A1

-

the 1978 STCW Convention, as amended

-

the 1995 STCW Conference the ITU Radio Regulations

-

the IMO/ILO Document for Guidance, 1985

-

appropriate

resolutions W5 W6

IMO Assembly resolutions

the ILO Officers' Competency 1936 (No. 53)

Certificates Convention,

-

the ILO Certification (No. 74)

-

the ILO Vocational Training (Seafarers) Recommendation, 1970 (No.137)

of Able Seamen Convention

1946

.1

states the general obligations of the Convention

.2

outlines the definitions and clarifications contained in Article II, Regulation 1/1, and Section A-1/1 of the Convention

.3

summaries the application of the Convention

.4

states the layout of the Convention, as:

.5

.6

T1 Part 3

lists the principal international instruments governing training and certification of seafarers as:

STCW Convention, as amended (0.75 hour)

3.2

Aid

(2.25 hours)

International instruments (0.125 hour) .1

Teaching

R1

B4

V4

Article, Regulation, Part A and Part B of STCW code (Annex 1 and Annex 2 of the Convention)

outlines the 8 chapters in Part A (Annex 1), as:

-

Chapter I - General provisions

-

Chapter II - Master and deck department

-

Chapter III - Engine department

-

Chapter IV - Radiocommunication

and radio personnel

Chapter V - Special training requirements on certain types of ships

-

Chapter VI - Emergency, occupational care and survival functions

-

Chapter VII - Alternative certification

for personnel R2

safety, medical

Chapter VIII- Watchkeeping.

outlines the various regulations in Chapter I, as:

-

Reg 1/1 - Definitions and clarifications

-

Reg 1/2 - Certificates and endorsements

-

Reg 1/3 - Principles governing near-coastal

voyages

23

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency -

-

.7

Reg 1/7 - Communication

of information

Reg 1/8 - Quality standards

-

Reg 1/10 - Recognition of certificates

-

Reg 1/11 - Revalidation of certificates

-

Reg 1/12 - Use of simulators Reg 1/13 - Conduct of Trials Reg 1/14 - Responsibilities Reg 1/15 - Transitional

of companies

provisions

states the regulations under Chapter II, as:

-

Reg 11/1- Mandatory minimum requirements for certification of officers in charge of a navigational watch on ships of 500 gross tonnage or more

-

Reg 11/2- Mandatory minimum requirements for certification of masters and chief mates on ships of 500 gross tonnage or more

-

Reg 11/3- Mandatory minimum requirements for certification of officers in charge of a navigational watch and of masters on ships of less than 500 gross tonnage Reg 11/4- Mandatory minimum requirements for certification of ratings forming part of a navigational watch

states the regulations under Chapter III, as: Reg 111/1- Mandatory minium requirements for certification of an engineering watch in a manned engineroom or designated duty engineers in a periodically unmanned engine-room.

-

Reg 111/2- Mandatory minimum requirements for certification of chief engineer officers and second engineer officer on ships powered by main propulsion machinery of 3,000 kW propulsion power or more

-

Reg 111/3- Mandatory minimum requirements for certification of chief engineer officers and second engineer officer on ships powered by main propulsion machinery of between 750 kW and 3,000 kW propulsion power

-

Reg 111/4- Mandatory minimum requirements for certification of ratings forming part of watch in a manned engine-room or designated to perform duties in a periodically unmanned engine-room

states the regulations under chapter IV, as:

-

24

Reg 1/6 - Training and assessment

Reg 1/9 - Medical standards - Issue and registration of certificates

-

.9

Reg 1/5 - National provisions

-

.8

Reg 1/4 - Control procedures

Reg IV/1 - Application Reg IV/2 - Mandatory minimum requirements certification of GMDSS radio personnel

for

IMO Reference

Textbooks, Bibliography

Teaching Aid

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency

IMO Reference

Textbooks, Bibliography

Teaching Aid

.10 states the regulations under chapter V, as:

-

Reg V/1 - Mandatory minimum requirements for the training and qualification of masters, officers and ratings on tankers

-

Reg V/2 - Mandatory minimum requirements for the training and qualification of masters, officers and ratings and other personnel on ro-ro passenger ships

-

Reg V/3 - Mandatory minimum requirements for the training and qualification of masters, officers, ratings and other personnel on passenger ships other than ro-ro passenger ships

R2

R2

R2

.11 states the regulations under chapter VI, as:

-

Reg VI/1 - Mandatory minimum requirements for familiarization, basic safety training and instruction for all seafarers

-

Reg VI/2 - Mandatory minimum requirements for the issue of certificates of proficiency in survival craft, rescue boats and fast rescue boats

-

Reg VI/3 - Mandatory minimum requirements in advanced fire fighting

for training

-

Reg VI/4 - Mandatory minimum requirements medical first aid and medical care

relating to

.12 states the regulations under chapter VII, as:

-

Reg VII/1 - Issue of alternative certificates Reg VII/2 - Certification

of seafarers

Reg VII/3 - Principles governing the issue of alternative certificates

.13 states the regulations under chapter VIII, as:

-

Reg VIII/1 - Fitness of duty Reg VIII/2 - Watchkeeping to be observed

arrangements

and principles

.14 states the inter-relationship between Part A (mandatory standards) and Part B (recommended guidance) of STCW Code .15 states the importance of the competency STCW Code

tables in Part A of

.16 explains the use of the competency tables in Part A of STCW Code

STCW Conference resolutions (0.125 hour)

3.3 .1

states that the resolutions adopted by the 1995 STCW Conference deal with:

R4

Resolution and Summary

-

Adoption of amendments to the annex to the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978

25

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency Adoption of the Seafarers' Training, Certification and Watchkeeping Code

-

Transitional

-

Training in crisis management and human behaviour for personnel serving on board ro-ro passenger ships

-

Training of personnel on passenger ships

-

Development for seafarers

-

Training of maritime pilots, vessel traffic service personnel and maritime personnel employed on mobile offshore units

-

Promotion of technical co-operation

-

Contribution of the World Maritime University in the achievement of enhanced standards of maritime training

-

Revision of model courses published by IMO

provisions

Training of radio operators for GMDSS

Monitoring the implementation

of alternative certification

Promotion of technical knowledge, skills and professionalism, of seafarers of international

Promotion of the participation industry

standards of medical fitness

of women in the maritime

ITU Radio Regulations (0.125 hour)

3.4

26

-

IMO Reference

.1

states that the International Telecommunication Union is the UN specialized agency responsible for regulations governing the use of the radio spectrum

.2

states that 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

.3

states that, 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

-

general operator's certificate

radio electronic certificate

restricted operator's certificate

.4

states that the conditions of issue and the knowledge and experience required for each GMDSS certificate are set forth in article 847 of the Radio Regulations

.5

states that article 848 of the Radio Regulations stipulates the class and minimum number of operators or personnel for ship stations and ship earth stations

R5

Textbooks, Bibliography

Teaching Aid

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency

IMO Reference

Textbooks, Bibliography

Teaching Aid

SOlAS Convention (0.125 hour)

3.5 .1

states that, although they differ, the ITU and IMO requirements are held to be compatible

Document for Guidance, 1985 (0.125 hour)

3.6 .1

explains the origins and purpose of the Document for Guidance, 1985

.2

states that the Document for Guidance made recommendations on the syllabuses to be followed by those engaged in the deck and engineering departments, based on the 1978 STCW Convention and associated resolutions adopted by the 1978 STCW Conference or by the IMO Assembly

.3

states that some provisions of the Document for Guidance were applicable to all departments, including the catering department

R8 R6

IMO Assembly resolutions (0.125 hour)

3.7 .1

states that IMO Assembly resolutions on training are recommendatory

.2

lists the resolutions on training as being:

-

A.89 (IV) Training of seafarers

-

A.286 (VIII) Recommendation on training and qualification of officers and crews of ships carrying hazardous or noxious chemicals in bulk

-

A.537 (13) Training of officers and ratings responsible for cargo handling on ships carrying dangerous and hazardous substances in solid form in bulk or in packaged form

-

A.624 (15) Guidelines on training for the purpose of launching lifeboats and rescue boats from ships making headway through the water

-

A.657 (16) Instructions for action in survival craft

-

A.703 (17) Training of radio personnel in the Global Maritime Distress and Safety System (GMDSS)

-

A.712 (17) Recommended standards of specialized training, qualifications and certification of key personnel assigned responsibility for essential marine functions on mobile offshore units (MOUs)

A.124 (V) Recommendation

on crew training

A.188 (VI) Training of masters, officers and crew

.3

states that most of the resolutions listed in paragraph 3.7.2 above have been superseded

.4

explains the purpose and outlines the list of Conventions / Resolutions / Circulars adopted by IMO Assembly

27

ASSESSMENT,

EXAMINATION AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency

Textbooks, Bibliography

Teaching

Aid

IBC and IGC Codes (0.125 hour)

3.8 .1

states that further requirements for the training of all personnel in ships carrying dangerous chemicals in bulk are contained in section 16.3 of the IBC Code and for personnel in ships carrying liquefied gases in bulk in section 18.3 of the IGC Code

ILO Convention No. 53 (0.125 hour)

3.9 .1

.2

identifies the terms defined in the Convention states the duties, which the Convention requires, must be performed by persons duly certificated

.4

lists the general requirements certificate

.5

explains the means of enforcement Convention

of the Convention for issue of a

provided for in the

ILO Convention No. 74 (0.125 hour) .1

explains the application of the ILa Certification Seamen Convention, 1946 (No. 74)

.2

states the requirements of the Convention for granting a certificate of qualification

ILO Recommendation

3.11

No. 137 (0.125 hour)

explains that the ILa Vocational Training (Seafarers) Recommendation, 1970 (No. 137) applies to all training for the performance of duties of persons in the deck, engine, radio or catering departments or general-purpose crews, except fishermen

.2

states that Recommendation No. 137 is a comprehensive instrument containing detailed provisions on the basic objectives of training policy, the organization and coordination of training, the financing of training schemes, training standards, national training programmes, general training schemes for seafarers, advanced training courses, training methods and international co-operation in promoting the training of seafarers

.3

outlines the general recommendations various sections

contained in each of its

General objectives (0.125 hour) .1

W6

of Able

.1

3.12

W6

explains the application of the ILa Officers' Competency Certificates Convention, 1936 (No. 53)

.3

3.10

28

IMO Reference

summarizes 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 a statutory examination

W6

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency

3.13

.2

4

Textbooks, Bibliography

Teaching Aid

to issue an authoritative document to seafarers when competence has been confirmed, which can then be used for employment on board ship and for port State control

Certification of fishermen (0.125 hour) .1

IMO Reference

R3

lists the requirements concerning the training and certification of fishermen as being:

-

Certification of skippers and officers in charge of a navigational watch on fishing vessels of 24 metres in length and over

-

Standards for skippers and officers in charge of a navigational watch on fishing vessels of less that 24 metres in length operating in unlimited and limited waters

-

Minimum requirements for certification of chief engineer officers and second engineer officers of fishing vessels powered by main propulsion machinery of 750 kW propulsion or more

states the requirements

to establish:

-

standards of qualifications

-

the certification of personnel on board fishing vessels

-

the issuing of certificates the examinations

for fishermen's

for certificates,

the means of enforcement

certificates

as required

provided for in the Convention

.3

summarizes the philosophy behind those instruments as they relate to the examination of fishermen as being similar to that behind the instruments concerning the training and certification of merchant ship personnel

.4

states that the International Convention on Standards of Training, Certification and Watch keeping for Fishing Vessel Personnel (STCW-F) covers the respective requirements

Authority and Organization (1.5 hours)

4.1

Authority (0.75 hour) .1 .2

describes generally the national legislation required to give effect to the revised STCW Convention, '1995 outlines, in terms suitable to own country:

-

enabling legislation governing the certification and ships' officers

-

subsidiary legislation governing:

-

the conduct of examinations

-

the revalidation of certificates the suspension and cancellation

-

policy and fines

A1 T1 Part 4

of masters

the issue of certificates

of certificates

29

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency

Textbooks, Bibliography

Teaching Aid

Organization (0.75 hour)

4.2 .1

5

IMO

Reference

classifies examinations

as being:

-

internal if conducted by the training academy or college staff

-

external if conducted solely by an authority independent of the training academy or college

.2

summarizes the advantages examination system

.3

summarizes the advantages and disadvantages external examination system

of the

.4

describes the organization of an Administration, to operate an external examination system

which elects

.5

describes the organization of an Administration, which elects to delegate the examining function to training academies

.6

details the process to be followed to establish an external examination and certification system

.7

details the process to be followed to establish an internal examination and certification system

Quality System

and disadvantages

of the internal

(3 hours) A1

Quality standards (0.5 hour)

5.1 .1

.2

30

states that a quality standards system must be in place to ensure achievement of defined objectives in areas including:

-

training

-

assessment

-

certification endorsement

-

revalidation

-

qualification

of competence

and experience

of instructors and assessors

states that the quality standards are applicable to:

-

the Administration's certification

-

maritime education and training institutions, and their assessment / examination systems

system for control, approval and

.3

states that the quality standards system must include an evaluation process, and the evaluation conducted by qualified persons not involved in the activities concerned

.4

outlines the scope and objectives to be covered in the quality standards, including but not limiting to:

-

the administration

-

training programmes and courses, their objectives and related standards of competence to be achieved

of the certification

system

T1Part 5

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency 4.2

IMO Reference

Textbooks, Bibliography

Teaching Aid

Organization (0.75 hour) .1

classifies examinations

as being:

-

internal if conducted by the training academy or college staff

-

external if conducted solely by an authority independent of the training academy or college

.2

summarizes examination

the advantages system

.3

summarizes the advantages and disadvantages external examination system

of the

.4

describes the organization of an Administration, to operate an external examination system

which elects

.5

describes the organization of an Administration, which elects to delegate the examining function to training academies

.6

details the process to be followed to establish an external examination and certification system

.7

details the process to be followed to establish an internal examination and certification system

5 Quality System

and disadvantages

of the internal

(3 hours) A1

Quality standards (0.5 hour)

5.1 .1

.2

states that a quality standards system must be in place to ensure achievement of defined objectives in areas including:

-

training

-

certification

-

endorsement

-

revalidation

-

qualification

of competence

and experience of instructors and assessors

states that the quality standards are applicable to:

-

the Administration's certification

-

maritime education and training institutions, and their assessment / examination systems

system for control, approval and

.3

states that the quality standards system must include an evaluation process, and the evaluation conducted by qualified persons not involved in the activities concerned

.4

outlines the scope and objectives to be covered in the quality standards, including but not limiting to:

-

30

assessment

the administration

of the certification

system

training programmes and courses, their objectives and related standards of competence to be achieved

T1Part 5

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency

.5

-

assessments and examinations, on the appropriate of knowledge, understanding and proficiency/skills required

-

qualifications assessors

-

controls and internal quality assurance reviews

IMO Reference

Textbooks, Bibliography

Teaching Aid

levels

and experience of instructors and

an independent

evaluation process

explains that the independent and verify that:

evaluation process is to ensure

-

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

.6

states that the report of the independent evaluation should include the terms of reference for the evaluation, and the qualification and experience of the evaluators

.7

states 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 Reg 1/6 of the revised STCW Convention, 1995, and Section A-I/6 of STCW Code

.8

states that quality standards are stipulated in Reg 1/8 of the revised STCW Convention, 1995, and Section A-I/8 of STCW Code

Quality management system (1.75 hours)

5.2 .1

states that all activities under the requirements of the Convention are to be continuously monitored through a quality standards management system whether the activities are carried out by the Administration, within a Government ministry / department / organization, or other entities under its authority

.2

outlines the essential principles to ensure quality standards as:

.3

-

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 results 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

generates procedures for conducting assessment of competence-based standards for navigating officers / engineering officers

A1App.A

31

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency .4

outlines the main parts in the quality standards,

-

.5

32

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

defines the key elements in the quality standards including:

model,

-

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 organizational structure, responsibilities, resources

-

techniques and activities for quality control at all levels

-

arrangements

functions, and processes,

systematic monitoring arrangements for periodic external quality evaluations

.7

states 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

states that it is recommended for the administration national certification system to adopt arrangements

of 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

-

incorporate processes for internal reviews and external evaluation

explains that the establishment of quality standards for education, training and assessment programmes should consider the following:

-

Teaching Aid

clear guidelines to ensure quality assurance

designs a feedback form for monitoring of quality standards

.9

Textbooks, Bibliography

including:

.6

.8

IMO Reference

utilize existing provisions for national accreditation / education quality standards to courses incorporating the competence requirements of the Convention in all levels

A1 App.A

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency -

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

IMO Reference

Textbooks, Bibliography

Teaching Aid

.10 states that guidance regarding quality standards are given in Section 8-1/8 of STCW Code

The independent evaluation (0.5 hour)

5.3 .1

defines an independent

evaluation

.2

explains that the purpose of the independent evaluation is to provide an independent assessment of the effectiveness of the quality standard arrangements at all levels

.3

states that in the case of an education and training establishment a recognized academic accreditation or quality standards body or government agency should be used

.4

states that each evaluation should include a systematic independent examination of all quality activities

.5

states that the evaluation should not include the validity of the defined objectives

.6

reiterates paragraphs 5.1 .3 and 5.1.5 above

.7

states that sufficient advance information should be given to the evaluation team, and for major training institution or programme the following are recommended to be provided the team:

-

the mission statement

-

organization chart and information on composition committees and advisory bodies

-

staff and student information

-

description

and

details of academic and training strategies in use of

of training facilities and equipment

outline of policies and procedures that affect the quality standards, such as:

-

student admission

-

development

-

assessment / examination and re-sits

-

staff recruitment, training, development, and promotion

-

feedback from student and industry

of new courses

review of existing courses system, including appeals appraisal

staff involvement in research and development

33

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency .8

states that the evaluation team should forward an interim report to the management for comments on the findings

.9

outlines the final report, submitted after reviewing management comments, with the following being recommended:

-

brief background programme

-

be full, fair and accurate

-

IMO

Reference

5.4

highlights of strengths and weaknesses

of the system

description of the evaluation proceedings covers the elements of the quality standards model defined in paragraph 5.2.4 above indication of extent of non-compliance with the requirements of the Convention and effectiveness quality standards

of the

spell out clearly the areas found deficient, offer suggestions for improvement and other relevant comments

34

T1 Part 5

maritime academies maritime training centres maritime simulator centres crew manning offices

ISM Code (0.25 hour) .1

states the purpose of the ISM Code

.2

states the objectives of the ISM Code

.3

states that the ISM Code is a requirement for mandatory application, incorporated in Chapter IX of the SOlAS Convention

.4

explains that the ISM Code fundamentally addresses quality management system applied to marine management and shipboard operation

.5

states that compliance with other quality management system does not necessarily ensure compliance with the ISM Code

.6

states that the ISM Code does not provide detailed and prescriptive requirements, but act as an 'umbrella" regulation encompassing the STCW Convention, MAR POL Convention, SO LAS Convention, and other standards

.7

states 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

.8

clarifies paragraph 5.4.7 above with examples:

-

Teaching Aid

information about institution or

.10 explains briefly, using the charts shown in the Course Compendium, the suggested structure of standards for:

-

Textbooks, Bibliography

ISM Code requires newly assigned crew members to be familiarized with the vessel

R7

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency -

generally familiarization training given to the crew would satisfy the requirements of both ISM Code 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 revised STCW Convention, 1995

6 Certificate Requirements

Textbooks, Bibliography

Teaching Aid

(2.5 hours)

STCW Convention requirements (1.5 hours)

6.1 .1

describes the structure of certificates for the master and the deck department, outlining the requirements for each certificate

.2

describes the structure of certificates for the engine department, outlining the requirements for each certificate

.3

identifies the mandatory training provisions

.4

identifies the special requirements types of ships

.5

defines near-coastal

.6

describes the applicability of delimiting near-coastal voyages in accordance with the revised STCW Convention, 1995

.7

explains the purpose and the intent of establishing constitutes approved sea-going service

.8

generates a description of approved seagoing service for various certificates

A1 T1 Part 6

for personnel on certain

voyages

what A1App. B

National certificates (1 hour)

6.2 .1 .2

7

IMO Reference

describes the effects of varying the certificate structure from that embodied in the Convention generates a certificate structure to meet given needs

Assessing Applications .1

.2

A1

(2.75 hours)

generates a list of information needed on application for the following: (a)

first and subsequent

(b)

revalidation

(c)

endorsement

A1 App.B

T1 Part 7

certificate of competency A1 App.C

of certificate of competency of service

states applicable conventions

as:

-

ILO Seafarers' Identity Documents Convention,

-

ILO Minimum Age (Sea) Conventions, 1973

-

ILO Medical Examination

-

ILO Officers' Competency

1958

1920, 1936 and

(Seafarers) Convention, Certificates

Convention,

1946 1936

35

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency -

International Convention on Standards of Training, Certification and Watchkeeping, 1978, as amended 1995

-

ITU Radio Regulations

.3

identifies a procedure for assessing applications

.4

given an application, determines the required documentary evidence necessary to complete the review of the application

.5

explains how seafarers' documentation be verified

.6

describes the authority required for accepting equivalencies

IMO Reference

Textbooks, Bibliography

Teaching Aid

A1 App.C

and sea service may

8 Requirements in Training and A1

Assessment (0.75 hour)

.1

states that Regulation 1/6 covers the provisions on training and assessment for seafarers for certification

.2

states that relevant requirements are specified in Section A-1/6 of STCW Code, and that Section B-1/6 of STCW Code provides guidance for the requirements

.3

outlines the requirements on training and assessment Section A-1/6 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

.1

W7 W8

the effect on the normal operation of the ship, and the dedication of time and attention on persons involved in the training and assessment

Roles and responsibilities assessment (0.25 hour)

8.2

in

-

-

36

T1 Part 8

Regulation on training and assessment (0.25 hour)

8.1

in training and

states the roles and responsibilities in the training and assessment regime for the various functions including:

-

the training supervisor

-

instructor

-

assessor

W9

B2

V3

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency .2

training and assessment

IMO Reference

Textbooks, Bibliography

Teaching Aid

on board

internal verifier or auditor external verifier or auditor

states 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 I characteristics required in the functions, such as for delivery of lectures (in training) and degree of objectivity (in assessment)

-

their motivation, attitude and understanding assumed

-

courses attended or training I instructional received

-

their experience

of the roles techniques

in the functions

On board training and assessment (0.25

8.3

hour) .1

states that senior sea staff have responsibility for ensuring the efficiency and safety of the operations and welfare of personnel

.2

states that the responsibility

includes:

-

familiarizing

-

implementing safe procedures for routine operations including the prevention of pollution

-

providing emergency

-

encouraging

crew members with the ship and equipment

response training

career development

for all crew members

.3

states that the requirements for persons conducting on board training and I or assessment are specified in Section A-1/6 of STCW Code and as given in sub-sections 8.1 and 8.2 above

.4

lists the considerations for onboard training and assessment, including the following:

-

time requirement

-

cultural I language issues

-

setting of objectives

85

condition of ship and environment

I voyage factors

86 88

methods to be used resources, such as:

-

the necessary skills and qualifications assessors

-

equipment

-

manuals

of trainers and

and space

37

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency -

9.1

Specification of standards (1.75 hours) states that a written specification should be prepared for the approval of training courses leading to required international or national qualifications states that specifications

-

facilities

-

equipment

-

trainee entry standards

-

course programme and syllabus

staff qualifications

A1 T1Part 9

should cover:

and experience

minimum performance standards of trainees for the issue of a certificate or other document attesting success

.3

states that trainee intake limitations should be specified in the light of the facilities and equipment available

.4

states that the capabilities and performance necessary equipment should be specified

.5

lists the factors to consider for the use of simulators conducting training and assessment

.6

states that the qualifications must be laid down

.7

explains that the provision of support staff and technicians capable of servicing equipment may be taken into account when considering course approvals

.8

states that entry standards for trainees should be prescribed

.9

explains 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

standards of in

and experience of instructors

.10 states 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 states that the form of examination or continuous assessment and the criteria for their successful completion should be laid down .12 states that conditions for reassessment

may be included

.13 states that the form of document attesting success should be specified

38

Teaching Aid

the relevant forms, record sheets or training record books

Approving Training, Assessments and Records (3.25 hours)

.2

Textbooks, Bibliography

training aids

9

.1

IMO Reference

A1 App.D

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency

IMO

Reference

Textbooks, Bibliography

Teaching Aid A1App. D

.14 draws up a specification of standards for a module of a training and assessment programme to satisfy a given requirement or recommendation of the revised STCW Convention, 1995 .15 explains that, when equipment specifications are updated, approvals for existing equipment should be continued for a reasonable time to allow for replacement or updating .16 explains how IMO model courses can be used to assist in drawing up specifications

Evaluation against standards (0.75 hour)

9.2 .1

states that a formal application to the Administration for approval or re-approval of training should be required from a training establishment

.2

states that the application should contain sufficient information on facilities, equipment, staff and the intended course programme to enable evaluation against the specified standards

.3

states 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 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 satisfactory

is in

procedures are

.4

explains 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

states that specimen examination papers may be produced by the Administration as guidance to training establishments on the type of assessment expected

.6

states that approval for new training courses should initially be conditional upon satisfactory completion of the first course

.7

states that an examiner from the Administration monitor the first course or selected parts of it

should

Maintenance of standards (0.75 hour)

9.3 .1

states that approvals should be granted for a limited period, after which re-approval must be sought

.2

states that approvals should:

-

require notification of changes in equipment or instructors reserve the right to monitor all or part of a course without notice

-

include arrangements

-

stipulate the records to be kept and reports to be made to the Administration

for moderation of assessments

39

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency .3

explains that moderation may be carried out by the Administration or by independent moderators, appointed either by the Administration or, subject to their approval, by the training establishment

.4

states 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

states that the Administration has the right to inspect assessment / examination scripts

.6

explains how the Administration can use an oral test, forming part of the overall assessment, as an indicator of course standards

.7

states that training establishments should refer all proposals to accept trainees who do not meet the entry standards to the Administration

.8

states that training establishments should be asked to comment on unusually high or low pass rates

.9

explains how standards can be maintained and improved by periodic meetings of teachers and examiners from the Administration

10 Competence-Based Standards

IMO Reference

Textbooks, Bibliography

Teaching Aid

(9.75

hours)

Competence-based training (0.75 hour)

10.1 .1 .2

40

states that Certificates of Competency employment at sea for many years

have been a feature of

states 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

explains that the system outlined in paragraphs 10.1 and 10.2 above has not changed in the system contained in the revised STCW Convention, 1995

.4

explains that the revised STCW Convention, 1995, defines the requirements of the competence in more explicit terms, and the outcome to be achieved, measured and assessed

.5

states that the objective is to establish a clearly defined single set of standards of competence recognized by all concerned

81

A1

813

T1 Part 10

814

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency .6

.7

.8

states that competence

IMO Reference

Textbooks, Bibliography

Teaching Aid

standards enable:

-

the industry to specify its requirements based on them

-

training to be responsive to the needs of the industry

and training to be

establishment of benchmarks for delivery of training, certification and recognition of individual capability

states 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 contingencies that may arise

and allowing for all

states that the development of competence qualifications for seafarers involves:

-

-

based

making the desired training outcome explicit ensuring that assessment incorporates ability and application in practice

performance

providing a range of learning opportunities to individuals to facilitate access to new qualifications and career advancement

Table of competence in STCW, 1995 (2.25

10.2

hours) .1

states that the competence standards are grouped within a framework of seven functions at three levels of responsibility

.2

states the format of the table of competence

-

the title of a general area of competence table)

-

the description

-

the performance

as consisting: (Column 1 of

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) criteria (Column 4 of table)

.3

constructs the comparison Standards

.4

explains that competences may be applicable for different functions, and this flexibility has lead to the new Chapter VII "Alternative Certification"

.5

lists an example to paragraph

-

table showing compliance with

A1App. E

10.2.4 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

41

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency .6

develops applicable competence requirements

.7

states that the higher level of responsibility, following will be required:

10.3 .1

for special training

Textbooks, Bibliography

Teaching Aid

A1 App. E

the more of the

-

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 another

from one work context to

-

ability to recognize and plan work

-

ability to supervise and lead others

ability to innovate and cope with non-routine

activities

Competence-based assessment (3.25 hou rs)

V5

explains that traditionally, seafarer training and qualification arrangements have been based on:

-

the sea service requirement, and acquire skills

-

written examinations, to test knowledge and understanding of subjects relevant to the work involved

to gain adequate experience

.2

states that one of the key components of competence-based standards and qualifications is the assessment process

.3

states that the assessment must effectively evaluate competence in performance of tasks in line with the performance criteria

.4

given a specific function, analyzes tasks involved

A1App. E

.5

given a specific task, analyzes the knowledge and skills required

A1 App. E

.6

states that assessment is the process of obtaining and comparing evidence of competence with the standards

.7

states that the assessment must aim to ensure that sufficient, reliable and verifiable evidence is available

.8

explains that the traditional methods of seafarer training and certification stated in paragraph 10.3.1 above have their drawbacks

.9

states 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 states that the revised STCW Convention, 1995, specifies the methods and criteria for demonstrating and evaluating competences in the competency tables .11 describes and provides examples of the criterion-referenced assessment and the norm-referenced assessment

42

IMO

Reference

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency

IMO Reference

Textbooks, Bibliography

Teaching Aid

.12 states that the tables of competence in the revised STCW Convention, 1995, most closely resemble the criterionreferenced model .13 explains that all forms of assessment concerns the collection of evidence to match against defined standards .14 explains that it is the purpose of the assessment which determines the nature and process of the assessment system .15 defines the purpose of competence-based

assessment

.16 describes key principles in the competence-based assessment approach, including:

-

focus on outcomes

-

only "competenf' made

individualized

assessment

no percentage rating no comparison with other individuals' all standards/requirements

results

must be met

on-going process, leading to further development assessment

and

or "not yet competent" judgements

.17 lists the three key aspects of competent performance by the standards of competence, as:

-

what has to be achieved (outcomes)

-

how well it must be achieved (performance

provided

criteria)

in what context / conditions / activities (range statement)

.18 given a general training objective, or knowledge or skill required, generates detailed learning objectives on which tests items may be based

A1App.E

.19 states that the competence-based assessment process includes establishing and agreeing on the assessment plan between the assessor and the candidate .20 lists the various influences on the assessment including:

-

a firm sense of direction

-

illusion of validity

-

stereotyping

-

halo and horns effects

-

the 'Hawthorn' effect

-

recency effect

process

contrast effect

.21 states that in a competence-based assessment and certification system, individuals achieve a certificate when they can demonstrate performance which meets all the required standards

43

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency .22 lists other uses of competence-based including:

-

a basis of performance identification

assessment

Textbooks, Bibliography

Teaching Aid

system,

appraisal

of training needs

a tool for skills audit a base for staff selection and recruitment evaluating training effectiveness

Collecting and matching evidence to standards (2.75 hours)

10.4 .1

states that assessment is about making judgements, and involves reviewing evidence presented to make a confident decision of "competent" or "not yet competent"

.2

describes the various methods of assessment strengths and weaknesses of each method

.3

lists the four key components methods as:

.4

including the

that influence choice of

-

the required standards of competence

-

the assessment

-

the context of assessment

-

skills of the assessor

framework

explains that the use of the various methods should take into account:

-

the evidence required

-

the quality of the evidence generated from the method

the amount of the evidence required

.5

states that some of the methods provide evidence of performance, while others provide evidence of knowledge and understanding

.6

states that it is the application of knowledge and understanding that is of key interest in a competence-based assessment system

.7

constructs a table of specifications and explains its use in drawing up an assessment / examination

.8

outlines the considerations may be used

.9

lists the sources of evidence of a candidate's

under which multiple assessors performance

.10 explains the different types of evidence, including:

44

IMO Reference

-

performance

-

direct or primary evidence

-

indirect evidence

evidence

knowledge evidence

supporting evidence

A1 App. E

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency

-

supplementary

-

historical evidence

IMO Reference

Textbooks, Bibliography

Teaching Aid

evidence

.11 states that the assessment plan should be flexible so as to assess the candidate in a variety of ways, taking into account operational constraints .12 states that wherever possible, assessment should take place in the workplace with observation of normal workplace activity .13 states that workplace assessment possible, either:

may not always be

-

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 sa1ety may be compromised

.14 states that in such cases mentioned in paragraph 10.4.12 above, other forms / combination / location of assessment will need to be set-up and managed to gather sufficient high quality evidence .15 states that in all methods and forms of assessment there should be transparency, validity and reliability in the system .16 states that to ensure quality, all evidence collected should be valid, authentic, current, and in sufficient amount .17 states that in the matching and judging stages of competencebased assessment, the following guidelines are helpful:

10.5

-

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, 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

with no

Review and follow-up (0.25 hour)

.1

explains that the assessment process may reveal the candidate's performance "gaps"

.2

states that the "gaps" indicate either a lack of opportunity to demonstrate competence or lack of experience /skills /knowledge

.3

states that the candidate is to be provided with feedback on the "gaps", and his/her training and development needs identified as necessary

.4

states 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

45

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency .5

Textbooks, Bibliography

Teaching Aid

states that there should be properly laid out procedures for providing the follow-up actions, including awarding the certificate to the candidate or plan for re-assessment

Quality assurance (0.5 hour)

10.6 .1

states that an effective quality assurance model is in place to ensure that the standards and the credibility of the competence-based assessment system is maintained

.2

explains how the selection, training and monitoring of assessors affect quality assurance in the competence-based assessment system

.3

outlines the requirements and characteristics that are essential in the proper selection, training and monitoring of assessors

.4

outlines the framework to ensure that quality control is maintained in the system

.5

defines the role and responsibilities auditor

.6

defines the role and responsibilities of the external verifier or auditor, and the organization helshe represents

of the internal verifier or

11 Developing Written Tests 11.1

46

IMO

Reference

(9.75 hours)

Examination methodology (0.5 hour) .1

states 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

states that the seafarer, in addition to paragraph 11.1.1 above, must also be certified medically fit for sea duty

.3

explains 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

differentiates between an examination syllabus and a teaching syllabus and between general training objectives and detailed learning objectives

.5

identifies 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 ILO Conventions No. 74, as appropriate

.6

explains the status of IMO Assembly resolutions and MSC circulars

.7

explains what is meant by minimal interpretation of mandatory instruments and the purpose and use of the IMO/ILO Document for Guidance

.8

explains how IMO model courses may be used as guidance so that the minimum standards of competence implemented may be as uniform as possible

B9

A1 T1 Part 11

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency .9

IMO

Reference

Textbooks, Bibliography

Teaching Aid

states that the examination format may consist of written, oral and practical tests, and continuous assessment

.10 states that written tests may be of the subjective or objective types .11 describes the subjective-type test as demanding an essay or precis response, the quality and completeness of which must be subjectively assessed by the scorer .12 describes 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 lists the types of objective tests as true/false, matching, multiple-choice or coded multiple-choice items .14 states that supply-type questions consisting of completion or short-answer test items may be regarded as falling between the definitions of subjective and objective tests

Quality of tests (0.5 hour)

11.2 .1

describes the desired qualities of an examination

-

discrimination

-

usability

as:

content validity criterion-related

validity

item validity reliability

.2

explains 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

explains 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

explains that the criterion-related validity of a test is a measure of how well the test estimates or predicts the candidate's on-the-job performance

.5

outlines the performance Code

.6

explains the need to establish the criterion-related the examination process for seafarers

.7

explains that item validity is a measure of the appropriateness of that individual item in the area concerned

.8

explains that a test item may prove to be invalid because of:

.9

-

inappropriate

-

inappropriateness

criteria for seafarers given in STCW

validity of

level of difficulty

poor construction of learning outcome tested

explains that the reliability of a test is a measure of its capability to produce consistency of results 47

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency .10 explains the link between examination comprehensiveness

IMO Reference

Textbooks, Bibliography

Teaching Aid

reliability and

.11 explains 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 .12 explains 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 .13 explains the factors, which affect discrimination .14 states that examinations administer

