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ANNEX 1

DRAFT NEW MODEL COURSE ON BASIC TRAINING

FOR MASTERS, OFFICERS, RATINGS AND OTHER PERSONNEL
ON SHIPS SUBJECT TO THE IGF CODE

Model
Course
X.XX

BASIC TRAINING FOR MASTERS,

OFFICERS, RATINGS AND OTHER
PERSONNEL ON SHIPS SUBJECT
TO THE IGF CODE

2019 Edition

London, 2019

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ACKNOWLEDGEMENTS

The International Maritime Organization (IMO) wishes

to express its sincere appreciation to the Government of
Norway for the valuable assistance and cooperation in the
development of this model course.

Copyright © International Maritime Organization 2019

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Foreword

[To be inserted by the Secretariat]

KITACK LIM
Secretary-General

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Contents

Foreword 3

Introduction 5

Part A: Course Framework 8

Part B: General Outline 12

Part C: Detailed Outline 14

Part D: Instructor Manual 39

Part E: Evaluation and Assessment 51

Appendix I – Instructor Feedback on model course 60

Appendix II – Additional materials for use by the Instructor 61

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Introduction

■ Purpose of the model courses

The purpose of the IMO model courses is to assist maritime training institutes and their
teaching staff in organizing and introducing new training courses, or in enhancing, updating or
supplementing existing training material where the quality and effectiveness of the training
courses may thereby be improved.

It is not the intention of the model course program to present instructors with a rigid "teaching
package" which they are expected to "follow blindly". Nor is it the intention to substitute
audio-visual or "programmed" material for the Instructor's presence.

As in all training endeavours, the knowledge, skills, competence and dedication of

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.

This model course aims to cover important aspects related to the use of gases or low-flashpoint
liquids as fuel in ships. Specific details related to ship-specific arrangements/systems cannot
be captured in a model course of a general nature as variation in design and operation for
ships applicable for this model course may vary a lot. However, the model course aims to
provide guidance for establishing a competence foundation for different ship arrangements
and safety issues for ships using gases or other low flashpoint fuels. The model course aims
to identify a base set of competencies for personnel involved in the fuel-related activities on
board.

■ Use of the model course

To use the model course effectively, instructors should review the course plan and detailed
syllabus, considering the information on the entry standards specified in the course framework.
The actual level of knowledge and skills and 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, instructors may
delete from the course, or reduce the emphasis on, items dealing with knowledge or skills
already attained by the trainees. Instructors should also identify any academic knowledge,
skills or technical training which the trainees may not have acquired prior to undertaking the
course.

By analysing the detailed syllabus and the academic knowledge required to allow training in
the technical area to proceed, instructors could develop 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 also be necessary if the trainees
completing the course are to undertake duties which differ from the course objectives specified
in the model course.

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■ Lesson plans

Having adjusted the course content to suit the trainee intake and adjustment of the course
objectives, if any, instructors 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. 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 instructors in the presentation of the course.

■ Presentation

The presentation of concepts and methodologies should be repeated in various ways until
instructors are satisfied that the trainee has attained each specific learning objective. The
syllabus is laid out in learning-objective format and each objective specifies the performance
required of the trainees to achieve objective of the learning outcome.

■ Implementation

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

- properly qualified instructors;

- technical and non-technical support staff;

- teaching and other spaces;

- appropriate training equipment and teaching aids;

- videos and multi-media presentations;

- textbooks, appropriate technical papers, etc.; and

- other relevant latest reference material (ideally from ship operators using gases
or other low-flashpoint fuels and manufacturers).

■ Training and the STCW Convention

The standards of competence that have to be met by seafarers are defined in part A of the
STCW Code. This IMO model course addresses the competences and the training that is
required to achieve the standards for the knowledge, understanding and proficiencies (KUPs)
set out in table A-V/3-1 of the STCW Code.

Part A provides the framework for the course with its 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.

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 learning experience. Each
of the objectives is expanded to define a required performance of knowledge, understanding

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and proficiency. IMO references, textbook references and suggested teaching aids are
included to assist instructors in designing lessons.

Part D gives guidance notes and additional explanations to instructors on the topics and
learning outcomes listed in part C. It is foreseen that such micro level division of each learning
objective in the teaching syllabus will give the instructor, with varied backgrounds, ample
guidelines on developing training programme, as well as the flexibility to adapt keeping in mind
the level of the trainees.

Part E presents a generic guide on effective evaluation and assessment of course instructors
and trainees. Parts C and D of this model course address the generic subject matter of part E
in greater detail. Mandatory provisions concerning Training and Assessment are given in
section A-I/6 of the STCW Code that cover: qualifications of instructors, supervisors and
assessors; in-service training; assessment of competence; and training and assessment within
an institution. Evaluation of competence should be designed to consider the different methods
of assessment.