Subjective-type tests (0.75 hour)

11.3 .1

.2

states that a good subjective-type

examination

should test:

-

breadth of knowledge

-

depth of knowledge

-

comprehension

-

ability to apply principles, concepts and methodology

-

ability to organize facts, ideas and arguments

of principles, concepts and methodology

states that a good subjective question:

-

is as brief as possible

-

is complete

-

contains no extraneous information

-

measures an objective that is essential to the job

is clear

.3

gives examples of uses to which subjective test items may best be put

.4

describes the advantages

.5

describes the weaknesses

.6

generates subjective-type questions to test achievement specific learning objectives

of an essay-type test of an essay-type test of

A1App.F

Supply-type tests (0.75 hour)

11.4

48

should be easy and economical to

.1

explains that supply-type tests may be of the 'completion' or 'short-answer' types

.2

gives examples of uses to which supply-type test items may best be put

.3

describes the advantages

.4

describes the weaknesses

.5

generates supply-type test items to test that specific learning objectives have been achieved

of the supply-type test item of the supply-type test item A1 App. F

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency Objective-type tests (3.5 hours)

11.5 .1

explains that objective tests may be of the 'true/false', 'matching', or 'multiple-choice' types

.2

gives examples of uses to which the true/false test item may best be put

.3

explains the advantages of the true/false test item

.4

explains the weaknesses

.5

explains what is meant by the guess factor and how this can be compensated for in scoring this type of test

.6

generates true/false test items to test that specific learning objectives have been achieved

.7

gives examples of uses to which a test item of a matching test may best be put

.8

explains the advantages

.9

explains the weaknesses

IMO

Reference

Textbooks; Bibliography

Teaching Aid

B12

C1

B15

C2

B16

of the true/false test item

of the matching-test

A1App. F

item

of the matching-test

item

.10 generates items for a matching test to determine if specific learning objectives have been achieved

A1 App. F

.11 states that the answer to a multiple-choice question may be of the 'best answer' type or the 'correct answer' type .12 states 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 gives examples of uses to which a multiple-choice-type item may best be put .14 describes the advantages of the multiple-choice-type .15 describes the weaknesses item

of the multiple-choice-type

test test item test

.16 states that, where selection of the 'best' response is called for, that response may not be 'correct' or 'true' in all situations .17 states that the remaining responses are 'distracters' which must be plausible

or 'foils',

.18 describes how to construct plausible distracters .19 generates multiple-choice

items which:

-

pose the situation in the stem

-

measure objectives essential to the job

-

has only one indisputable answer

-

contain no clues in the stem

-

discriminate misconceptions, through pertinent, reasonable, plausible, distinct, but incorrect distracters

-

have responses arranged in a logical order

are grammatically

A1App. F

consistent

have responses of approximately

equal length

use negative words only when appropriate

49

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency

-

are free of irrelevant responses

-

have the best response randomly placed

Textbooks, Bibliography

avoid absolute terms such as 'never' and 'always' A1 App. F

generates multiple-choice

knowledge of facts, principles, concepts or methodology comprehension application

of principles, concepts or methodology

of principles, concepts or methodology A1App. F

.21 generates coded and illustration-type multiple-choice items and identifies suitable areas of application for test items of this nature

Calculations (1.5 hours)

11.6 .1

states that ability to perform calculations may be assessed by requiring the complete solution of selected problems (gross sampling)

.2

states that ability to perform calculations assessed by detailed sampling

.3

describes a procedure for gross sampling

.4

describes a procedure for detailed sampling

.5

differentiates

.6

discusses advantages detailed sampling

.7

given an item for a Gross sampling) test, compiles a series of items for a 'detailed sampling' test that covers all procedures and steps

between procedural

may also be

items and step test items

and disadvantages

of gross and

Compiling tests (2.25 hours)

11.7 .1

50

Teaching Aid

use only standard accepted abbreviations

.20 given specific learning objectives, items which test:

-

IMO Reference

explains 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

states that the type of test used should be that which best assesses the learning outcome or ability

.3

explains 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

states that the number of alternative responses used in a multiple-choice test varies the 'guess factor'

.5

states that instructions for completion concise and clear

.6

explains how test items should be distributed in a test according to their level of difficulty

.7

explains how the sequence of correct responses in a multiplechoice test should not form a recognizable pattern on the answer sheet

of tests should be

A1 App.F

812

C1

815

C2

816

C3

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency .8

states that a table of specifications used for each topic area

.9

states that the compiled test should be comprehensive

should be constructed

IMO Reference

Textbooks, Bibliography

Teaching Aid

and

.10 states that data banks of test items may be kept in card form or in computerized form

W3

.11 states that series of tests may also be kept as examination papers or booklets .12 states that completed answer sheets for multiple-choke tests may be scored manually or by electronic scanning equipment .13 states 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, generates 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

A1 App. F

A1App. F

.16 explains security measures necessary to prevent compromising of test material .17 states that if the topic coverage of a data bank 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

12

Invigilation of Tests

12.1

Written tests (0.5 hour)

A1

.1

distinguishes

T1Part 12

.2

states that an examinations officer should be appointed to take charge of all administration for each examination, including its invigilation

.3

states that the examinations officer should provide invigilators with written instructions on the general conduct of examinations and the special requirements for particular tests

.4

states that instructions on the general conduct of examinations should include:

(1.5 hours)

between open-book and closed-book tests

-

means of positive identification

-

policy on admission of late arrivals

-

the earliest time at which candidates

-

security of examination papers, answer books and papers, their collection and their return

-

a list of permitted personal publications,

-

conditions under which a candidate leave the examination room

-

rules on permitted communications

-

guidelines on the disposal of rough working and canceled answers

of candidates

may leave

and calculators

may temporarily

51

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency -

what to do about damage or defacement publications and equipment

-

procedure in the event of suspected cheating or other irregularities

-

telephone number(s) to ring concerning queries or difficulties

Textbooks, Bibliography

Teaching Aid

of examination

.5

explains why there should always be a minimum of two invigilators per examination room

.6

states that invigilators should not undertake any other tasks during an examination

.7

states that the times of starting and of finishing, by the clock in the examination room, should be clearly displayed

.8

describes how to prepare an examination room regarding the spacing of desks and the seating of candidates for a written test

Publications and equipment (0.25 hour)

12.2 .1

states that publications and equipment to be provided by the examining authority should be indicated at the head of examination papers

.2

explains that the examinations officer must know requirements in advance, to ensure that an adequate supply of publications or of equipment is available

.3

states that necessary and permitted personal publications and equipment should be included in the published examination rules available to candidates

.4

describes the checks which invigilators should make of personal publications and equipment

.5

explains how to deal with cases of damage to or defacement of examination property

Communications

12.3

(0.75 hour)

.1

states that, in general, no communication between candidates, whether verbal or writer, should be allowed and any queries must be directed to an invigilator

.2

explains how sharing of publications, equipment and calculators has potential for cheating and states that it should be prohibited

.3

draws up a written statement of the administrative arrangements for an examination, including a set of instructions to invigilators on the conduct of an examination

13 Scoring Tests

A1 App.G

(2.25 hours)

Scoring subjective tests (1.25 hours)

A1

.1

distinguishes

T1 Part 13

.2

explains how weighting can be applied in deductive scoring to:

13.1

52

IMO Reference

between credit scoring and deductive scoring

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency .3

IMO

Reference

Textbooks, Bibliography

Teaching Aid

errors of principle major errors clerical errors

defines:

-

error of principle major error clerical error

.4

states that deductions may exceed the score for a question, in which case a zero score is assigned

.5

explains how credit scoring can be weighted with respect to method and clerical accuracy

.6

states 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

.7

states that accuracy limits for a correct answer should form part of the scoring scheme

.8

states that criteria for credit for neatness and orderliness of working (if any) should be stated in the scoring scheme

.9

states that deductions for errors or lack of accuracy should be unambiguously defined in deductive scoring schemes

.10 states that a well-defined scoring scheme will give the same score when applied by different markers .11 explains how to deal with answers produced by a calculator, not showing the method used .12 describes 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

A1App.H

.14 explains how to deal with doubtful responses .15 states that scores for questions may be weighted to reflect their importance or difficulty .16 explains the use of compulsory and optional questions in a paper .17 states that optional questions should all be of similar standard and be weighted equally .18 states that the pass mark is set at the lowest score for which sufficient skills and knowledge have been demonstrated for the examines to be judged to be competent in the subject being tested .19 states that the pass mark is often fixed for administrative convenience, and explains how that affects the development of tests

Scoring objective tests (0.5 hour)

13.2 .1

states that simple credit scoring is usually employed

53

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency .2

states that deductions

-

nil response

-

wrong response

Textbooks, Bibliography

Teaching Aid

may be made for:

multiple response

.3

states that credits and deductions

.4

explains that a criterion-referenced test is intended to measure how many objectives have been realized, and that a deductive scoring scheme complicates the interpretation of results and the setting of a pass mark

.5

explains how different types of objective tests, forming part of the same paper, may be weighted

.6

explains how chance scoring affects total scores in simple credit scoring

.7

states that the pass mark should be the number of criteria, which it is necessary to satisfy for the examinee to be judged to have demonstrated competency in the subject of the test

.8

explains how the pass mark can be adjusted to take account of chance scores

may be weighted

Reviewing marginal cases (0.25 hour)

13.3 .1

defines a marginal case as a score within 5% ether side of the pass mark

.2

states that all marginal cases should be reviewed for:

-

completeness

-

correct recording of scores

of marking

.3

states that, for objective tests, the score after review is accepted

.4

states that marginal subjective tests should be independently marked by a second marker, as a check on the correct application of the scoring scheme

.5

describes how to re-mark and adjust scores after the decision on whether to pass or fail has been made

14 Oral and Practical Tests (2 hours)

54

IMO Reference

.1

states that Administrations may require an oral and a practical test on topics essential to safety, as part of the examination, for issue of certificates of competency

.2

explains advantages requirement

.3

explains how an oral test and how a practical test should be conducted

.4

summarizes a process for assuring proper coverage of the syllabus and a fair assessment

.5

explains the use of objective tests for screening

.6

outlines a procedure for conducting

and disadvantages

of such a

communications

A1 T1Part 14

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency .7

explains the use which may be made of models and simulators

.8

draws up a test specification practical examination

IMO Reference

Textbooks, Bibliography

Teaching Aid

A1 App.1 W7-9

and a scoring scheme for a given

15 Shipboard Assessment System (2.5 hours) 15.1

82

Development of shipboard assessment system (1.5 hours) .1

T1Part 15

explains what is meant by:

-

education

-

training

-

performance

-

assessment

A1

a learning system

.2

explains the purpose of assessment

.3

explains the methods of assessment

.4

describes situations where training and assessment of benefit

.5

explains the difference between symptoms and causes when applied to performance at work

.6

describes the effect of learning on the person

.7

explains five areas in which training can improve performance

.8

generates tasks for a required job performance relevant information

.9

identifies training needs from given information or observation

.10 determines whether a performance training

should be

A1App. J

- given

gap could be closed by

.11 discusses how attitudes might be changed .12 explains what is meant by the cognitive domain .13 explains what is meant by knowledge, application

comprehension

and

.14 explains what is meant by the affective domain .15 explains what is meant by the psychomotor

domain

.16 determines additional knowledge and skills required in a given case .17 discusses the value of issuing assessment

criteria to trainees

.18 discusses the constraints and issues to be considered shipboard assessor

by

55

ASSESSMENT, EXAMINATION AND CERTIFICATION OF SEAFARERS

Knowledge, understanding and proficiency 15.2

Development of Competence-Based Assessment (0.75 hour)

IMO Reference

Textbooks, Bibliography

82

.1

explains knowledge-based

assessment

.2

explains skill-based

.3

explains what is meant by "competence-based

.4

discusses the factors which influence the choice of assessment method

.5

explains briefly how the various factors affect the choice of assessment method

.6

lists the common factors of all assessment

.7

explains the purpose of "traditional assessment"

.8

explains the purpose of "competence-based

.9

describes

assessment

how the assessment

assessment"

systems

assessment"

process operates

.10 explains what makes the competence-based different

assessment

.11 explains the implications of introducing competence-based assessment .12 explains the fundamental

responsibilities

of an assessor

.13 states that an assessor's role is to plan, manage and control assessment proceedings

.14 describes the qualities essential to be a successful assessor .15 discusses the characteristics assessment methods

of trainees which influence

.16 selects suitable assessment methods for specified subject areas .17 describes the role of the assessor in the various assessment methods

The Shipboard Assessment (0.25 hour)

15.3

56

.1

defines shipboard assessment

82

.2

defines performance

objective

83

.3

defines performance

measure

.4

defines performance

standard

.5

lists the issues to take into account when preparing and conducting shipboard assessment

.6

states that shipboard assessment should be carried out in accordance with Regulation 1/6 of the revised STCW Convention, 1995, and Section A-I/6 of STCW Code

.7

lists the stages of developing shipboard assessment

methods

Teaching Aid

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency

IMO Reference

Textbooks, Bibliography

Teaching Aid

16 Performance Criteria for Shipboard Assessment (1.75 hours) 16.1 .1

Identification of performance objectives (1 hour)

B5

states that identifying of performance following three sub-steps:

86

-

-

.2

B8

T1 Part 16 V5

determines the critical performance objectives by considering the consequences of performance failure with respect to:

-

personal injury and loss of life

-

environmental

-

economic costs

damage and pollution

reviews available resources to identify performance objectives, including:

-

Approved Training Record Books

-

ship's operating procedures

-

international,

-

objectives involve the

A1

STCW tables of standards of competence

national and local regulations

company instructions

and procedures

technical equipment and technical equipment manuals task analysis subject matter expert advice

ensures that performance competences

objectives are tied to STCW

identifies training objectives for work performance

A1 App.K

Selection of Performance Objectives (0.25 hour)

16.2

.1

discusses that the performance objectives appropriate for shipboard assessment should be selected by reviewing the following four general factors:

-

the safety implications of conducting the assessment

-

the current shipboard operating conditions,

-

-

environmental

-

location

-

equipment status

including:

conditions

workload personnel schedules

the ability to establish adequate controls over shipboard operations throughout the assessment period.

57

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency -

the candidates'

IMO Reference

Textbooks, Bibliography

Teaching Aid

current skill level, taking into account:

-

prior training

-

experience

Determining performance measures and standards (0.5 hour)

16.3

.1

discusses that the determination of performance measures and standards involve the following three sub-activities:

-

selecting the methods of measuring the steps or components of the practical test, which may include:

-

observation

-

monitoring performance with respect to an established metric (such as time to complete a step)

of whether or not a step was completed

recording a value from an indicator or gauge (such as a compass)

-

identifying the standard corresponding component.

-

determining how the overall performance objective is met (i.e., what critical factors must be applied)

to each step or

17

The Assessment Process (4.25 hours)

17.1

Preparation of assessment package (0.25

A1

hour)

T1 -

.1

.2

package, the

-

student workbook, including reference material for the candidate

-

guide to assessment instructions for the assessor and candidate checklists worksheets work forms record of observed performance summary form

states that a scheme must be provided to determine whether the summarized performance constitutes competent performance.

The assessment process (0.25 hour)

17.2 .1

states that the steps involved in conducting assessment should include:

-

58

Part 17

states that in developing an assessment following may be necessary:

the preparation for the assessment conducting a pre-assessment

briefing with the candidate

V5

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency -

observing the candidate's results

performance

-

evaluating the process and determining outcome

-

conducting an assessment

IMO Reference

Textbooks, Bibliography

Teaching Aid

and recording the the assessment

debrief

Preparation of the assessment (1.5 hours)

17.3 .1

states that preparation for the assessment following sub-steps:

-

-

-

-

-

.2

involved the

Gathering of materials

-

identify appropriate assessed

-

procure the necessary materials

materials for items to be

Preparing the staging area

-

stand-by appropriate

-

ascertain the need for appropriate

ensure a safe working environment safety appliances attire

Preparing and arranging equipment

-

identify equipment to be used

-

ensure equipment are in good working condition

-

ascertain that assessment can be conducted without disrupting normal function of ship

Conducting any necessary safety checks

-

ensure that there are adequate controls to avoid problems

-

determine the standard safety check list for items to be assessed

-

take account of the weather condition during period of assessment

-

obtain permit to carry out assessment responsible officer

from master or

Informing affected personnel

-

inform candidate and other affected personnel in advance

-

clarify that assessment will not interfere with shipboard routine operations

-

notify affected watchkeeper confirm that candidate is ready for the assessment

makes preparation for an assessment

on board

A1App. L

59

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency

IMO

Reference

Textbooks, Bibliography

Teaching Aid

Conduct pre-assessment briefing (0.75

17.4

hour) .1

states that a pre-assessment briefing with the candidate should be conducted, which should address the following:

-

The scope (what and how much)

-

-

-

.2

17.5 .1

the competences

being assessed

the framework for assessment the purpose of the assessment

Procedures

(rules)

-

guidelines on the competences

-

the time-frame

circumstances be postponed

to be assessed

that may require the assessment

parameter of permissible

to

activities

guidelines for appeal

Standards (goal to be met)

-

the acceptable level of knowledge, understanding and proficiency, as per the STCW competence tables

-

any other criteria, including for safety

Outcome and consequences

of the assessment

-

the form or manner by which the outcome will be made known to candidate

-

the need to agree on the candidate's weaknesses

-

the expected consequences of the outcome, (for example, the need for the candidate to be reassessed or send for further training)

-

the documents involved in recording the outcome (for example, the Training and Assessment Record Book)

conducts a pre-assessment

strength and

A1 App. L

briefing

Observe the candidate performance and record the results (0.75 hour) states that throughout the assessment, be noted:

-

the following should

Avoiding coaching

-

60

items to be assessed

refrain from giving guidance/hints/tips ensure performance

is candidate's

to candidate

own effort

Remaining objective

-

keep within the scope and guidelines of assessment

-

avoid personal opinions that are subjective

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency -

take account of conditions beyond control of candidate which may affect his/her performance

-

exercise impartiality

-

be specific and clear in instructions

-

-

-

refrain from candidate's arguments/pleading)

influences (such as

keep out unwarranted

-

maintain a conducive environment

-

ensure timely intervention when potentially hazardous situation arises

-

stick to allocated time-frame

interference for assessment

apply fair and firm stand in determining

Ensuring realistic assessment appropriate information

outcomes

conditions and providing

-

create scenerios as realistic as possible when actual conditions not present ego responding to emergencies etc.

-

disseminate relevant information to ensure that candidate is not at a disadvantage

Avoiding unnecessary

interference

allow candidate to complete the task uninterrupted abide by the time frame for each task to prevent disruption on subsequent tasks

Maintaining guidelines

-

.1

Teaching Aid

direct observation on candidate's performances rather than on candidate himself/herself

-

-

17.6

Textbooks, Bibliography

Maintaining positive control of the situation

-

IMO Reference

records in accordance

with the assessment

record the assessment in the approved Training and Assessment Record Book record the assessment in the candidate's training record book where appropriate

B5 B6 B8

company

Evaluate the process and determine the assessment outcome (0.25 hour) states that upon observing the performances, the process should be evaluated and the assessment outcome should be determined, covering the following steps:

-

recording performance for each individual performance step, including making notes of mistakes made by candidate

-

applying the evaluation instructions as stipulated in the revised STCW Competence Table, paying attention to the required criteria for evaluating competence

-

determining the results

the outcomes and immediately

documenting

61

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency

IMO Reference

Textbooks, Bibliography

Teaching Aid

Assessment debrief (0.5 hour)

17.7 .1

states that an assessment debrief should be conducted with the candidate as soon as possible, adhering to the following guidelines:

-

Focus on positive outcomes first

-

-

satisfactory performances

avoid making statements/comments demoralize the candidate

that will

Identify areas needing improvement

-

make references to areas where performances were not up to expectation, based on factual observation

-

discuss ways in which candidate can improve on the performances in order to satisfy the competence requirement

Specify the assessment

-

outline candidate's

results

inform candidate on the assessment whether he/she has PASS or FAIL)

result (i.e.

Close with a recommendation, by recommending necessary actions for the candidate to take for improvement, including:

-

more exposure to a particular task further or refresher training source of materials to gain knowledge need for closer supervision

or coaching

if appropriate, specify minimum period before the next assessment of the failed task

18 Develop Performance Improvement Plan (0.75 hour) explains the purpose of developing the performance improvement plan

.2

states that it is necessary to determine the need for such a plan for each candidate

.3

states that the plan is not required if the following three conditions are met:

.4

62

A1

.1

-

the assessment was conducted according to agenda/schedule

-

the assessment

appeared fair and valid

the candidate passed without any areas for improvement being identified

states that it is necessary to allocate some time to review and analyze the assessment process and outcome, taking into consideration:

-

the candidate's

-

how the results compare with prior assessment

results results

T1Part 18

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency .5

the extent to which the assessment realistic shipboard operations

accurately

-

areas of additional training for the candidate changes in shipboard procedure and tasks changes in ship equipment changes in the assessment

process

states the need to communicate (face to face) with the candidate and/or ship master/company designated person/management representative the contents of the performance improvement plan

.7

states that there may be a need to revise the plan before finalizing it

.8

states that the documents with the recommendations written and signed.

19 Maintenance of Standards

must be

(7.5 hours)

Review of test material (3 hours) .1

explains a procedure for initial review of the content of new and revised test items

.2

explains how the adequacy of a test may be evaluated against task criteria

.3

explains how a statistical review of items for an objective test may be carried out

.4

explains the meaning and use of:

.5

Teaching Aid

plan

.6

19.1

Textbooks, Bibliography

reflected

states that if any of the three conditions identified in paragraph 18.4 is not met, a preliminary improvement must be prepared, which may address:

-

IMO Reference

-

level of difficulty (P-value) of a test item

-

cumulative

-

discrimination of a test item

-

population

-

frequency distribution of test results

and composite

A1 T1Part 19

P-values

index (D-value) (coefficient of correlation)

given statistics on the results of a series of tests:

-

calculates the P-values of individual test items

-

calculates the cumulative

-

calculates the D-values of test items

-

plots the frequency distribution of results of the test and discusses the discrimination performance of the test as a whole

A1App.M

P-values of individual test items

.6

explains the usefulness of P - and D-values in assessing quality of test items in criterion-related tests

.7

discusses desired P-values

.8

discusses desired D-values

63

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS IMO Reference

Knowledge, understanding and proficiency .9

Textbooks, Bibliography

Teaching Aid

describes the content of a test-item label

.10 states 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

W3

level of difficulty

.11 describes how P-values can be used to maintain a consistent standard of examination .12 given flawed test items, identifies and corrects weaknesses them

in

.13 appraises various methods and range for evaluating competence

A1 App.M

Failures (0.25 hour)

19.2 .1

describes an effective procedure for controlling the reexamination of candidates who have failed

.2

describes advantages and disadvantages passes in an examination system

.3

explains how failing candidates may be advised of weaknesses demonstrated in their answers

.4

states that any weakness demonstrated by many candidates should be brought to the attention of the academy concerned

of according partial

Appeals (0.25 hour)

19.3 .1

outlines 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

Recognizing certificates (1 hour)

19.4

64

A1 App.M

.1

describes a procedure for recognizing certificates under the revised STCW Convention, 1995, Regulation 1/10

.2

given an applicant for a certificate who already holds a certificate issued by another Administration, identifies criteria to apply to determine:

-

the equivalence

-

such further actions as may be necessary to allow an appropriate certificate to be issued

of the foreign certificate

.3

describes how the validity of certificates Administrations may be verified

issued by other

.4

explains difficulties, which may arise concerning administrative control

A1App.M

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency

IMO

Reference

Textbooks, Bibliography

Teaching Aid

Dispensations, exemptions and equivalents (1.25 hours)

19.5 .1

describes conditions under which dispensations may be issued under the revised STCW Convention, 1995

.2

generates examples of 'circumstances necessity'

of exceptional

.3

generates examples of circumstances rise to the need for dispensations

of 'force majeure' giving

.4

describes how to deal with an application for a dispensation for an officer to temporarily fill a post more senior than that which he is certificated to fill

.5

describes how to deal with an application for a dispensation for an uncertificated seafarer to temporarily fill a post for which a certificated person is required

.6

states 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

.7

generates a document suitable for issue as a dispensation

.8

describes the procedure for reporting to the SecretaryGeneral of IMO the details of dispensations issued

.9

describes the circumstances under which an Administration can vary the mandatory minimum requirements for certificates issued under the revised STCW Convention, 1995

.10 discusses the use which may be made of equivalents the revised STCW Convention, 1995

A1 App. M

A1 App.M

under

Revalidation of certificates (0.25 hour)

19.6 .1

explains requirements of the revised STCW Convention, 1995, regarding revalidation

.2

states that the period between revalidations of certificates of masters and officers must not exceed 5 years

Suspension and revocation (1.5 hours)

19.7 .1

describes the authority which is necessary in order to revoke or suspend certificates for specified causes

.2

outlines procedures for dealing effectively and fairly with cases of alleged:

.3

-

misconduct

-

incompetence

-

incapacity

given a case study, identifies those factors which should result in revocation or suspension of a certificate

A1 App.M

65

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency Administration

20 20.1

Teaching Aid

Issuing and replacing certificates (1.75

A1

hours)

T1 Part 20

explains the need for centralized replacement of certificates

.2

generates a central record for certificates issued, including updates, and lists the basic information to be recorded

.3

explains the procedure for verifying eligibility prior to issue

.4

explains the procedure for endorsing certificates and for removing limitations

.5

from given data, completes the endorsement the revised STCW Convention, 1995

.6

explains the procedure for replacing lost certificates and the associated precautions which should be taken

control over the issue and

as required by

A1 App. N

A1 App.N

Enforcement of standards (1.25 hours) .1

outlines the content of a typical set of administrative instructions and guidance aimed at achieving uniformity and treatment of assessment of candidates

.2

describes the means by which the requirements for certification and documentation of ships' personnel may be enforced

.3

describes administrative procedures which may be adopted to help prevent wrongful use of certificates which have been test, stolen, revoked or suspended

.4

generates the control procedures which may be applied under the provisions of Article X and of Regulation 1/4 of the revised STCW Convention, 1995

.5

outlines the practical training which examiners should undergo following completion of the present course

20.3

Upholding the responsibilities companies (2.25 hours)

of

.1

states that each Administration shall hold companies responsible for the assignment of seafarers for service in their ships in accordance with the provisions of the revised STCW Convention, 1995

.2

outlines such responsibilities,

.3

66

Textbooks, Bibliography

(5.25 hours)

.1

20.2

IMO

Reference

with respect to:

-

appropriate

-

safe manning requirements

-

the relevant documentation

-

the seafarers' familiarization procedures

-

the seafarer's co-ordination prevention

certificates to hold by the seafarers

and data of the seafarers of the ship, equipment and on safety and pollution-

given a watch keeping schedule, comments on its suitability

A1App. N

PART C: DETAILED TEACHING SYLLABUS

Knowledge, understanding and proficiency .4

states that Regulation 1/14 of the revised STCW Convention, 1995, and Section A-I/14 of STCW Code specify the responsibilities of companies

.5

states that Section 8-1/14 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

.6

states that Section 8-11/1 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

.7

generates administrative arrangements responsibilities of companies

.8

explains that the Administration are recommended that companies perform the following:

Teaching Aid

A1 App.N

to ensure

establish criteria and policy to select personnel exhibiting the highest standards of technical professionalism

-

monitor the standards on board encourage all officers to participate in training matters monitor progress of training and competence of seafarers in their service, particularly of the junior officers provide the necessary refresher and upgrading training encourage

pride and professionalism

be open to suggestions improvement

in their crew

and feedback from crew for

Requirements for High-Speed Craft

21

Textbooks, Bibliography

A1App.N

in upholding the

-

-

IMO Reference

R8

A1 T1Part 21

(0.75 hour) .1

states that provisions for safety measures for high-speed craft are incorporated in Chapter X of SOlAS Convention

.2

outlines the three regulations in Chapter X of SOlAS Convention as:

-

Regulation

-

Regulation 2 on Application

1 on Definitions

Regulation 3 on Requirements

for high-speed craft

.3

states that 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

.4

outlines Chapter 18 of the HSC Code which specifies the training and qualification requirements

.5

states 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

67

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Knowledge, understanding and proficiency .6

-

failure mode of the systems

-

handling characteristics

-

bridge communication

Teaching Aid

knowledge of all on-board propulsion and control systems

of the craft and their limitations and navigational

stability and survivability

procedures

of the craft in damage conditions

life-saving appliances

-

escape routes, and evacuation passengers

-

fire protection and fire-extinguishing systems

-

damage control equipment and systems

-

cargo and vehicle stowage securement

-

control and communications emergency

procedures for appliances

and

systems

with passengers,

related to

location and use of all items listed in training manual others, such as:

-

passenger handling for service and safety

-

route / passage familiarization

maintenance

medical A1App.O

lists criteria for revalidation of type rating certificate

22 Group Evaluation

68

Textbooks, Bibliography

lists the coverage of the type rating training which includes:

-

.7

IMO Reference

(4.5 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

conducts a field test of the series of tests constructed objective 22.1

.3

reviews the results of the field test and evaluates the tests against specified criteria.

under

T1Part 22

A1App. P

PART D: INSTRUCTOR

MANUAL

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 twenty-two main subject areas identified in Part B, the course outline and timetable. Included with this course is a compendium that has been designed both to provide material for the instructor and to serve as a textbook. References throughout the detailed syllabus are made to the material in the compendium, which draws to varying degrees on provisions and procedures used in Hong Kong, Singapore, United Kingdom and United States of America. The compendium may be supplemented by additional texts or material at the discretion of the instructor. To the extent that it is possible to do so, the material in the compendium has been arranged according to the subject areas set out in Part B of the course. Since some of the material used has not been specially written for the course, a subject area may be dealt with in more than one part of the compendium. The course outline and provisional timetable provide guidance on the time allocation for the course material. 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 trainees comprising each class or group, the time actually taken for each subject area will vary 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 85. Continual reference should be made to the compendium so that the trainees may fully benefit from its content. Each lecture should commence with a statement of the objectives it is intended to achieve. At the end of each lecture, the trainees should be told which associated portions of the compendium 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. Encourage questions from the trainees and encourage other trainees to offer their opinions on the questions raised. 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 the content of the compendium is deemed insufficient. Many of the group activities, particularly in subject areas 10, 11 and 17, develop 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.

69

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Care should be taken to avoid any re-arrangement order of such activities .

•

of the timetable which would affect the

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 trainee attending this course needs a personal copy of the revised STCW Convention, 1995, with the latest amendments.

70

PART 0: INSTRUCTOR MANUAL

Guidance Notes Course Introduction (0.25 hour) The purpose here is to introduce the course as an essential part of the overalilMO to improve maritime training and certification standards for seafarers.

strategy

The following IMO Model Courses are designed to address the competences specified in the STCW Convention. Each of theses 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.

List of IMO Model Courses for which Assessment is an Essential Part 1

Officer in Charge of a Navigational Watch

2

Master and Chief Mate

3

Officer in Charge of an Engineering Watch

4

Chief Engineering Officer and Second Engineering Officer

5

Navigation at the Operational Level: Radar Navigation, Radar Plotting, and ARPA

6

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

7

Proficiency in Fire Prevention and Fire Fighting

8

Proficiency in Advanced Fire Fighting

9

Proficiency in Personal Survival Techniques

10

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

11

Proficiency in Fast Rescue Boats

12

Proficiency in Personal Safety and Social Responsibilities

13

Tanker Familiarization

14

Specialized Training for Oil Tankers

15

Specialized Training for Chemical Tankers

16

Specialized Training for Liquefied Gas Tankers

17

Proficiency in Elementary First Aid

18

Proficiency in Medical First Aid

19

Proficiency in Medical Care

20

Crowd Management, Familiarization and Safety Training for Personnel Providing Services to Passengers in Passenger Spaces

21

Crisis Management and Human Behaviour Training; and Passenger Safety, Cargo Safety and Hull Integrity Training

71

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

The trainees 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. Whilst the present course aims at familiarizing trainees 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 assessment / examination is taken. It must be emphasized that whilst many Administrations also examine candidates for certificates valid in fishing vessels and for certificates valid in internal waters as well as for certificates for the operation of radiocommunication equipment, the present course mainly concentrates on the certification of masters, mates and engineer officers. However, whatever discipline is involved, the problems encountered competency of seafarers are similar.

in assessing

the

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.

1 The Revised STCW Convention, 1995 (1.5 hours) The STCW Convention is one of the most important and influential conventions governing the training and qualification seafarers employed to crew the ships, and has direct impact on the seafarers themselves. The purpose of this part of the course is to provide the background of 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 trainees' understanding on issues concerning the Convention in order to fully appreciate the Convention's intent. An overview of the STCW Convention as amended in 1995, is briefly covered. However, where appropriate, a comparison with the original 1978 STCW Convention should be made in the relevant sections, and the pertinent changes should be highlighted.

2 Process Overview (0.75 hour) Part 2 is intended to introduce the trainees 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.

3 International Obligations (2.25 hours) Part 3 provides an extensive overview of the international instruments concerning the training and certification of seafarers. The intention is to impart an overall appreciation of the international obligation of States when they become Parties to or when they accept the various 72

PART 0: INSTRUCTOR

MANUAL

instruments concerned. The main emphasis is placed on the revised STCW Convention, 1995, and associated resolutions adopted by the STCW Conference or by the IMO, but again the purpose is to familiarize the trainees 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 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 Members.

4 Authority and Organization (1.5 hours) The examples given of legislation are only intended to illustrate the type of legislation necessary. Legal systems and practices vary from country to country, it is best to avoid extending discussion of details contained in the example given. Under 'Organization', the principles and concepts should be stressed. 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 a decentralized basis are 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.

5 Quality System (3 hours) This part of the course introduces to the course trainees a major new requirement in the revised STCW Convention, 1995. The aim is to familiarize the course trainees in the concept of quality management and processes. The framework of the requirements specified in the Convention should be clearly spelt out, including the areas, functions and activities that are covered under the scope, and the role of the independent evaluation. Attention should be drawn to Regulation 1/8 of the revised STCW Convention, 1995. Parallels may be drawn with other systems outside of shipping. Different Administrations are structured differently and each has its unique system, some of whom have various functions delegated to maritime training institutions or other examining bodies. It is not intended to provide course trainees with any packaged quality system, only to guide and advise them on specific requirements. The ISM Code is also introduced in this part of the course, to show its relationship with the quality management system and some other IMO Conventions. Trainees 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 5.2.3 hour)

Generates documented procedures for conducting assessment (0.75

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 whichever approved institution or centre conducts them. 73

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

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 trainees 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 5.2.6 -

Designs feedback form for monitoring quality standards (0.5 hour)

The aim here is to help trainees design feedback forms that collect relevant information to improve their quality system. Trainees should be advised that the feedback forms must (a) provide for sufficient space for effective information, but at the same time not too lengthy, (b) take account of various category 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 presentation by filling them up arbitrarily and then seek comments from the trainees on their effectiveness for the forms' intended purpose.

6 Certificate Requirements (2.5 hours) This section of the course aims at familiarizing the trainee with the basic structure of certificates embodied in the revised STCW Convention, 1995, and emphasizing the need for full compatibility between the national certification scheme and that set out in the Convention.

Activity 6.1.8 -

Generates sea-service rules (0.75 hour)

The objective of this activity is to allow trainees to gain an insight value of sea service performed in various types of ships and during This activity may best be carried out by dividing the class into discipline of the trainees. The size of any group should not exceed

Activity 6.2.2 -

into the practical training various types of voyages. groups according to the 6.

Generates a certificate structure (0.75 hour)

The objective of this activity is to allow trainees to consider the application of the revised STCW Convention, 1995, 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 trainees. The size of any group should not exceed 6.