■ Responsibilities of Administrations

Administrations should ensure that the training courses delivered meet the standards of
competence required by the STCW Code.

■ Validation

The guidance contained in this document has been validated by the Sub-Committee on Human
Element, Training and Watchkeeping for use by Administrations and training providers in
developing relevant training programme for the effective implementation of uniform minimum
standards for training and certification of seafarers. Validation in this context means that the
Sub-Committee has found no grounds to object to the contents of this model course, but has
not granted its approval to the document, as the Sub-Committee does not consider any model
course to be an official interpretation of IMO Instruments.

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Part A: Course Framework

■ Aim

The overall aim of this model course is to meet the mandatory minimum standards of
competence for seafarers responsible for designated safety duties associated with the care,
use or in emergency response to the fuel on board ships subject to the International Code of
Safety for Ships using Gases or other Low-flashpoint Fuels (IGF Code) specified in
table A-V/3-1 of the STCW Code.

■ Scope

Seafarers responsible for designated safety duties associated with the care, use or in
emergency response to the fuel on board ships subject to the IGF Code should hold a
certificate in basic training for service on ships subject to the IGF Code (regulation V/3,
paragraph 4).

This course is essentially a course with practical guidance and information and provides
training and qualifications for masters, officers, ratings and other personnel on ships subject
to the IGF Code.

The course consists of recommended exercises structured around the safe operation of ships,
and their installations of systems for propulsion machinery, auxiliary power generation
machinery and/or other purpose machinery using gas or other low-flashpoint fuel. The course
takes full account of section A-V/3, paragraph 1 of the STCW Code.

The course should not exceed the competencies and knowledge, understanding, and
proficiencies (KUPs) of the STCW Code but needs to consider and incorporate the latest
technological developments and best practices of the industry. The course should also
consider the wide range of different ship types.

■ Objective

The objective for this course is to provide trainees with practical guidance and information to
gain knowledge, understanding and proficiencies (KUPs) required to achieve the objectives of
the learning outcomes to demonstrate their competence in safety for ships using gases or
other low-flashpoint fuel, as set out in table A-V/3-1 of the STCW Code. A trainee successfully
completing this course will gain knowledge and skills to contribute to safe operation of ships
subject to the IGF Code.

The trainees who successfully complete the course should be able to successfully demonstrate
their competence including to:

 contribute to the safe operation of a ship subject to the IGF Code

 take precautions to prevent hazard on a ship subject to the IGF Code

 apply occupational health and safety precautions and measures

 carry out fire-fighting operations on a ship subject to the IGF Code

 respond to emergencies

 take precautions to prevent pollution of the environment from the release of

fuels found on ships subject to the IGF Code

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■ Entry standards

Entry standards should be in accordance with the STCW Convention or other applicable IMO
instruments, where such requirements are specified. If such requirements are not specified,
it is left to the Administration to decide entry standards in accordance with national regulations
and system of education.

■ Course certificate

On successful completion of the course and demonstration of the required competence, a

document may be issued certifying that the holder has met the applicable standard of
competence specified in table A-V/3-1 of the STCW Code. This would facilitate the issuance
of a Certificate of Proficiency by the Administration confirming that the holder has completed
a basic training for service on ships subject to the IGF Code. A certificate may be issued only
by centres approved by the Administration.

■ Course intake limitations

The maximum number of trainees accepted for each course will depend on the availability of
adequate numbers of instructors, equipment and facilities available to conduct the training.
The course intake is limited by the number of trainees who can receive adequate individual
attention from instructors. The maximum trainee to instructor ratio could be up to 24 to 1 for
classroom lectures, and 8 to 1 for practical sessions. Teaching staff should note that the ratios
are suggestions only and should be adapted to suit individual groups of trainees depending on
their experience, ability and equipment available. The briefing and de-briefing sessions may
be carried out in a main group, or as sub-group activities, depending on circumstances.

■ Staff requirements

Instructors, supervisors and assessors are to be appropriately qualified in accordance with the
STCW Convention or other applicable IMO instruments for the particular types and levels
of training or assessment of competence of the trainees. It is left to the Administration to
decide staff requirements in accordance with their national regulations.

■ Teaching facilities and equipment

Suitable teaching spaces equipped with the relevant facilities should be provided to facilitate
the effective delivery of training, which could be through lectures, group exercises and
discussions, as appropriate. Where the use of multi-media and simulation is intended, it
should be ensured that the appropriate multi-media equipment and simulators are made
available.