7 Assessing Applications (2.75 hours) Section 7 deals with the information which is required to enable an Administration to assess the eligibility of applicants for certificates of competency. It is also intended to familiarize trainees with the methods of checking such applications and with the assessment of eligibility in accordance with the revised STCW Convention, 1995, and with national requirements.

74

PART D: INSTRUCTOR

Activities 7.1 (a)/(b)/(c)

-

MANUAL

Lists the information needed for various applications

(1.5

hours) These activities are intended to provide trainees with the opportunity to consider all of the information which is required by an Administration in order to assess applicants with regards

to: (a)

Eligibility for certificates of competency - Activity 7.1 (a);

(b)

Revalidation of certificates of competency - Activity 7.1 (b);

(c)

Endorsement for service on certain types of ships - Activity 7.1 (c).

The activities may be carried out by the groups similar to activity 6.2.2.

Activity 7.4 - Defines 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 revised STCW Convention, 1995, 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 STCW Code. This activity should be carried out in groups of trainees from the same States.

8 Requirements in Training and Assessment

(0.75 hour)

This part of the course deals with the requirements of the revised STCW Convention, 1995, on training and assessment as specified in Regulation 1/6. 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.

9 Approving Training, Assessment and Records

(3.25 hours)

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. Trainees should be encouraged to consider monitoring arrangements which will promote a cooperative effort between the training academy I examining body and the Administration in maintaining or improving standards.

75

ASSESSMENT,

EXAMINATION

Activity 9.1.5 -

AND CERTIFICATION

OF SEAFARERS

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

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

Activity 9.1.14 -

Draws 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, trainees should be divided according to their disciplines.

10 Competence-Based Standards

(9.75 hours)

Part 10 introduces one of the main chapters of this course. The objective is to ensure that course trainees have a solid grasp of the concept of competence-based training and assessment. It is best to avoid too much technical jargon so that trainees 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. Instructions given in this part should include going through the various tables of competence found in the revised STCW Convention, 1995. They should also be made aware that there are some training requirements which do not come with competency tables. Nevertheless, the training and assessment needed to fulfill the required standards are no less competencebased. Examples of such standards are those additional ones meant for personnel on certain types of ships, as specified in Chapter V of STCW Code. Trainees should be guided on how these standards are related to the competence tables. Depending on the experience and prior knowledge of the trainees, it may be necessary to spend a bit more time on sub-part 10.4, 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 over-emphasized. Reviews, follow-up actions, and quality assurance are integral to the quality system. Trainees should be made aware of this, whether the Administration takes on the training and assessment functions or delegate them to others.

Activity 10.2.3 - Constructs comparison table showing compliance with Standards (1 hour) In this activity a sample situation is given although the course may use other examples. The purpose of this activity is to enable the trainees to experience a situation where a lesson is submitted for approval by the Administration. The lesson plan need to be evaluated against the requirements of the respective section in STCW Code. The drawn-up table of comparison will assist in the evaluation.

76

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

should be instructed to include in the objectives any constraints or performance standards which they consider relevant. The suitability of the objectives for use in drawing up tests should form part of the discussion during the presentation.

Activity

10.4.7 -

Draws up a table of specifications

(2 hours)

The objective of this activity is to enable trainees to examine a given syllabus, written in learning-objective 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.

11 Developing Written Tests

(9.75 hours)

The aim of the first part of this section 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 objectives which will form the basis of assessment schemes. The second part deals with the use and the suitability of the various types of test available for assessing the competency of trainees, and with the preparation of valid test items appropriate to particular objectives. Extensive guidance on the writing of test items, which should be used by trainees when carrying out the indicated activities, is contained inJBta.rt11 of the course compendium.

Activities

11.3.6 to 11.5.19 - Generates test examples (2.5 hours)

The objective of these activities is to familiarize trainees with the tasks of identifying which of the available types of test is appropriate for testing the achievement of particular learning objectives 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 test for the learning objectives chosen in addition to the construction of the test items.

Activity

11.5.20 -

Generates

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. Trainees should be instructed to write one question at each level to start with and to expand on that if they have time.

Activity

11.5.21 -

Generates

coded and illustrated

multiple-choice

items (0.5 hour)

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

78

PART D: INSTRUCTOR

Activity

11.6.7 -

Converts a gross sampling

item into detailed sampling

MANUAL

items (1 hour)

The objective of this activity is to introduce trainees to the development of 'step test' and 'procedural' items which may be used for testing a candidate's ability to carry out a calculation by sampling his performance and understanding of parts of it. 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 the presentations are discussed, trainees should be asked to consider whether there are other calculations to which some of the same sampling items could be applied.

Activity

11.7.14 -

Generates a subjective

test for a subject area (0.75 hour)

This activity affords trainees 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

11.7.15 -

Generates an efficient

test for a subject area (1 hour)

The objective of this activity is to allow trainees to use all that has been covered in this section 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 the various learning objectives, 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 the trainees. The size of any group should not exceed 6.

12 Invigilation of Tests

(1.5 hours)

This section 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 academies 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.

Activity

12.3.3 -

Draws up administrative

arrangements

for examination

(0.5 hour)

The aim of this activity is to encourage trainees 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 79

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

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.

13 Scoring Tests (2.25 hours) 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 trainees 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 13.1.13 -

Produces a scoring scheme for an essay-type question (0.75 hour)

This activity is intended to give trainees 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.

14 Oral and Practical Tests (2 hours) Attention is drawn to those sections of the revised STCW Convention, 1995, which call for the practical demonstration of the proficiency 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 for practical testing in suitability equipped maritime training academies. Where testing is delegated to academies, the procedures for approval and monitoring of courses dealt with in section 9 of the 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 STCW Code on the performance standards required, assessment procedures and qualifications of assessors.

Activity 14.8 (1 hour)

Draws up a test specification and a scoring scheme for a practical test

The objective of this activity is to provide trainees 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 tests objectives, performance measures and performance standards of tasks associated with various competences required in the STCW Code. In particular, Example 4 shows how a particular task, on demonstration of the use of breathing apparatus, in Activity 14.8, would be assessed. The other examples in Attachment 1 are similarly drawn up to assess their respective competences. The instructor can re-design Activity 14.8 to reflect the competences to suit the needs of the course trainees.

80

PART 0: INSTRUCTOR

15 Shipboard Assessment System

MANUAL

(2.5 hours)

The entire shipboard assessment concept and principles form a major inclusion in the revised STCW Convention, 1995. Parts 15, 16, 17 and 18 should be given prominence in the conduct of the course. The MSC 1 Circ.853 (22 May 1998), see Part 15 of the Course Compendium, "Guidance on Shipboard Assessments of Proficiency".

refers to the

The objective of the first two sub-parts of Part 15 is to enable course trainees have a general understanding of competence-based assessment, the various elements involved, and its application on board. Some of the learning objectives are re-iterated in earlier sections of the course. Sub-part 15.3 will provide the basics parameters involved in carrying out assessments in the ship environment.

Activity hour)

15.1.8 -

Generates

series of tasks to assist

in shipboard

assessment

(0.75

The objective of this activity is to allow trainees gain experience in defining the tasks for a specific competence such that assessment of the competence can be effectively and realistically carried out. The course may use other competence for the activity, as much depends on the profile of the trainees. Attachment 1, provides two samples of tasks that are generated and defined to assess competences specified in Table A-1I/1 and 11111 of STCW Code. These are competences required by officers in charge of a navigating watch on ships of 500 gross tonnage or more, and officers in charge of an engineering watch in a manned engine-room or designated duty engineers in a periodically unmanned engine-room. The activity can be carried out in small groups of trainees, each group comprising trainees from the same discipline.

16 Performance Criteria for Shipboard Assessment

(1.75 hours)

Part 16 aims to set the performance objectives for assessment onboard. Attention should be 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 assessment is targeted to comply with the provisions of the revised STCW Convention, 1995, the trainees must be directed to the competency and related requirements. The various tables of competency in the STCW Code, together with some other relevant publications 1 materials, should be kept readily available for reference. Attachment 1, provides examples of various performance measures and performance standards derived from respective STCW competency requirements specified in STCW Code. They are to be used for illustrating the setting of performance criteria for assessing competences. Activity

16.1.2 -

Identifies

training

objectives

to work performance

(0.75 hour)

Most subjects or topics covered in training courses can be tested on course participants using the written test method. Training objectives for such courses mayor may not identify the practical implication of the subjects or topics. The aim of this activity is to allow trainees to gain 81

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

experience in identifying those subject matters that can be translated into practical applications on board. The idea is to imbue on the trainees that whilst written tests may assess knowledge and understanding, it is the assessing of a candidate's ability to apply this that is the core value of competence-based assessment. For this activity, the class should be formed into a number of groups, each comprising trainees from the same discipline.

17 The Assessment Process (4.25 hours) Depending on the profiles of the course trainees, more emphasis may be required for this section of the course. If the majority of trainees 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. Part 17 commences with the assessment package. Again samples of the necessary items in the package should be on hand for reference and guidance. The remaining sections of this Part deal with the actual conduct of the assessment. As mentioned, emphasis and time allocated depend on the make-up of the trainees. The course can select the activities laid out, to include all of them for exercise in full participation or go through some of them to achieve familiarization.

Activity 17.3.2 -

Makes preparation for an assessment on board (1 hour)

The activity allows the trainees to experience the steps involved in preparing for a shipboard assessment. The underlying objective is to give them an insight into any constraints or difficulties that may arise, because of the many inter-linked steps, in the actual implementation of an onboard assessment. Ideally, such an insight would encourage them to anticipate problems and get them to make sure that onboard assessments are well-planned ahead. Only then can the assessments be properly administered and be effective. The activity can be carried out individually or the class grouped in small number of trainees. During the presentation, each individual or group should be advised to voice any main concern, whether real or anticipated.

Activity 17.4.2 - Conducts a pre-assessment briefing (0.5 hour) This activity is a follow-up of activity 17.3.2. The objective is to allow trainees the experience in conducting a pre-assessment briefing by role-playing the part of the assessor. At the same time, trainees are also assuming the part of the candidates and would gain insight into their feelings. Trainees who role-playas candidates should be encouraged to feedback to the "assessors" if they think that they are being put in an uncomfortable situation or are under pressure. The implication is that the assessment will be conducted under unfair conditions and the behaviour of "candidates" is not true to life.

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18 Development of Performance Improvement Plan (0.75 hour) The focus of this section is to equip course trainees with the knowledge to develop feedback and follow-up actions for the assessment process. The main gist of the matter is that the assessment process is a continuous system, and not a closed one. The trainees must be made aware that the feedback and follow-up actions are meant for both the candidates taking the assessments as well as for the process itself. This is to ensure continuous improvement for all.

19 Maintenance of Standards (7.5 hours) 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. The point should be stressed that a State Party to the revised STCW Convention, 1995, is responsible for ensuring that all certificates recognized by it comply with the Convention and that its ships are manned by persons holding appropriate certificates or valid dispensations. Subsections 19.4 to 19.7 address the means for meeting those obligations.

Activity 19.1.5 -

Calculates and uses 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. This activity can be carried out individually.

Activity 19.1.12 -

Corrects flawed test items (0.75 hour)

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

Activity 19.1.13 (0.75 hour)

Appraises various methods and range for evaluating competence

The purpose of the activity is to gain insight into the effectiveness of different methods and various range of assessments. A particular method may well be suitable and proper for use when assessing one particular competence but not for another. The activity can be individually carried out or in small groups of trainees from the same discipline. Presentation and comments from class should be encouraged to share opinions.

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ASSESSMENT, EXAMINA TJON AND CERTIFICA TJON OF SEAFARERS

Activity 19.4.2 -

Determines the equivalence of a foreign certificate (0.5 hour)

The objective of this activity is to give trainees 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 19.5.2 (0.25 hour)

Generates examples of circumstances of exceptional necessity

This activity provides an opportunity for trainees to identify examples of 'circumstances of exceptional necessity' in which the issue of dispensations to suitable applicants would be justified under Article VIII of the revised STCW Convention, 1995.

Activity 19.5.7 -

Generates a dispensation document (0.25 hour)

The objective of this activity is to allow trainees 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 19.7.3 - Identifies factors which should result in revocation or suspension of a certificate (1 hour) This activity is intended to provide experience in examining a report of an inquiry into an accident or other 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. Trainees must have access only to the 'Findings of Fact' and 'Conclusions', of the report on the sinking of the motor vessel Antaeus, on pages 315 to 328 of Annex 20-1 of the Compendium, until the completion of this exercise. They should be provided with the remainder of the report during the final part of the discussion. Trainees should be asked to study the extract from the report during the evening before the activity is worked. This exercise may best be carried out by dividing the class into groups with mixed disciplines. The size of any group should not exceed 6.

20 Administration (5.25 hours) It is necessary to stress on the keeping of reliable centralized records of all certificates issued or replaced, to enable queries concerning certificates to be answered and to enable control of their fraudulent use to be exercised. Enforcement is dealt with both from the point of view of ensuring compliance with national regulations stipulating the requisite certificates to be held by those employed on board and as regards the port State control measures which may be applied to ships of other States visiting the ports of a State Party to the Convention.

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Trainees 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 20.1.2 -

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

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

Activity 20.1.5 - Completes STCW endorsements (0.5 hour) The intention of this activity is to provide experience in the completion of endorsements as required by the revised STCW Convention, 1995, 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 by with same grouping as above.

Activity 20.2.4 -

Defines 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 revised STCW Convention, 1995, are being complied with. The class can be divided into groups in accordance with member States of the trainees when doing this activity.

Activity 20.3.3-

Deliberates 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 VII1/1 of the amended STCW Convention and other international regulations. It should be noted that new ILO/IMO rules on hours of work may also have an impact. The above groupings can remain to carry out the activity.

Activity 20.3.7 Generates administrative responsibilities of companies (1 hour)

arrangements

in

upholding

the

The objective of the activity is to gain experience in determining the procedures that are necessary to ensure the responsibilities of companies are upheld in areas as provided in the revised STCW Convention, 1995. The same groups that carry out activity 20.2.4 can perform this activity.

85

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

21 Requirements for High-Speed Craft (0.75 hour) This section covers the training and certification requirements of personnel on high-speed craft. The relevant instruments governing their provisions, in particular SOlAS Convention and High-Speed Craft Code, should be kept available in the course for reference. Since there are similarities between the requirements for the high-speed craft and merchant ships, the pertinent areas should be highlighted without going into detail as they should already be covered in the preceding sections. In areas where the requirements of high-speed craft deviates from those of merchant ships, or where operating conditions differ, they should be emphasized. Examples of these are the faster traveling speed and cross training between deck and engineering officers for high-speed crafts.

Activity 21.7 (0.5 hour)

Lists the information needed for revalidation of a type rating certificate

The objective of the activity is to allow the trainees to gain experience in considering the various criteria needed for revalidation. Trainees from the same State should be grouped together to carry out the activity.

22 Group Evaluation (4.5 hours) The primary objective of the section is to provide 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. The class should be divided into two equal groups, each of which should pick a member to act as co-ordinator. Making use of the syllabus for this course, each group will produce a test specification and from it 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 question /task or to the test as a whole and attempt an evaluation of the test against specified criteria. Some time should be devoted to a discussion of the evaluation exercise.

86

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

List of Activities Appendix A 5.2.3

Generates documented procedures for conducting assessment

5.2.6

Designs a feedback form for monitoring of quality standards

Appendix B 6.1.8

Generates seagoing service rules

6 2.2

Generates a certificate structure

Appendix C 7.1 (a)

Lists the information needed for first and subsequent certificate of competency

7.1 (b)

Lists the information needed for revalidation of certificate of competency

7.1 (c)

Lists the information needed for endorsement of service

7.4

Defines requirements for persons employed or engaged on seagoing ships

Appendix D 9.1.5

Lists the factors to consider for the use of simulators

9.1.14

Draws up a specification of standards

Appendix E 10.2.3

Constructs the comparison table showing compliance with Standards

10.2.6

Develops competence for special training requirements

10.3.4

Performs a task analysis

10.3.5

Performs a knowledge and skills analysis

10.3.18

Writes detailed learning objectives to demonstrate competence

10.4.7

Draws up a table of specifications

Appendix F 11.3.6

Generates subjective-type questions

11.4.5

Generates supply-type questions

11.5.6

Generates true/false questions

11.5.1 0

Generates matching questions

11.5.19

Generates multiple-choice-type

88

questions

PART 0: INSTRUCTOR MANUAL

11.5.20

Generates items to satisfy test specifications

11.5.21

Generates coded and illustrated multiple-choice items

11.6.7

Converts a gross sampling item into detailed sampling items

11.7.14

Generates a subjective test for a subject area

11.7.15

Generates an efficient test for a subject area

Appendix G 12.3.3

Draws up administrative arrangements for examination

Appendix H 13.1.13

Produces a scoring scheme for an essay-type question

Appendix I 14.8

Draws up a test specification and a scoring scheme for a practical test

Appendix J 15.1.8

Generates series of tasks to assist in shipboard assessment

Appendix K 16.1.2

Identifies training objectives to work performance

Appendix L 17.3.2

Makes preparation for an assessment on board

17.4.2

Conducts a pre-assessment briefing

Appendix M 19.1.5

Calculates and uses examination statistics

19.1.12

Corrects flawed test items

19.1.13

Appraises various methods and range for evaluating competence

19.4.2

Determines the equivalence of a foreign certificate

19.5.2

Generates examples of circumstances of exceptional necessity

19.5.7

Generates a dispensation document

19.7.3

Identifies factors which should result in revocation or suspension of a certificate

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ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Appendix N 20.1.2

Draws up an efficient record-keeping information system

20.1.5

Completes STCW endorsements

20.2.4

Defines measures in enforcing standards

20.3.3

Deliberates on appropriateness, given a watchkeeping schedule

20.3.7

Generates administrative arrangements in upholding the responsibilities of companies

Appendix 0 21.7 Lists the information needed for revalidation of type rating certificate

Appendix P 22

90

Group Evaluation

PART 0: INSTRUCTOR

MANUAL

Appendix A Activity for Section 5 Activity 5.2.3 -

Generates documented procedures for conducting assessment (0.75 hour)

Objective

To provide practice in 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 1/8 of the revised STCW Convention, 1995, 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 certificates 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 out the 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 5.2.6 -

Designs a feedback form for monitoring of quality standards (0.5 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

Similarto activity 5.2.3 above. In addition, candidates forthe 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. 2.

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

91

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Appendix B Activities for Section 6

Activity 6.1.8 -

Generates seagoing service rules (0.75 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 in foreign flag 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.

1.

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

Action

of seagoing service for

-

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

-

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

OR

2.

92

-

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

-

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.

PART D: INSTRUCTOR

Activity 6.2.2 -

MANUAL

Generates a certificate structure (0.75 hour)

Objective

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

Situation

1.

The country relies extensively on inter-island trading with neighbouring States, the ships being manned 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 in foreign flag ships.

2.

Two new ships are under construction, each of 3,800 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

Design a graded certificate structure, using permitted relaxation in the revised STCW Convention, 1995, as appropriate, which will ensure adequate manning of the vessels described above for the following officers: Chief engineer Second engineer Engineer officer in charge of a watch

OR Master Chief mate Officer in charge of a navigational watch

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EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Appendix C Activities for Section 7 Activity 7.1 (a) -

Lists 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.

Activity 7.1(b) -

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;

-

a subsequent certificate of competency.

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

Lists the information needed for revalidation of certificate

(0.5 hour)

Objective

To consider what information is required by an Administration forthe revalidation of certificate of competency

Action

1.

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

Unrestricted voyages -

all tonnage and propulsion powers

Master Chief mate Officer in charge of a navigational watch Or Chief engineer officer Second engineer officer Officer in charge of an engineering watch

-

Near-coastal voyages Master, on ships < 3,000 GT Chief mate, on ships < 3,000 GT Officer in charge of a navigational watch, on ships < 500 GT Or Chief engineer officer, on ships with < 3,000 kW main propulsion power Second engineer officer, on ships with < 3,000 kW main propulsion power Officer in charge of an engineering propulsion power.

2.

94

watch, on ships with < 3,000 kW main

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

PART D: INSTRUCTOR

Activity 7.1 (c) -

MANUAL

Lists the information needed for endorsement of service (0.5 hour)

Objective

To consider what information is required by an Administration for the assessment of eligibility for endorsement for service on certain types of ships.

Action

1.

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

Chemical and Liquefied Gas Tankers Master Chief mate Officer in charge of a navigational watch Bosun Chief engineer officer Second engineer officer Officer in charge of an engineering watch Fitter

-

Ro-ro passenger ships Master Chief mate Officer in charge of a navigational watch Bosun Medical doctor Waitress Hair-dresser Chief engineer officer Second engineer officer Officer in charge of an engineering watch Fitter

-

Passenger ships other than ro-ro passenger ships Master Chief mate Officer in charge of a navigational watch Medical doctor Waitress Hair-dresser Chief engineer officer Second engineer officer Officer in charge of an engineering watch Fitter

2.

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

95

ASSESSMENT,

EXAMINATION

Activity 7.4 -

AND CERTIFICATION

OF SEAFARERS

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

Objective

To consider what information is required by an Administration for ensuring compliance with the requirements of persons employed or engaged on seagoing ships, including seafarers, with regards to emergency, occupational safety, medical care and survival training.

Action

1.

2.

96

List the type of training or any other requirements which the following must attain before assigned shipboard duties: -

Sailor who has not sailed on a seagoing ship, joining a container ship for the first time

-

Deck cadet with seagoing service only on a general cargo ship joining a bulk carrier

-

Bosun joining a bulk carrier after a period of leave

-

Medical doctor being engaged to join a passenger ship with 250 passengers on board

-

Hair-dresser passengers

-

Qualified sea-going musician

-

Ex-third engineer being employed to join as engine-room fitter, covering duty as fire party team leader, on a 4,000 kW oil tanker.

seeking

employment

on a ro-ro

passenger

ship taking 1200

second mate engaged to join a passenger

ship as a

List the supporting documents which must be submitted by the applicant in each case.

PART D: INSTRUCTOR

MANUAL

Appendix D Activity for Section 9 Activity

9.1.5 -

Lists the factors to consider

for the use of simulators

(0.5 hour)

Objective

To consider various factors that need to be taken into account when evaluating the use of simulators in conducting training and assessments to meet the standards of specified competence.

Situation

The national maritime training institutions and examining bodies propose to install a variety of simulators, including computer-based software programmes, to train and assess competency and demonstration of continued proficiency for their candidates.

Action

1.

List the advantages and disadvantages training and assessments.

2.

Itemize the various factors to consider in the use of simulators for effective training and assessment, including the need to ensure fairness, validity of the assessments, and realism in the behavior of the candidates.

of using simulators

for such

You should be prepared to present and explain your list and items to the class and comment on other presentations.

Activity

9.1.14 -

Draws up a Specification

of Standards

(0.75 hour)

Objective

To draw up a specification of standards for approval of training and assessment using simulator to meet the requirements of the revised STCW Convention, 1995, for the respective areas covered.

Situation

1.

The national fleet includes tankers and bulk carriers ranging from 20,000 to 65,000 tonnes deadweight and of 8,000 to 24,000 kW propulsion power, dry cargo ships of about 4,000 GT and 5,000 kW propulsion power, all of these being ocean-going, and a number of smaller ships, some of less than 200 GT and 250 kW, engaged on near-coastal voyages.

2.

A maritime academy which trains and examines candidates for certificates of competency, including masters and officers of ships of less than 200 GT engaged on near-coastal voyages, proposes to install a shiphandling simulator. It will be used for training and assessment in ship maneuvering and handling for all grades of certificate.

3.

The Administration requires engineer officers to complete a period of sea-service training totaling one year before qualifying as engineer officer in charge of a watch. A group of shipping companies, in conjunction with a recognized training establishment, wishes to introduce the use of an engine-room simulator to the shore-based training and assessment with a view to reducing the seagoing service by one month.

97

ASSESSMENT,

Action

EXAMINATION

Either:

Or:

AND CERTIFICATION

OF SEAFARERS

Prepare a specification of standards for shiphandling simulator training and assessment to satisfy the requirements of Regulation 1/12 and Regulation 11/2of the revised STCW Convention, 1995. Prepare a specification for a training course and assessment in watchkeeping duties, using an engine-room simulator, which would allow a reduction of sea service similar to that requested in situation 3 above. You should be prepared to present and explain your specifications to the class and comment on other presentations.

PART D: INSTRUCTOR MANUAL

Appendix E Activity for Section 10

Activity 10.2.3 -

Constructs the comparison Standards (1 hour)

table

showing compliance with

Objective

To gain insight into evaluating compliance with the standards of competence specified in STCW Code by comparing the standards against the training and assessment curriculum as proposed by the national maritime training institutions and examining bodies.

Situation

A national maritime training institution conducts or proposes to introduce in its curriculum for its seafarers the basic training on "personal safety and social responsibilities". The lesson plan of the curriculum indicates the following topics: Types of emergencies Master list and alarm systems Precautions to take before entering into enclosed spaces Effects of pollution Steering gear system Fire fighting equipment Practice using breathing apparatus Roles and status in human relationships Culture and social system Responsibilities of individuals and groups Modes of communication Emergency escape routes Shipboard contingency plans Course review and feedback.

Action

1.

Draw up the comparison table (which the Administration may require to be drawn by the training institution) indicating the training and assessment contents against the appropriate standards in the STCW Code, in order to evaluate compliance. Table A-VI/1-4 of STCW Code provides the specification of minimum standard of competence in personal safety and social responsibilities. The comparison table should show all the requirements, such as function; competence; Knowledge, understanding and proficiency; methods of demonstrating competence; and criteria for evaluating competence - set against the proposed curriculum.

2.

Comment upon the evaluation, with relevant suggestions for the given lesson plan on topics (i) to be added to ensure full compliance of standards, and (ii) to be excluded as they should be provided in other training programmes more appropriate for their respective competence. 99

ASSESSMENT,

Activity

EXAMINATION

10.2.6 -

AND CERTIFICATION

Develops competence

OF SEAFARERS

for special training

requirements

(0.75 hour)

Objective

To analyze how standards regarding special training requirements on certain types of ships can be referred to the appropriate competence for the personnel.

Action

Relate the standards specified in Section A-V/1 or Section A-V/2 of STCW Code to competence requirements by cross-referencing the standards to anyone of the following tables of competency, as appropriateFor Deck Officers : Table A-II/1 Table A-II/2 Table A-I 1/3 Table A-II/4 For Engineer Officers: Table A-IiI/1 Table A-IIi/2 Table A-1i1/4. Be prepared to make presentation to the class for comments.

Activity

10.3.4 -

Performs

a task analysis

(0.75 hour)

Objective

To define a specific competence of a ship's officer in terms of the tasks which must be carried out in order to perform that function satisfactorily.

Function

Fire prevention and fire fighting.

Action

For the above competence, draw up a list of the various tasks which the officer concerned must undertake in its performance. Using your list, produce a statement of general training objectives to cover the tasks you have identified and be prepared to present these objectives to the class.

Activity

10.3.5 -

Performs

a knowledge

and skills analysis

(0.75 hour)

Objective

To analyze task that have been identified as part of a given function, to identify the knowledge and skills required for the performance.

Action

1.

For a selection of the tasks identified in activity 10.3.4, make a list of the knowledge and skills required by the relevant officer in order to carry them out.

2.

Compare your list of the knowledge and skills required with those of Table A-VI/1-2 of STCW Code.

3.

In view of action 2 above, if necessary, fine-tune the list of the various tasks drawn in activity 10.3.4.

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PART D: INSTRUCTOR

Activity 10.3.18 -

MANUAL

Writes detailed learning objectives to demonstrate competence (1 hour)

Objective

To gain an insight into how to express the knowledge and skill requirements for a given task in detailed learning objectives which describe how a trainee will demonstrate attainment of the requisite learning.

Action

1.

Write a set of detailed learning objectives to cover the required knowledge and skills specified in activity 10.3.5. Include in the objectives any constraints or performance standards which you consider necessary. Where achievement of an objective requires the use of information which trainees are not expected to memorize, the provision of such information should be stated in the objective.

2.

Be prepared to comment on the adequacy of the learning objectives presented for defining the requisite knowledge and skills and on their suitability as the basis for assessment.

3.

Compare the learning objectives with the criteria for evaluating competence specified in Table A-VI/1-2 of STCW Code, and identify any mismatch.

Activity 10.4.7 -

Draws up a table of specifications

(2 hours)

Objective

To examine a given syllabus, written in learning-objective format, and 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 be attributed to each level.

Syllabus 1

the syllabus below is for the subject of Mechanics and Hydro-mechanics at the level of Chief and Second Engineer Officer for ships with a propulsion power of more than 3000 kW. The syllabus is divided into nine subject areas, each area containing several detailed learning objectives.

1

Friction -

states the four categories of friction

-

states the relationship between kinetic and limiting values of friction force

-

explains the apparent friction force when considering rolling resistance

-

describes the principles of ball and roller bearings

-

explains the effect of area and different surface finishes on dry friction

-

explains, when an excess of lubricant is present, the effect on friction force of: -

lubricant viscosity

-

velocity of sliding

-

area of contact

-

explains what is meant by boundary friction

-

describes the effect of heavy loading and low speed on bearings working under boundary conditions

101

ASSESSMENT,

102

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

PART 0: INSTRUCTOR

MANUAL

ASSESSMENT,

EXAMINATION

7

AND CERTIFICATION

OF SEAFARERS

.4

gives examples illustrating the conservation of energy

.5

develops the equation giving the kinetic energy of rotation

.6

solves problems concerning objective 6.5

.7

explains the function of a flywheel

.8

compares the function of a flywheel to that of a governor

Impulse and momentum Linear .1

defines the impulse of a force

.2

defines the momentum of a body

.3

shows that impulse

.4

states the situation where the principle in objective 7.3 can be used to advantage

.5

deduces the units of the terms in objective 7.3

.6

describes the conditions where the principle of the conservation of momentum applies

.7

applies the principles in objective 7.3 to determine the thrust of, and power developed by, a jet

= change

of momentum

Angular

8

9

.8

defines angular impulse

.9

defines angular momentum

.10

shows that angular impulse

.11

solves problems to demonstrate the variation of speed when the position and magnitude of rotating masses are changed

= change

of angular momentum

Hydrostatics .1

defines centre of pressure

.2

states that the centre of pressure is always below the centroid of the wetted area

.3

shows that the distance of the centre of pressure from the water surface is equal to: second moment of area of the wetted area about the water surface first moment of area of the wetted area about the water surface

.4

given second moments of area or a means of determining these, calculates the forces at the bottom and top of rectangular bulkheads when compartments are flooded:

-

on one side

-

on two sides, but to different heights

Hydraulics Rate of flow

104

.1

states Bernoulli's equation for unit mass of liquid .

.2

derives pressure energy, potential energy and kinetic energy per unit weight in terms of liquid head

.3

states Bernoulli's equation for unit weight of liquid

.4

defines the equation of continuity for an incompressible fluid

.5

develops the equation for the mass flow rate of a liquid

PART D: INSTRUCTOR

.6

MANUAL

solves problems to find flow rates and pressure in sloping and horizontal pipes of varying diameter, neglecting friction

Laminar flow .7

explains what is meant by laminar flow

.8

defines viscosity

.9

describes the features of low-velocity flow of viscous fluids

Turbulent flow

Syllabus 2

.10

describes the development of flow patterns as liquid velocities increase until turbulence occurs

.11

defines critical velocity

.12

explains how viscosity, density and pipe diameter affect the critical velocity

.13

describes the factors affecting turbulent flow

.14

lists the factors, and the proportion of their influence, affecting the head loss of liquids flowing in a pipe

.15

explains how eddies develop and the places where these are likely to occur

.16

sketches the principal features of a Venturi meter

.17

using Bernoulli's equation, develops an equation for the flow rate through a Venturi meter in terms of head loss and cross-sectional area

.18

in objective 9.17, identifies the constant for the meter

.19

sketches a graph showing the relationship between flow rate and head loss

.20

explains the effect of friction in the meter

.21

solves simple problems to find rates of flow

.22

develops an equation for the flow rate through a small orifice

.23

explains the reasons for actual flow rate being less than the theoretical value

.24

solves simple problems to find rates of flow, given the coefficient of discharge

The following syllabus is for the subject of Magnetic and Gyro-compasses at the level of master and chief mate for unrestricted service in ships of 3,000 GT or more.

1

Magnetic compass error and correction .1

explains how the ship's permanent magnetic field may be resolved into three components, designated P, Q and R

.2

explains howthe ship's induced magnetism may be represented by soft iron rods

.3

defines the approximate coefficients A, 8, C, D and E

.4

states the equation for the deviation on a given heading in terms of the coefficients defined in objective 1.3

.5

describes the conditions which give rise to each of the coefficients

.6

explains the use of the approximate coefficients A, 8, C, D and E

.7

describes why coefficients A and E may exist at a badly sited compass

.8

explains the non-magnetic causes of an apparent coefficient A

.9

explains that coefficient 8 results partly from the ship's permanent magnetism (Bpermanent and partly from induced magnetism (~

105

ASSESSMENT,

EXAMINATION

2

106

AND CERTIFICATION

OF SEAFARERS

.10

explains that induced magnetism may also contribute to coefficient C in a badly sited compass

.11

describes how the deviation associated with coefficient magnetic latitude

.12

describes how the deviation associated magnetic latitude

.13

explains why deviation due to permanent magnetism should be compensated by permanent magnets and that due to induced magnetism by soft iron correctors, where possible

.14

describes the causes of heeling error and how it varies with heel, course and magnetic latitude

.15

describes the correction of heeling error and why the correction does not remain effective with change of magnetic latitude

.16

defines the constant A

.17

defines the constant 11

.18

explains how the soft iron spheres increase the mean directive force towards magnetic north and that the value of A with the spheres in place is called the ship's multiplier

.19

describes the vertical force instrument and its use in correcting heeling error

.20

describes methods of obtaining a table of deviations

.21

analyses a table of deviations to obtain approximate coefficients

.22

states that anything which could affect the deviation of the compass should be stowed in its sea-going position before correcting the compass

.23

carries out an adjustment of the compass by the tentative method and obtains a table of residual deviations

.24

states the order in which corrections should be made and explains why they are made in that order

.25

describes how heeling error may produce an unsteady compass on certain headings after a large change of magnetic latitude and how to deal with it

.26

explains why a large coefficient B may appear after a large change of magnetic latitude and how to correct it

.27

describes how sub-permanent

.28

states that deviations may be affected by cargo of a magnetic nature, by the use of electro-magnets for cargo handling, or by repairs involving hammering or welding of steelwork in the vicinity of the compass

.29

states the requirements for the carriage of magnetic compasses SO LAS

.30

outlines the performance standards for magnetic compasses

.31

explains the importance of keeping a record of observed deviations

8permanent

varies with

Bnduced

varies with

with coefficient

magnetism gives rise to retentive error

as set out in

Gyro-compass errors and corrections .1

explains why a gyro-compass that is damped in tilt will settle with its spin axis at a small angle to the meridian, except when at the equator

.2

states that the resulting error is known as latitude error or damping error and varies directly as the tangent of the latitude

.3

states that latitude error can be removed by a manual setting that mechanically moves the lubber line and the follow-up system to show the correct heading

PART 0: INSTRUCTOR

MANUAL.