The following items of equipment are recommended:

 Audio-visual equipment and material

 Whiteboard/interactive whiteboard/flipchart for demonstrations

 Internet connection

 Drawings or other means of demonstration of ship installations of systems for

propulsion machinery, auxiliary power generation machinery and/or other
purpose machinery using gas or low-flashpoint fuel as fuel

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 Oxygen resuscitator

 Breathing apparatus

 Portable oxygen meter

 Portable combustible-gas detector

 Portable tank scope/multi point flammable gas (infra-red gas analyser)

 Portable toxic-gas detector

 Chemical absorption tubes for toxic-gas detector (for methane)

 Portable multi-gas detector

 Personal multi-gas detector

 Tank evacuation equipment

 Protective clothing

 Fixed dry chemical powder fire-fighting (DCP) system

To enable the trainees to undergo practical exercises in fire fighting of fuels not covered in
basic training in fire prevention and fire fighting as set out in table A-VI/1-2 and model course 1.20
on Fire Prevention and Fire Fighting, a fire-fighting mock-up will be needed to conduct realistic
drills using the correct techniques in simulated shipboard conditions to extinguish the fire.

■ Teaching aids (A)

A1 Instructor manual and its appendix (part D of the course)

A2 Visual presentations

Note: Other equivalent teaching aids, including multi-media training aids such as videos, CD-
ROMs, e-learning materials and computer based training (CBT), etc. may be used as deemed
fit by instructors when presenting this course.

■ Use of Simulators

The revised STCW Convention sets standards regarding the performance and use of
simulators for mandatory training, assessment or demonstration of competence. The general
performance standards for simulators used in training and for simulators used in assessment
of competence are given in section A-l/12. Simulator-based training and assessment is not a
mandatory requirement for this basic training for ship subject to IGF Code. However, it is widely
recognized that well-designed lessons and exercises can improve the effectiveness of training.
If using simulator-based training, instructors should ensure that the aims and objective of these
sessions are defined within the overall training program and that tasks are selected to relate
as closely as possible to shipboard tasks and practices. Instructors should refer to
section A-I/12, paragraph 1 and 2 of the STCW Code.

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■ IMO references (R)

R1 International Convention for the Safety of Life at Sea (SOLAS), 1974, as amended
R2 International Convention on Standards of Training, Certification and Watchkeeping
for Seafarers (STCW), 1978, as amended
R3 International Convention for the Prevention of Pollution from Ships (MARPOL)
R4 International Code for Fire Safety Systems (FSS Code)
R5 MFAG Medical First Aid Guide for Use in Accidents Involving Dangerous Goods (IMO-
251E) as supplement to the International Maritime Dangerous Goods Code (IMDG
code)
R6 International Code of Safety for Ships using Gases or other Low-flashpoint Fuels
(IGF Code)
R7 International Safety Management (ISM) Code
R8 IMO Model Course 1.20 on Fire Prevention and Fire Fighting
R9 IMO Model Course 1.35 on Liquefied Petroleum Gas (LPG) Tanker Cargo and Ballast
Handling Simulator
R10 IMO Model Course 1.36 on Liquefied Natural Gas (LNG) Tanker Cargo and Ballast
Handling Simulator

■ Textbooks (T)

T1 Gas a marine fuel - an introductory guide, version2.1 (ISBN: 978-0-9933164-6-3)

T2 Gas as a marine fuel – safety guidelines, Bunkering, version 2.0
(ISBN: 978-0-9933164-4-9)
T3 Gas as a Marine fuel - Recommendation of Controlled Zones during LNG bunkering,
version 1.0 (ISBN: 978-0-9933164-8-7)
T4 European Maritime Safety Agency (EMSA) Guidance on LNG Bunkering to Port
Authorities and Administrations, 31-01-2018
T5 Gas as a marine fuel Bunkering of ships with Liquefied Natural Gas competency
guidelines, version 1.0, May 2016 (ISBN: 978-0-9933164-3-2)

■ Bibliography (B)

B1 DNV GL Standard ST0026 for Competence related to the on-board use of LNG as fuel

■ Safety routines

Safety precautions during drills are important during this course and affect the course
structure. Trainees should always be protected from danger whilst the course is in progress.
Training providers should consider the training spaces, equipment and facilities available,
and develop a Safety Instruction Manual to ensure the safety of trainees at all times. During
the course, especially during practical drills, trainees should strictly adhere to the safety rules
laid down by the training provider.

All the equipment used for practical training should be properly maintained and approved by
the Administration as/if applicable.

Instructors and assisting staff should strictly supervise the trainees' adherence to safety
guidelines. First-aid supplies, including a resuscitation kit, should be close at hand.

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Part B: General Outline

■ Timetable

This model course has been developed providing a recommended range in duration of 24 to
32 hours for lectures, demonstrations, laboratories, or simulator exercises and assessment.
No formal timetable is included in this model course.

Instructor must develop their own timetable depending on:

.1 the level of skills of trainees;

.2 the numbers to be trained;

.3 the number of instructors; and

.4 simulator facilities and equipment available,

and normal practices at the training establishment.

■ Course Outline

The course comprises lectures, demonstrations and simulation exercises. The outline below
identifies the main areas of the course.

Learning objective format is used in the detailed teaching syllabus given in Part C; the outline
below is a summary of the course material. The numbering system used below reflects that of
the detailed teaching syllabus.
Course outline

Subject Area
1. Contribute to the safe operation of a ship subject to the IGF Code
1.1. Design and operational characteristics of ships subject to the IGF Code
Basic knowledge of ships subject to the IGF Code, their fuel systems and fuel storage
1.2.
systems
Basic knowledge of fuels and fuel storage systems’ operations on board ships subject to
1.3.
the IGF Code
Basic knowledge of the physical properties of fuels on board ships subject to the IGF
1.4.
Code
Knowledge and understanding of safety requirements and safety management on board
1.5.
ships subject to the IGF Code
2. Take precautions to prevent hazards on a ship subject to the IGF Code
Basic knowledge of the hazards associated with operations on ships subject to the IGF
2.1.
Code
2.2. Basic knowledge of hazard controls
Understanding of fuel characteristics on ships subject to the IGF Code as found on a
2.3.
Safety Data Sheet (SDS)
Notes:

Notation for suggested education and training duration

* Care should be taken when indicating the range of duration for the model course taking into account the entering
candidates' knowledge and skills, the class size and the resources available to each training provider. (MSC-
MEPC.2/Circ.15/Rev.1, appendix 3)

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Part C: Detailed Outline

■ Introduction

Part C correlates the knowledge, understanding and proficiencies defined in the STCW Code,
with the specific learning outcomes that the trainees should achieve. Each specific outcome
is presented as a topic or sub-topic as a Learning Objective reflecting the knowledge,
understanding and proficiency (KUP) in table A-V/3-1.

■ Learning objectives

The detailed outline has been developed in learning objective format where the objective
describes what trainees should perform to demonstrate that knowledge and skill has been
transferred, and the desired competence has also been achieved. All the outcomes are
understood to be prefixed by the words, "The expected learning outcome is that the trainee is
able to… .......... "

■ References and teaching aids

The material listed in the course framework has been used to structure the detailed teaching
syllabus.

To assist instructors, references are shown against the learning objectives to denote IMO
references and publications, textbooks, additional technical material and teaching aids, which
they may wish to use when preparing course material denoted as follows:

Teaching aids (indicated by A)

Bibliography (indicated by B)
IMO references (indicated by R)
Text books (indicated by T)

and will provide valuable information to instructors.

Note: Throughout the course, instructors should clearly define, and emphasize, the application
of safe working practices, considering references to applicable international and national
requirements and regulations, as appropriate. It is expected that the national institutions
implementing the training course will insert references, where appropriate, to national
requirements and regulations, as necessary.

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IMO Textbooks, Teaching

Knowledge, Understanding and Proficiency
Reference Bibliography Aid

1. Contribute to the safe operation of a ship subject to the IGF Code

1.1. Design and operational R1, R2, T1, T2 A1, A2
characteristics of ships R6
subject to the IGF Code
1.2. Basic knowledge of ships R1, R2, T1, T2 A1, A2
subject to the IGF Code, their R6
fuel systems and fuel storage
systems

1.2.1. fuels addressed by the IGF Code

- list examples of low flash point

fuels

- state that the IGF Code covers

different fuels in different ways

1.2.2. types of fuel systems subject to

the IGF Code

- describe the different designs of

the main fuel systems and their
major component parts

1.2.3. atmospheric, cryogenic or

compressed storage of fuels on
board ships subject to the IGF
Code

- describe the different tank types

for low flashpoint fuels:

1.2.4. general arrangement of fuel

storage systems on board ships
subject to the IGF code

- describe the different spaces and

requirements for ship design as
per the IGF Code

1.2.5. hazard zones and areas

- define the method of classifying

the areas where explosive gas
atmospheres may occur

- state that the object of the

classification is to provide
information regarding the

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Part D: Instructor Manual

■ Introduction

The Instructor manual and its Guidance Notes provide a summary of the topics that are to be
presented. The manual provides information on teaching methodology and organization, and
the areas that are considered appropriate and important to achieve the relevant learning
outcomes. Instructors should prepare relevant lesson plans for the delivery of each topic of the
course specifying the teaching strategy and method to be used and describe the learning
activities of the trainees.

The instructor manual provides guidance on the material that is to be presented during the
course. The course material reflects the mandatory minimum requirements for the training and
qualification of masters, officers, ratings and other personnel on ships subject to the IGF Code
as specified in section A-V/3 of the STCW Convention.

The competences mentioned in the STCW regulation is broken down in the following topics is
reflecting, how the trainer should design their course and delivery and is for guidance only.