.4

explains that, in gyro-compasses without liquid ballastic control, a signal that is proportional to the sine of the latitude, and which is set by manual control, is injected to maintain the compass in the meridian

.5

states that gyro-compasses are free from latitude error

.6

states that course and speed error is caused by the tilting of the spin axis, resulting from the ship's motion over the surface of the earth

.7

states that the rate of tilting, in minutes of arc per hour, is equal to the north-south component of the ship's velocity

.8

explains how the tilt causes precession in azimuth to the west on northerly headings and to the east on southerly headings in compasses with liquid ballastic control

.9

derives the equation for course and speed error from a vector triangle of velocities

.10

states that the error is removed by manual settings of latitude and speed to offset the lubber line and the follow-up system in liquid controlled compasses

.11

explains how the correction methods of detecting tilt

.12

states that ballistic deflection results from changes in the ship's north-south component of velocity

.13

explains the behaviour alteration of course

.14

explains that the precession resulting from ballistic deflection is arranged to move the gyro-compass to the correct settling position, after allowance for the change in course and speed error, by choosing a suitable period for the compass

.15

explains that the relationship in objective 2.14 is exact for one latitude only, usually 45°, and that there is a small wander of the compass in other latitudes

.16

explains that, during a change of course or speed, the pendulum of a tilt detector will be thrown out of the vertical, producing an error in its output

.17

explains that the method used in objective 2.14 is not applicable for gyro-compasses without liquid ballistic control since the course and speed error is fully corrected for all headings

.18

explains that errors are limited by damping the pendulum and limiting the applied torque for large deflections of the pendulum

.19

states that the sensitive element of a gyro-compass is made such that its moment of inertia about any axis is the same, thus preventing any tendency to turn when swinging pendulously as a result of rolling or pitching

.20

describes the effect of rolling on a liquid ballistic for various ship's headings

.21

explains why the movement of the liquid causes an error except on the cardinal headings

.22

explains how intercardinal rolling error is reduced to negligible proportions

.23

states that intercardinal rolling error does not occur in gyro-compasses no gravitational control attachments to the gyroscope

.24

states that errors caused by acceleration of the compass during rolling and pitching can be reduced by siting the master compass low down, near the rotational centre of the ship

.25

outlines the performance

with damping in azimuth settle in the meridian and

is made in gyro-compasses

that employ other

of a liquid ballistic during a change of speed or an

having

standards for gyro-compasses

107

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

Action

1.

Construct an assessment and examination specification for syllabus 1 or syllabus 2, as appropriate, in the form of a table showing for each subject area the proportion of items in the various levels of learning, as well as the methods and proportion of the total evaluation to be applied to each level and to each area.

2.

Prepare a presentation to the whole class to justify the reasons for the decisions taken.

108

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PART D: INSTRUCTOR

MANUAl

Appendix F Activities for Section 11 Activity 11.3.6 Objective

Generates subjective-type questions (0.5 hour)

To provide trainees with an insight into the writing of subjective questions which will test a number of given learning objectives.

Learning Objectives 1 The learning objectives below are extracted from the subject 'Operation and Maintenance of Machinery', which is part of the model course for qualification as chief engineer officer.

3

Steering gear

3.1

Requirements

.1

states that both the main and auxiliary steering gears, which could be identical units, must be kept operative and maintained in proper working order and that both need to be in operation at the same time in some situations

.2

states that any part of the system that might be subjected to undue high pressure from the power source or from external forces should be fitted with pressure-relief valves, which must be set to lift at no more than the design pressure

.3

states that the steering gear must be capable of putting the rudder over from 35° on one side to 35° on the other side and also from 35° on one side to 30° on the other side in 28 seconds when the ship is running ahead at maximum service speed and at the deepest sea-going draught; for passenger ships this must be done with anyone of the power units out of operation and for cargo ships with all power units working

.4

states that the auxiliary steering gear should be capable of putting the rudder over from 15° on one side to 15° on the other side in not more than 60 seconds when the ship is at its deepest sea-going draught and running ahead at half the maximum service speed or 7 knots, whichever is the greater

.5

states that steering gear power units should restart automatically when power is restored after a power failure

.6

states that an audible and visual alarm must be given on the navigating bridge should there be a power failure to anyone of the steering gear power units or control systems or a low level in any hydraulic fluid reservoir

.7

states that power units and control systems should be capable of being brought into operation from the navigating bridge

.8

states that control of the steering gear must be available both on the navigating bridge and in the steering compartment

.9

states that, in the event of loss of steering capacity in a tanker, chemical tanker or gas carrier of 10,000 tons gross tonnage and upwards, it should be regained in not more than 45 seconds and that where the control is by hydraulic telemotor a second independent control system must be available for immediate use

.10

states that, in ships where the rudder stock is required to be of more than 230 mm diameter, an alternative power supply sufficient to comply with objective 3.1.4 must be available for use within 45 seconds. For ships of 10,000 tons gross tonnage and upwards the alternative power supply should provide at least 30 minutes of continuous operation and for smaller ships at least 10 minutes.

109

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

3.2

Control

.1

describes the basic control system for a steering gear

.2

describes the action of a telemotor transmitter and receiver

.3

names the materials used for telemotor casings, rams and pipes

.4

explains how variations in the volume of telemotor oil are catered for

.5

explains how excessive pressure of telemotor oil is relieved

.6

describes how a telemotor system can be tested for possible leaks

.7

describes the properties necessary for a telemotor oil

.8

explains how the reserve oil level is ascertained and maintained

.9

sketches a single line diagram of a telemotor charging system

.10

describes the procedure for charging a telemotor system with oil

.11

describes the procedure for cleaning out a telemotor system

.12

explains the effect of air in telemotor oil

.13

explains how air is removed from the system

.14

describes the principle of operation of an electrical telemotor

.15

explains how a ship is steered if there is a failure in the telemotor system

3.3

Powerunits

.1

explains how, in a Hele-Shaw pump, the volume and direction of oil discharge are controlled

.2

explains how, in a swash plate pump, the volume and direction of oil discharge are controlled

.3

explains how oil losses from power units are replenished

3.4

Rudderactuators

.1

sketches a diagrammatic arrangement of a four-ram steering gear, illustrating: - connections from two hydraulic oil power units - emergency hand-pump connection - rudder shock-relief valves - all isolating or bypass valves for emergency operation

.2

describes a rotary vane unit

.3

explains the use of all of the valves associated with the steering gear drawn or described in objectives 3.4.1 and 3.4.2

.4

describes how steering can be maintained if there is a loss of pressure from the power

units

110

.5

explains how a standby power unit is prevented from being motored

.6

describes the procedure for charging a hydraulic steering gear

.7

explains the action of hunting gear.

.8

describes a rudder carrier bearing, including the bearing surfaces, provision for lubrication, gland, attachment of tiller to rudder stock and allowance for bearing weardown

.9

name the materials from which the main components described or drawn in objectives 3.4.1, 3.4.2 and 3.4.8 are made

PART 0: INSTRUCTOR

.10

MANUAL

lists the tests which must be carried out, and the records which should be kept, on steering gear: - prior to departure (stating when) - while at sea - at three-monthly intervals

Learning Objectives 2 The following learning objectives are extracted from the subject 'Meteorology', which forms part of the model course for officer in charge of a navigational watch. 1.2

Action

The atmosphere, its composition and physical properties .1

describes the composition of the earth's atmosphere, mentioning dry air and its constituents, water vapour and aerosols

.2

draws a typical vertical temperature profile through the lower 100 km of the earth's atmosphere

.3

defines 'troposphere', 'tropopause', 'stratosphere', 'stratopause', 'mesosphere', 'mesopause' and 'thermosphere'

.4

describes the main features of the troposphere

.5

states the importance of the sun as the principal energy source for atmospheric processes

.6

describes the nature of solar radiation (scattering, reflection and absorption)

.7

explains the effect on insolation of a variation in latitude

.8

explains the effect on insolation of a variation in the sun's declination

.9

explains the effect on insolation of a variation in the length of daylight

.10

defines 'water vapour'

.11

describes the properties of water vapour in the atmosphere

.12

defines 'evaporation', 'condensation', and 'latent heat of vaporization'

.13

defines 'saturated air'

.14

describes the processes of mixing, cooling and the evaporation of water vapour by which a sample of air may be brought to saturation

.15

defines 'dew point', 'absolute humidity', 'relative humidity' and 'vapour pressure'

Write subjective questions to test the achievement of appropriate learning objectives taken in any order from one of the above extracts. Indicate which objectives each question is intended to cover. Take care to ensure that the questions give adequate guidance towards the required outcome.

111

ASSESSMENT,

EXAMINATION

Activity 11.4.5 -

Objective

AND CERTIFICATION

OF SEAFARERS

Generates supply-type questions (0.5 hour)

To provide experience of constructing supply-type tests in which the person being assessed has to provide missing words.

Learning Objectives

The following objectives are common to the subject 'Basic Engineering Science' in the model course for certification as engineer officer in charge of a watch and the subject 'Physical Science' in the model course for officer in charge of a navigational watch.

Action

112

2.

defines free-fall acceleration as 9.81 m/s2

3.

states that, in order to accelerate a mass, a force has to be applied

4.

states that the unit of force is the newton (N)

5.

states that one newton is the force which causes a mass of one kilogram to accelerate at the rate of 1 m/s2

6.

defines weight as a force caused by gravitational attraction towards the centre of the earth

7.

describes practical examples of the effect of friction

8.

defines friction

9.

explains, in general terms, the factors which affect frictional resistance to motion

10.

defines work as force x distance traveled in the direction of the force (newtons x metres); unit is the joule (J)

11.

describes the relationship between energy and work

1.

For each of the above learning objectives, construct a supply-type item in which one or two words are omitted. The addition of the correct words by trainees should indicate their achievement of learning objectives.

2.

Prepare an argument for discussion in plenary on the application and limitations of this testing technique.

PART D: INSTRUCTOR

Activity 11.5.6 -

Objective

MANUAL

Generates true/false questions (0.5 hour)

To gain experience of the application and writing of true/false test items and to learn of their advantages and disadvantages.

Learning Objectives 1.

Action

explains the effect on the position of the centre of gravity of a ship of: -

removing masses from the ship

-

adding masses to the ship

-

shifting masses already on board

2.

uses a given draught-displacement curve to find mean draughts when masses are added and discharged

3.

uses a given draught-displacement curve to determine the masses to be added or discharged in order to achieve a required mean draught

Construct true/false test items for each of the above objectives and prepare an argument for discussion with other trainees in the class about the suitability of such tests to these and to other applications.

Activity 11.5.10 -

Generates matching questions (0.5 hour)

Objective

To gain experience in the identification of areas of learning suitable for the application of matching tests and in the writing of matching questions to test learning objectives.

Action

1.

Identify an area of learning within your expertise which is suitable for testing by means of matching questions and write a question or questions to test that learning.

2.

Be prepared to present and explain your choice and discuss whether matching questions are the most appropriate form of testing for your chosen area.

113

ASSESSMENT,

EXAMINATION

Activity 11.5.19 -

AND CERTIFICATION

OF SEAFARERS

Generates multiple-choice-type

questions (0.5 hour)

Objective

To afford practice in the writing of multiple-choice questions.

Action

1.

Choose any suitable topic with which you are familiar and write out some facts and principles which you wish to test. Following this, draft multiple-choice questions, in accordance with the guidelines given in the compendium, containing:

2.

Activity 11.5.20 -

-

clear instructions to the candidates

-

a stem

-

four responses, one being the only correct response, the others being plausible distracters

Prepare these items for presentation to the other members of the class. Be prepared to justify your choice of questions and to comment on those of others in discussion.

Generates items to satisfy test specifications

(0.75 hour)

Objective

To gain experience of producing a multiple-choice test of a given subject area, taking account of the weighting given to the various levels of learning in a table of specifications for that subject.

Situation

1.

The following syllabus is extracted from the model courses for officer in charge of a navigational watch and chief and second engineer officers.

Fresh water allowance

114

.1

explains the effects of a change of density on the draught when the displacement remains unchanged

.2

states that, when loading in fresh water before proceeding allowed a deeper maximum draught

.3

states that the additional draught is called the fresh water allowance (FW A)

.4

given the FW A and TPC for fresh water, calculates the amou nt which can be loaded after reaching the summer load line when loading in fresh water before sailing into seawater

.5

given the density of dock water and TPC for seawater, calculates the TPC for dock water

.6

given the density of the dock water and the FW A, calculates the amount by which the appropriate load line may be submerged

.7

given the present draught amidships, the density of the dock water and other relevant information, calculates the amount to load to bring the ship to the appropriate load line in seawater

into seawater, a ship is

PART D: INSTRUCTOR MANUAl

2.

The relevant entries in a table of specifications are as follows:

Subject area

Knowledge

Understanding

Applications

Total.number of t I ems

Fresh water allowance

2

1

3

6

Action

Write a multiple-choice test of the learning objectives in the syllabus that satisfies the table of specifications above and be prepared to present your test to the class and to comment on other presentations.

Activity 11.5.21 -

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

Objective

To provide an insight into the task of selecting subjects suitable for coded and illustrated multiple-choice items and practice in writing them.

Action

1.

Choose familiar topics suitable for the purpose and write coded multiple-choice items which would test a candidate's knowledge of the topic.

2.

Be prepared to discuss the merits and limitations of this technique.

3.

From the areas of work with which your are familiar, make a list (for presentation to the class) of the topics which you consider could most effectively be tested by the use of illustrated multiple-choice questions.

4.

Select from the list one subject area and construct an illustrated multiple-choice question to test some aspect of the subject.

Activity 11.6.7 -

Converts a gross sampling item into detailed sampling items (1 hour)

Objective

To provide experience of designing detailed sampling tests to cover all possible procedures and steps in a gross sampling test.

Action

Using one of the gross sampling test questions given below, produce solutions containing all possible procedures and steps; from those solutions, construct a series of detailed sampling tests to cover the same topic. 1

A reservoir for compressed air has a volume of 2.0 m3• A pressure gauge on the reservoir indicates a pressure of 40 bar when the barometric pressure is 1030 millibar. The temperature of the air in the reservoir is 30°C. Find the mass of air in the reservoir and the volume it would occupy at a pressure of 10 bar at 20°C. Take the gas constant for air to be 0.287 kJ/kg K.

115

ASSESSMENT, EXAMINATION AND CERTIFICATION OF SEAFARERS

2.

Two coils are connected in series in an electrical circuit. If d.c. of 20 amp is passed through the circuit, the voltage drop across the coils is 20 Vand 30 V, respectively. When 2 amp a.c. is supplied at 40 Hz the voltage drop across the same coils is 140 V and 100 V, respectively. Find the current flow if these two coils are connected to a 230 V, 50 Hz supply.

3.

From the following information, calculate the quantity of cargo which may be loaded so that the ship will leave at the maximum permitted draught for a summer zone. Present draught

4.

Activity 11.7.14 Objective

Forward 8.62 m

Relative density of dock water

1.010

Cargo to be discharged

650 tonnes

Bunkers to be taken

840 tonnes

Fresh water allowance

210 mm

Summer draught in salt water

9.05 m

Mean TPC

58

Aft 9.10 m

During the afternoon of 1 November, in D.R. position 32°15'8,28° 52'W, the sextant attitude of the sun's lower limb was observed to be 33° 52' .3. Index error 2'.8 on the arc; height of eye 11.5 metres. A chronometer which was 1m 32s slow on GMT showed 5h 32m 47s. Find the direction of the position line and a position through which it passes.

Generates a subjective test for a subject area (0.75 hour)

To provide experience in writing subjective questions to test parts of a syllabus.

Learning Objectives 1 The following learning objectives are part of a large group covering diesel engine components in the IMO model course for chief and second engineer officers. Diesel engine bedplate and entablature 1

states the materials from which engine bedplates might be made

2

describes the basic construction of an engine bedplate

3

explains the possible causes of cracking in a bedplate

4

states where cracks in bedplates sometimes occur

5

explains the function of tie bolts

6

describes the possible defects which might be caused by a broken or insufficiently stressed tie bolt

7

describes the methods of fitting tie bolts

Diesel engine crankshafts

116

8

explains the principaldifferencesbetweenfully built, semi-built and one-piece crankshafts

9

lists the types of engine in which the crankshafts in objective 8 are likely to be found

PART D: INSTRUCTOR

MANUAL.

10

states an approximate analysis of crankshaft steel

11

states the approximate shrink allowance of webs on to journals

12

explains the purpose of reference marks at the interface of the shrink fits

13

explains the attention which must be given to oil holes and fillets

14

lists the factors which could cause overstressing of a crankshaft

15

lists the factors which might cause misalignment of a crankshaft

16

lists the possible causes of vibration in a crankshaft

17

explains the possible causes of a slipped shrink

18

explains the reasons for, and the effect of, corrosion in crankshafts and bearings

19

describes how bearing clearances are checked

20

describes the procedure for checking crankshaft alignment by using a deflection gauge between the crank webs

21

lists the parts of the engine which would be checked if crankshaft misalignment is found to be excessive

Diesel engine holding-down bolts and chocks 22

explains the source of the transverse forces which cause lateral movement and tend to rock the engine

23

explains the purpose of holding-down bolts and side chocking

24

describes the attention necessary to holding-down bolts and chocks

Learning Objectives 2 The following objectives are extracted from the module on cargo handling and stowage in the model course for master and chief mate. Requirements applicable to cargo-handling gear 1

outlines the requirements of ILO Convention 152, the Occupational Safety and Health (Dock Work) Convention, 1979, which apply to ships

2

defines the terms: -

competent person

-

responsible person

-

authorized person

-

lifting appliance

-

loose gear

3

describes the requirements for guarding dangerous parts of machinery

4

states that machinery includes mechanized hatch covers and lifting appliances

5

states the requirements for the marking of beams and portable hatch covers

6

states that only an authorized person, preferably a member of the ship's crew, should be permitted to open or close power-operated hatch covers and equipment such as doors in the hull, ramps and car decks.

7

describes the requirements for fencing of openings

8

describes the requirements for the testing of lifting appliances and loose gear before they are used for the first time

9

describes the requirements for periodic thorough examination and inspection of lifting appliances and loose gear 117

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

10

explains what is meant by a thorough examination

11

describes the records and certificates which should be kept in respect of tests, thorough examinations and inspections of lifting appliances and loose gear

12

describes the marking of safe working loads required on lifting appliances and loose gear

13

states that every ship must have a rigging plan and relevant information necessary for the safe rigging of derricks and accessory gear

14

states that the plan should be amended when any changes to the attached gear are made

Maintenance of cargo gear

Action

Activity

15

describes the maintenance of wire ropes used with lifting appliances

16

lists the points to look for when inspecting wire ropes

17

describes the amendments to be made to the rigging plan when a wire rope is renewed

18

describes the care of fibre guy ropes

19

lists the points to look for when inspecting fibre ropes

20

describes the maintenance of cargo blocks

21

lists the points to look for during inspection or maintenance of cargo blocks

22

explains that blocks should be lubricated daily while in use for cargo handling

23

describes how to lift a derrick heel for overhaul and inspection

24

states the importance of checking that split pins or other retaining devices for the nuts of pivot bolts have been replaced correctly

25

states that loose gear should be checked to see that there is no distortion to such items as chain links or shackles

26

states that shackles should be checked to ensure that they are fitted with the correct pins

27

states that all gear should be checked to ensure that the safe working load and, where appropriate, the identification marks are readable

Write a subjective-type examination paper to assess competence in the area of work covered by one of the above sets of objectives. Be prepared to present your question paper and explain the choice of questions to the class.