.1 safe operation of a ship subject to the IGF Code

.2 hazard precautions

.3 occupational health and safety precautions and measures

.4 fire-fighting operations

.5 emergency Response

.6 pollution prevention: precautions to prevent pollution of the environment

from the release of fuels

The texts used as references throughout the course are given in part A Course framework and
are: Teaching Aids (A), IMO Reference Books (R), Text books (T) and Bibliography (B).

The detailed teaching syllabus should be studied carefully, and lesson plans or lecture notes
compiled where appropriate. Sufficient time should be allowed for practical fire-fighting
exercises.

It will be necessary to prepare material for use with media or for distribution to trainees as
handouts. Some sketches and diagrams are provided at the end of the guidance notes. These
will provide examples of the kind of material, which is useful in supporting the presentation of
the course.

Whenever knowledge-based learning objectives are incorporated in part C of this model

course, these can be defined, states or lists, and can be displayed in power-point presentations
along with the figures appended herein in part D for the corresponding learning objectives.
Where explanations and descriptions are stated in part C of this model course, further guidance
notes are given below in part D.

Throughout the course, it is important to stress that, aboard ships rules and regulations should
be strictly observed, and all precautions taken to maximize safety and minimize harmful effects
to the environment..

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Part E: Evaluation and Assessment

■ Introduction

The effectiveness of any evaluation depends to a great extent on the precision of the
description of what is to be evaluated. The detailed teaching syllabus is thus designed, to assist
the instructors, with descriptive verbs, mostly taken from the widely-used Bloom's taxonomy.

Evaluation/Assessment is a way of finding out if learning has taken place. It enables the assessor
(instructor), to ascertain if the trainees have gained the required skills and knowledge needed
at a given point to effectively demonstrate their competence to perform the tasks set out.

■ Assessment

In assessing the achievement of competences in table A-V/3-1 of the STCW Code, assessors
should be guided by the criteria for evaluating competences in column 4 of the table and the
learning outcomes in detailed outline.

The purpose of evaluation/assessment is to:

 assist trainee learning;

 identify trainees' strengths and weaknesses;

 assess the effectiveness of an instructional strategy;

 assess and improve the effectiveness of curriculum programmes;

 assess and improve teaching effectiveness; and

 feedback to trainees learning information.

The different types of evaluation/assessment can be classified as:

Initial/Diagnostic assessment

This should take place before trainees commence a course/qualification to ensure they are on
the right path. Diagnostic assessment is an evaluation of a trainee's skills, knowledge, strength
and areas for development. This can be carried out during an individual or group setting by the
use of relevant tests.

Formative assessment

Formative assessment is an integral part of the teaching/learning process and is hence is a

"Continuous" assessment. It provides information on trainee's progress and may also be used
to encourage and motivate them.

The purpose of formative assessment is to:

 provide feedback to trainees;

 motivate trainees;

 assess trainees' strengths and weaknesses; and

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 assist trainees to develop self-awareness.

Summative assessment

It is designed to measure trainee's achievement against defined objectives and performance

targets. It may take the form of an exam or an assignment and takes place at the end of a
course.

The purpose of summative assessment is, among others, to:

 assess if trainees are competent of not yet competent; and

 grade trainees.

Evaluation for quality assurance

Evaluation of the assessment process would be required for quality assurance purposes for
compliance with the requirements of the STCW regulation I/8.

The purpose of assessment with respect to quality assurance is to:

 provide feedback to Instructors on trainee's learning;

 evaluate a module's strengths and weaknesses; and

 improve teaching.

Assessment Planning

Assessment planning should be specific, measurable, achievable, realistic and time-bound

(SMART).

Some methods of assessment that could be used depending upon the course/qualification are
as follows and should all be adapted to suit individual needs:

 observation (In Oral examination, Simulation exercises, Practical demonstration);

 questions (written or oral);

 tests;

 assignments, activities, projects, tasks and/or case studies; and

 practical exercises.

Validity

The evaluation methods should be based on clearly defined objectives, and it should truly
represent what is meant to be assessed, for example only the relevant criteria and the syllabus
or course guide. There should be a reasonable balance between the subject topics involved
and the testing of trainees' knowledge, understanding and proficiency of the concepts.

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Reliability

Assessment should also be reliable (if the assessment was done again with a similar
group/trainee, they would receive similar results). We may have to deliver the same subject to
different group of trainees at different times. If other assessors are also assessing the same
course/qualification, it is to be ensured that all assessors make similar decisions.

To be reliable an evaluation procedure should produce reasonably consistent results no matter

which set of papers or version of the test is used.

If instructors are going to assess their own trainees, they need to know what they are to assess
and then decide how to do this, bearing in mind that, for the award of Certificates of Proficiency
(CoP) instructors may not assess their trainees to be in compliance with the requirements
of the Convention.

The "what" will come from the standards/learning outcomes of the course/qualification they will
deliver. The "how" may already be decided for them if it is an assignment, test or examination.
The instructors need to consider the best way to assess the skills, knowledge and attitudes of
our learners, whether this will be formative and/or summative and how the assessment will be
valid and reliable.

All work assessed should be valid, authentic, current, sufficient and reliable; this is often known
as VACSR – "valid assessments create standard results":

 Valid – the work is relevant to the standards/criteria being assessed:

 Authentic – the work has been produced solely by the learner;
 Current – the work is still relevant at the time of assessment;
 Sufficient – the work covers all the standards/criteria; and
 Reliable – the work is consistent across all learners, over time and at the required
level.

It is important to note that no single methods can satisfactorily measure knowledge and skill
over the entire spectrum of matters to be tested for the assessment of competence.

Care should therefore be taken to select the method most appropriate to the particular aspect
of competence to be tested, bearing in mind the need to frame questions which relate as
realistically as possible to the requirements of the officer's job at sea.

STCW Convention 1978, as amended

The training and assessment of seafarers, as required under the Convention, are
administered, supervised and monitored in accordance with the provisions of section A-I/6 of
the STCW Code.

Methods for demonstrating competence in column 3 and criteria for evaluating competence in
column 4 of table A-V/3-1 set out the methods and criteria for evaluation. Instructors should
refer to this table when designing the assessment.

Instructors should also refer to the guidance as given in section B-V/3 of the STCW Code.

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Evaluation of competence

The arrangements for evaluating competence should be designed to take account of different
methods of assessment which can provide different types of evidence about candidates'
competence, e.g.:

 direct observation of work activities (including seagoing service);

 skills/proficiency/competency tests;

 projects and assignments;

 evidence from previous experience; and

 written, oral and computer-based questioning techniques.

One or more of the first four methods listed should almost invariably be used to provide
evidence of ability, in addition to appropriate questioning techniques to provide evidence of
supporting knowledge and understanding.

The evaluation of competence could be achieved by direct observation of work activities, such
as by observing whether the skills demonstrated by trainees meet the criteria for evaluating
competences specified in column 4 of table A-V/3-1 in the STCW Code. Assessment is
covered in more detail in IMO Model Course 3.12 on Assessment, Examination and
Certification of Seafarers.

Multiple choice questions

Marking or scoring is easier if multiple-choice test items are used but, in some cases, difficulties
may arise in creating plausible distracters.

Detailed sampling allows immediate identification of errors of principle and those of a clerical
nature. It should be emphasized that this holds true, in general, only if the test item is based
on a single step in the overall calculation. Multiple-choice items involving more than one step
may, in some cases, should be resorted to allow the creation of a sufficient number of plausible
distracters, but care should be exercised to ensure that distracters are not plausible for more
than one reason if the nature of the error made (and hence the distracter chosen) is to affect
the scoring of the test item.

Compiling tests

Whilst each examining authority may establish its own rules, the length of time which can be
devoted to assessing the competence of candidates for certificates of competency is limited
by practical, economic and other constraints. Therefore, a prime objective of those responsible
for the organization and administration of the examination system is to find the most efficient,
effective and economical method of assessing the competency of candidates.

An examination system should effectively test the breadth of a candidate's knowledge of the
subject areas pertinent to the tasks he is expected to undertake. It is not possible to examine
candidates fully in all areas, so in effect the examination samples a candidate's knowledge by
covering as wide a scope as is possible within the time constraints and testing his depth of
knowledge in selected areas.

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The examination should assess each candidate's comprehension of principles, concepts and
methodology; the trainee's ability to: apply principles, concepts and methodology; organize
facts, ideas and arguments and the trainee's abilities and skills in carrying out those tasks the
trainee will be called upon to perform in the duties to be certificated to undertake.

All evaluation and testing techniques have their advantages and disadvantages. An examining
authority should carefully analyse precisely what it should be testing and can test. A careful
selection of test and evaluation methods should then be made to ensure that the best of the
variety of techniques available today is used. Each test should be that best suited to the
learning outcome or ability to be tested.

Quality of test items

No matter which type of test is used, it is essential that all questions or test items used should
be as brief as possible, since the time taken to read the questions themselves lengthens the
examination. Questions should also be clear and complete. To ensure this, it is necessary that
they be reviewed by a person other than the originator. No extraneous information should be
incorporated into questions; such inclusions can waste the time of the knowledgeable
candidates and tend to be regarded as 'trick questions'. In all cases, the questions should be
checked to ensure that they measure an objective which is essential to the job concerned.