11.7.15 -

Generates an efficient

test for a subject area (1 hour)

Objective

To give an insight into the task of designing and writing a test of competence in a given subject that is efficient and effective and also economical to use.

Action

Using the same learning objectives as in Activity 11.7.14, write a test of competence for the area of work indicated, using whichever testing techniques you consider appropriate. The test should assess efficiently and effectively and yet occupy a minimum of the candidate's and the marker's time. Be prepared to present and explain your test to the class.

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PART 0: INSTRUCTOR MANUAL

Appendix G Activity for Section 12

Activity 12.3.3 -

Draws up administrative arrangements for examination (0.5 hour)

Objective

To consider the administrative arrangements and instructions necessary for the conduct of examinations and to draft suitable instructions.

Situation

Examinations for each grade of certificate are conducted externally four times per year at several regional centres. Examinations include essay-type tests, multiple-choice tests, practical chartwork, engineering drawing and an oral test. (Signals tests are conducted by maritime academies under a separate arrangement). All test papers are prepared and distributed by a central examination department. Papers are marked locally with the exception of the essay-type tests, which are dealt with by a central marking board. Oral tests are conducted locally. Candidates are required to provide their own drawing instruments and calculators; all other equipment and necessary publications are provided by the examination centres. Invigilation may be carried out by employees at the regional examination centres who are not fully conversant with the examination system and therefore require full instructions on their duties.

Action

Draft the administrative arrangements and instructions which you consider necessary to operate the system described above and be prepared to present them to the class and to discuss the presentation of others.

119

ASSESSMENT,

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AND CERTIFICATION

OF SEAFARERS

Appendix H Activity for Section 13 Activity 13.1.13 -

Produces a scoring scheme for an essay-type question (0.75 hour)

Objective

To produce a detailed model answer to an essay question with a scoring scheme which could be followed by different markers to produce a uniform treatment of answers.

Situation

1.

The following question is intended for candidates for certification master or chief mate.

as

Describe the classes of harmful substances covered by the reporting requirements for incidents involving the discharge or probable discharge of harmful substances into the sea and state the contents of an initial report and how it should be made. Give two examples of circumstances in which a report of a probable discharge should be made. 2.

The following question is intended for candidates for certification as chief engineer officer. Explain the possible reasons for checking the crankshaft deflections of a slow-speed direct-drive propulsion diesel engine. Give examples of what you would consider to be excessive deflections and describe the checks that you would make to ascertain the cause.

Action

1.

2.

120

For one of the above questions, prepare a model answer or checklist and the following scoring schemes: -

a credit scoring scheme, showing the marks to be awarded for each component of the answer; and

-

a deductive scoring scheme, showing the marks to be deducted for errors and omissions in a candidate's work.

Compare the two techniques and be prepared to discuss them with other members of the class.

PART D: INSTRUCTOR MANUAL.

Appendix I Activity for Section 14

Activity 14.8 -

Draws up a test specification and a scoring scheme for a practical test (1 hour)

Objective

To provide practice in drawing up a test specification and scoring scheme for a practical examination to produce a comprehensive and consistent test of candidates' skills.

Situation

Trainees are required to satisfy the Administration that they possess the ability to carry out the following practical operations, which are taken from the syllabus of a fire prevention and fire fighting course. Fire-fighting Drill and Rescue Exercise (To be conducted under truly realistic training conditions) Small fires

.1

demonstrates the correct use of various types of portable fire extinguishers, suitable, respectively, for the following types of fire: -

materials such as wood

-oil -fat

.2

-

plastics

-

propane

-

electrical

demonstrates how to extinguish fires by using a hose with water jet and spray nozzles and with a foam applicator

Extensive fires

.3

demonstrates the extinguishing of extensive fires of various types, including an oil fire, using, as appropriate: - water Oet,spray and fog application) -

foams, including aqueous-film-forming foam (AFFF)

-

powder or other suitable chemical agent

-C02 .4

using a lifeline, but without breathing apparatus, demonstrates entering and passing through a compartment into which high-expansion foam has been injected

Drills in smoke-filled spaces

.5

demonstrates how to check and use the following breathing apparatus: -

smoke helmet type with air pump and hose

-

self-contained or compressed-air breathing apparatus (CABA)

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ASSESSMENT,

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OF SEAFARERS

.6

demonstrates entering a small room using CABA when the room is filled with non-toxic artificial smoke

.7

demonstrates how to search for persons (using dummies) to effect rescue in a smoke-filled space while wearing breathing apparatus

.8

takes part in team exercises, communicating with other team members, while wearing CABA in a smoke-filled space

.9

demonstrates the use of various types of portable fire extinguishers on fires in a smoke-filled enclosed space while wearing CABA

.10

demonstrates extinguishing an extensive fire when wearing CABA in smoke-filled enclosed spaces, including an accommodation room, or a simulated engine-room with fire and heavy smoke, and using, as appropriate: - water fog - water Getor spray) - foam - powder

Action

122

Draw up a test specification and scoring scheme for a practical test of the objectives in the syllabus above to be used by the instructors of the fire-fighting school in their assessment of candidates. Your test should take account of the time required and the fact that up to sixteen candidates may need to be examined in groups of four persons at a time.

PART D: INSTRUCTOR MANUAL.

Appendix J Activity for Section 15

Activity 15.1.8 -

Generates series of tasks to assist in shipboard assessment (0.75 hour)

Objective

To gain insight in defining specific competence in terms of the tasks which must be performed in order to effectively evaluate the competence.

Situation

1.

A function of navigation at the management level requires competence in maneuvering and handling a ship in all conditions. Among other things, this includes having knowledge, understanding and proficiency in (i) maneuvering and handling the ship when approaching pilot stations and embarking or disembarking pilots, with due regard to weather, tide, head reach and stopping distances, and (ii) dry-docking, both with and without damage.

2.

A function of maintenance and repair of the main propulsion machinery of 3,000 kW power, at management level, requires competence in organizing safe maintenance and repair procedures and ensuring safe working practices. Besides the knowledge, understanding and proficiency in organizing and carrying out the procedures and practices safely, it is also necessary to demonstrate theoretical knowledge in marine engineering practice.

Action

Generate a checklist of tasks which the candidate is expected to perform either in situation (1) for a chief mate being assessed in the competence required by a master, or in situation (2) for a second engineering officer being assessed in the competence required by a chief engineering officer. The checklist would include to define equipment, controls, procedures, forms, publications and communication systems used on board. It is to ensure that shipboard assessment is conducted effectively and that items are assessed in a consistent manner.

123

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Appendix K Activity for Section 16

Activity 16.1.2 -

Identifies training objectives to work performance (0.75 hour)

Objective

To gain experience in identifying training objectives that have practical implications with a view to transfer them to work performance on ships. This will enable the skillful application of knowledge and understanding on board.

Action

1.

Using the same learning objectives as in activity 11 .7.14, identify those work areas on board that call for the application of the knowledge and understanding attained from the learning objectives.

2.

Make a list of the competence in STeW demonstration of the applications.

124

Code that would require the

PART D: INSTRUCTOR

MANUAL

Appendix L Activity for Section 17

Activity

17.3.2 -

Makes preparation

for an assessment

on board (1 hour)

Objective

To gain insight into the steps involved in making preparation for an assessment on board.

Situation

1.

The general cargo ship of 3,750 gross tonnage, with a periodically unmanned engine-room, trades between Japan and Australia.

2.

Since joining the ship, more than 8 months ago, both the second mate and the third engineer have expressed desire to go for their respective higher grade of certificate of competency. They have received the required training, are being continuously assessed on board and found competent in a number of areas. With about 1 month remaining before due for leave, they ask to be assessed further in the other areas of competence.

3.

Their current qualification and experience are given below.

Second Mate Grade of certificate of competency held: Officer in charge of a navigational watch of ships of 1,600 Gross Registered Tons or more. Certificate assessing for: Chief mate of ships of 3,000 Gross Tonnage or more. Sea-going service: " ShIp Type

Gross Tons

Trading area

Capacity in which served

Cargo

1800

coastal

3'd mate

15

8

95

2

2

96

Cargo

1800

coastal

2ndmate

10

5

96

25

11

96

Tanker

2400

coastal

2nd mate

14

12

96

3

4

97

Cargo

5100

ocean

2nd mate

26

4

97

31

5

97

Cargo

4100

ocean

2nd mate

28

6

97

15

10

97

d

From m

y

To m

d

y

Third Engineer Grade of certificate of competency held: Engineer officer in charge of a watch of motor ships of 750 kW propulsion power or more. Certificate assessing for: Second engineer officer of motor ships of between 750 and 3000 kW propulsion power (unrestricted).

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ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Sea-going service: ' ShIp t ype

Propulsion power (kW)

Trading area

Capacity in . which served

Cargo

2500

ocean

4th E.O. in charge of a watch

5

9

coastal

engineer in ch~rge of machinery and engines

6

6

Fishing vessel

Action

1000

Service m d

Remarks

1.

Determine the next higher grade of certificate of competency applicable to the second mate or third engineer. State any other requirements, apart from the required assessment, that either one should meet prior to the award of the higher certificate.

2.

For the higher grade determined, choose one competence from the relevant table of competency in the STCW Code. Prepare a schedule for the assessment, which should include all the items mentioned in sub-part 17.3 of the course. A nil entry or any specific conditions should be defined in the schedule, where appropriate.

Be prepared to present and comment your schedule to the class.

Activity 17.4.2 -

Conducts a pre-assessment briefing (0.5 hour)

Objective

To gain experience in conducting a pre-assessment

Action

Using the schedule prepared in activity 17.3.2, take turns to assume the role of the assessor and brief one course trainee who would role-playas the candidate. Switch roles when briefing is completed. Comment on each other's role as assessor.

126

briefing.

PART D: INSTRUCTOR MANUAL

Appendix M Activity for Section 19

Activity 19.1.5 -

Calculates and uses examination statistics (0.75 hour)

Objective

To illustrate the analysis of test results for the calculation of P-values and D-values for responses to multiple-choice questions and to provide examples which can be used for considering the significance of those measures.

Situation 1

One hundred candidates have taken an established multiple-choice test to which three new questions have been added for purposes of their validation. The following summarizes the responses made by the upper and lower halves of the population, based on achievement in the established test. New question

Upper half response choice ABC

Lower half response choice DAB

C

D

1

43*

2

3

2

39*

2

5

4

2

0

2

45*

3

0

11

23*

16

3

5

23*

16

6

12

15*

14

9

* Correct response

Action

Calculate the P-values and D-values of the individual test items and be prepared to discuss the significance of the results.

Situation 2

In an examination, nine candidates out of a total of fifteen correctly answered question (1).

Action

Calculate the difficulty index of question (1) and comment on its value.

Situation 3

In subsequent examinations, the same question (1) as in Situation 2 was completed as follows: Total number of candidates

Number of successes in question (1)

exam. NO.2

12

8

exam. No.3

18

15

exam. NO.4

15

13

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ASSESSMENT,

EXAMINATION

AND CERTIFICATION

Action

If 50% of the candidates were thought to be competent, comment on the status of question (1).

Situation 4

A multiple-choice question has the following P-values, based on a population of 100: Response

P-value

A

0.070

B

0.190

C

0.120

D*

0.620

OF SEAFARERS

* Correct response

The question is used in a test of a further 20 candidates, who make the following responses: Response

Number

A

3

B

4

C

3

D*

10

Action

Calculate composite P-value for each response.

Situation 5

The following shows the number of candidates who obtained percentages in the given intervals on two tests. In each case there were 200 candidates. Interval %

Test 1

Test 2

0-9

0

0

10-19

0

3

20-29

5

6

30-39

8

12

40-49

22

22

50-59

40

32

60-69

64

46

70-79

44

40

8~89

16

28

1

11

90-100

128

Number in interval

PART 0: INSTRUCTOR

Action

1.

Plot the frequency distributions for the two tests

2.

Compare the two distributions and be prepared to comment on the discrimination performance of the tests.

Activity 19.1.12 Objective

MANUAL.

Corrects flawed test items (0.75 hour)

To give experience of identifying poor test items and improving them by amending or re-writing as appropriate.

Test item 1 Good combustion in a boiler furnace can be checked by observation and seeing: A

fuel particles at the outer edges of the flame

B

carbon dioxide content of the funnel gases

C

a bright flame surrounded by a clear atmosphere

D

no unburnt fuel on the furnace floor

Candidates should select the correct answer, either A, B. Cor D Out of a total of 84 candidates the selections were as follows: Response

Action

highachievers

lowachievers

A

0

2

B

0

4

C

36

20

0

6

16

1.

Identify and correct the weakness(es) in this question. Obtain D-values for each response of the question and comment on their relevance.

2.

Comment on any weakens you see in the following questions and correct them as appropriate :Test item 2 In a vapour-compression take place?

refrigeration system, where does the cooling

A

in the condenser

B

in the evaporator

C

in the drier

D

in the cold chamber

Please tick against the correct answer

129

ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Test item 3 Complete

the following

statements: bearings.

A)

The

B)

Dry powder is a suitable medium for extinguishing

must be applied to

fires.

Test item 4 If in a two-stage is held open:

reciprocating

air compressor

the first stage suction valve

A

the compressor will not deliver

B

the first stage will not do any work on the air

C

the second stage will do more work

D

the second stage relief valve will lift

Indicate which is the correct

response

Test item 5 A cofferdam

-

A

is a heavy athwartship beam under the deck

B

is the space between the main deck and the next deck

C

separates the engine-room from the shaft tunnel

D

consists of two closely spaced bulkheads

Test item 6 The ratio of the difference between speed of the ship over the ground propeller is termed the A

apparent slip

B

true slip

C

pitch

D

sterntube

the speed of a propeller and the in still water to the speed of the

Test item 7 Which of the following signals?

130

statements

is true concerning

buoyant

smoke

A

Their casings are painted red.

B

They must emit smoke of a highly visible colour at a uniform rate for a period of not less than 3 minutes when floating in calm water.

PARTD: INSTRUCTORMANUAL

Activity 19.1.13 -

C

They are required to float free if the ship sinks.

0

They must be replaced annually.

Appraises various methods and range for evaluating competence (0.75 hour)

Objective

To illustrate and gain insight in determining the effectiveness of the various methods and range in evaluating competence.

Situation

1.

A deck cadet officer and an engineering cadet officer are serving sea time on board a chemical tanker of 5,000 Gross Tonnage with a 3,500 kW propulsion power. Both of them are undergoing courses in a maritime training institution in their respective discipline, which include a 12-month cadetship onboard.

2.

The chief mate and second engineer on board the tanker are holding the relevant certificates of competency for their duties and responsibilities and both have attended shipboard assessment courses organized by their company. All other officers have not yet attended any shipboard assessment course.

3.

The company superintendent has requested the master of the chemical tanker to provide as much shipboard assessment to the cadets as is possible, while they are sailing with the tanker.

4.

The master replies officially to the superintendent that the chief mate and second engineer have tested the cadets as follows:

Deck cadet Item assessed

Duration of assessment 15minutes

Method of assessment Questioning

35 minutes

Actual performancewith vessel'sequipment

Overa 3-month period

Secondmate's observation

Competent

Characteristicsof chemicals

1 hour

Writtentest

Score65%of marks

Firefighting

1 hour

Observation

Competent

Fixingvessel's position Determiningand correctingerrorsin magneticand gyro-compass Maintaininga safe navigationwatch

Outcome of assessment Foundcompetent aftersome prompting Competent

Remarks Needsfurther guidance

Correctlyfollows instructionsof secondmate Testpaperset and administeredby secondmate Observedduring fire drills.(Nofire wassimulated.)

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ASSESSMENT,

EXAMINATION

AND CERTIFICATION

OF SEAFARERS

Enaine cadet Item assessed

Duration of assessment

Method of assessment

Outcome of assessment

Remarks

Welding technology

1 hour

Questioning

Competent

Assessors include third engineer and fitter

Overhauling auxiliary cooling water pump

4 hours

Actual performance on board

Not yet competent

Argue with third engineer over tools.

Watchkeeping duties

Over a 3-month period

Chief engineer's observation

Competent

Chief engineer kept watch with the engine cadet twice in the entire period.

Safe working practices

1 hour

Multiple-choice test

Competent

Test paper set by second engineer

Cargo operation

2 hours

Written and oral tests

Competent

Tests set by third mate

Action

Critically comment on the above methods and range in evaluating the competence of either the deck cadet or engine cadet in performing the tasks indicated. Prepare for comments in class).

Activity 19.4.2 -

Determines the equivalence of a foreign certificate (0.5 hour)

Objective

To provide an insight into the matters to be taken into account when considering certificates issued by a foreign Administration with a view to recognizing their certificates for service in national ships in compliance with Regulation 1/10 of the revised STeW Convention, 1995.

Situation

Because of a shortage of nationally qualified masters and officers for your expanding fleet, shipowners wish to employ personnel holding foreign certificates. Your own certificate structure provides for certification as follows:

Unrestricted vovaaes -

132

all tonnages and propulsion powers

Master

Chief engineer officer

Chief mate

Second engineer officer

Officer in charge of a navigational watch

Engineer officer in charge of a watch

PART 0: INSTRUCTOR

MANUAl

Near-coastal vovages

Master,> 3,000GT

Chiefengineerofficer,4,500kW

Chief mate,>3,000GT

Secondengineerofficer,4,500kW

Officerin chargeof a navigational watch,> 500 GT Master,< 3,000GT

Chiefengineerofficer,< 3,000kW

Chief mate,