Use of rubrics

The assessor may consider the use of a rubric which describes the criteria that will be used to
evaluate a specific task or operation. Rubrics allow assessors to communicate their
expectations to the student being tested and allow students to self-check themselves on their
progress as they progress towards the completion of their task or project. For the assessor,
this increases the reliability of scores and increases the consistency of an assessor’s
assessment from student to student. In addition, when multiple assessors are grading
students, rubrics also help improve the consistency of scoring of all the assessors. Rubrics
are usually written as an outline or a table that includes:

 a description of the task or project;

 a description of the criteria that is being used for the evaluation;

 a description of what constitutes particular performance level for each criterion;

 examples of performance levels are Pass/Fail or Excellent/Good/Poor/Not

Attempted; and

 a detailed description of each performance level for each criterion.

Scoring tests

Scoring subjective tests

Assessment of seafarers is carried out to evaluate whether they have met specified learning
objectives to be competent of, to perform the tasks for which they will take responsibility on
board. They should be assessed against predetermined assessment criteria and in
accordance with criteria for evaluation set out in the tables of competence in the STCW Code.

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To achieve this in subjective tests, an analytical scoring scheme and complete model answers
and relevant mark schemes should be produced for each question. The model answer should
then be analysed for the definitions, facts, explanations, formulae, calculations, etc., contained
in it and marks allocated to each item, the aim being to make the scoring as objective as
possible. A subjective element will still exist in the original allocation of marks to the various
sections and, to some extent, in the scoring of incomplete or partially correct sections.

Either credit scoring or deductive scoring may be used. In credit scoring, marks are awarded,
in accordance with the scoring scheme, for each correctly completed part of the answer, no
marks being credited for incorrect parts or omissions. With deductive scoring, marks are
deducted for errors and omissions from the total mark for the question or part question (where
a question has been divided into two or more sections). When applied to essay questions, the
two methods should produce virtually the same score. Deductive scoring is usually confined
to the marking of calculations.

Deductive scoring can be weighted to take account of the relative seriousness of different types
of error. Errors are commonly classed and weighted as follows:

• errors of principle: for example, using the formula for righting moment in a
calculation of list; deduct 50% of the mark for the question or part question;

• major errors: for example, extracting data for the wrong day or time from the
nautical Almanac; deduct 30% of the mark for the question or part question; and

• clerical errors: for example, transposition of numbers from tables or question

paper, careless arithmetic; deduct 10% of the mark for the question or part
question for each error.

In the case of clerical errors, only one deduction for a single error should be made. No
deductions are made for incorrect answers which follow through from the original error. If
deductions exceed the total mark for a question or part question it is given a zero score;
negative scores are not carried over to other parts.

The different types of errors can be considered in credit scoring schemes by suitably
weighting the marks allocated to method, to the extraction of data and to clerical accuracy at
each step of the calculation. The steps need to be smaller and more detailed than the division
into parts used in deductive marking. As a result, the marks lost for errors of principle tend to
be smaller in credit scoring than in deductive scoring.

A small percentage of the total mark, to be credited only for the correct final answer, is
sometimes included in a credit scoring scheme. The answer should lie within stated accuracy
limits to qualify for that credit. In deductive schemes, an answer that has otherwise been
correctly calculated, but which falls outside the accuracy limits are treated as a clerical error.
Where tests are to be marked locally at more than one test centre, a well-defined scoring
scheme, which will give the same score when applied to the same paper by different markers,
is essential for the uniform and fair treatment of candidates. To aid in any subsequent review
of marks, possibly resulting from an appeal, the marker should make brief marginal notes on
the paper to indicate the reasons for deductions. Guidance on the treatment of answers
produced using calculators is needed.

Examination rules usually warn candidates that all working should be shown to gain full marks
for questions. The marks to be deducted when insufficient working is shown but a correct
answer is produced, or when all working is correctly shown but the answer is wrong, need to
be known by the marker.

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In papers in which all questions are to be answered, the marks may be weighted to reflect the
importance or difficulty of individual questions or the length of time which will be needed to
answer them. When this is done, it is usual to indicate the mark for each question on the
question paper. Optional questions should all be of similar standard and carry equal marks, so
that the standard of the complete test is the same regardless of the questions chosen.

Use can be made of a compulsory and an optional section in the same paper. Questions on
which it is felt that all candidates should be tested can be placed in the compulsory section
and suitably weighted, while the remainder of the paper offers a choice of questions each of
similar standards.

A problem that arises with optional papers is how to deal with cases where more than the
required number of questions is answered. Various solutions are adopted by different
examining boards. Many mark all questions and discard the lowest marked question or
questions; although that fact is not generally advertised as it may encourage candidates to
attempt extra questions. Others take the requisite number of answers in the order in which
they are on the question paper and ignore the remainder. A similar problem arises in papers
in which candidates are required to answer a given number of questions and including at least
some stated number from each of several sections.

The pass mark should be set at the lowest score for which sufficient skills and knowledge is
demonstrated for competency in each subject. In practice, that score is difficult to determine
exactly for an individual paper and could vary slightly from one examination to another. Such
an arrangement would be difficult to administer and would be considered unfair by candidates,
so the pass mark is fixed and published in the examination regulations. It is, therefore, essential
when preparing papers to maintain as constant a standard as possible, such that the pass
mark is an appropriate measure of competency.

The following instructions are typical of those produced for guidance of examiners on the
marking of examinations:

In order to achieve uniformity in marking between the examiners in various centres and to
facilitate the review of papers, the following guidance is recommended to be used at all
centres:

.1 When several candidates write the same examination, papers, other than
multiple choice, should be marked question by question 1 of paper 1 should
be marked for all applicants before proceeding to question 2, etc. This gives
more uniform marking.

(a) All questions should be marked even if it becomes apparent that the
candidate cannot achieve the pass mark.

.2 Neatness and Orderly Layout of Work:

Where work is not properly laid out or is not neat, marks should be deducted
without regard to correctness of the answer. The number of marks
deducted should vary according to the quality of the work up to a maximum
of 10% where the correct answer is obtained.

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.3 Types of Errors:
Errors can be divided into three types:

(a) P – error in principle; 50% of marks allotted for the whole or

part of the question should be deducted;
(b) C – clerical error; 10% of the marks allocated should be deducted
for each such error; and
(c) M – major error; 30% of the marks allotted for the question or
part of the question should be deducted.

Note: Large mark questions should be considered in their main sections and
percentages of the sections deducted. Candidates should be given the benefit of any
doubt which may exist.

.4 Drawings:

Too much importance should not be attached to elaborate drawings. Often

a simple sketch with captions is very explanatory and indicative of a good
understanding.

.5 Incomplete Answers:
Where a problem or distinct section of a large problem is only partly
worked, and a step of principle remains to be made, marks allotted should
not exceed 50% of the total marks or the split marks allotted, as the case
may be.

.6 Marking papers:
When marking papers, Examiners should enter appropriate marginal notes
in brief showing why marks have been deducted, using abbreviations in
paragraph 5. The actual error should be ringed and marked with a brief
statement of the reason for the error, e.g. 'wrong day'. A paper should be so
marked that any reviewing examiner can see at a glance just what
happened, including a marginal note to indicate award of a 'benefit of doubt'.

.7 In the case of marginal failure, the paper concerned should be carefully

reviewed.
This review is not to be regarded as having the purpose of passing the
candidate; it is to ensure that the foregoing marking standards have been
correctly applied and are consistent with those of other responses to the
same examination. It may result in either an increase or a decrease in
marks assigned. This review having been completed, the examiner should
issue a fail result if it is still below the pass mark.

The evaluation could consist of oral and practical tests which many topics may require as per
table A-V/3-1 of the STCW Code, column 2 on knowledge, understanding and proficiency. In
such cases, the following should be taken into consideration:

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1. Advantages and disadvantages of oral and practical tests

It is generally considered advisable that candidates for certificates of competency should be

examined orally. Some aspects of competency can only be properly judged by having the
candidate demonstrate trainee's ability to perform specific tasks in a safe and efficient manner.
The safety of the ship and the protection of the marine environment are heavily dependent on
the human element. The ability of candidates to react in an organized, systematic and prudent
way can be more easily and reliably judged through an oral/practical test incorporating the use
of models or simulators than by any other form of test. One disadvantage of oral/practical tests
is that they can be time-consuming. Each test may take up about 1 to 2 hours if it is to
comprehensively cover the topics concerned. Equipment should also be available in
accordance with the abilities that are to be tested. Some items of equipment can economically
be dedicated solely for use in examinations.

2. Feedback

To keep the training program up to date in the future, it is essential for users to provide
feedback. Objective and positive critical comments and new information would facilitate the
enhancement of the quality of the model course and would promote better training in safety
and security at sea, and protection of the marine environment. Such feedback,
information, comments and suggestions should be sent to the Head, Maritime Training and
Human Element, IMO (Ref. appendix II).

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Appendix I

INSTRUCTOR FEEDBACK ON MODEL COURSE

To keep the training program up to date in future, it is essential that users provide feedback.
New information will provide better training for persons involved in the assessment,
examination and/or certification of seafarers. Information, comments and suggestions should
be sent to the Head, Maritime Training and Human Element, IMO

The International Maritime Organization

Albert Embankment, London SE1 7SR, United Kingdom
Tel: + 44 (0) 20 7735 7611 Email: ModelCourses@imo.org

Feedback on Model Course x.xx: Basic training for ships subject to the IGF Code
Information, comments and suggestions regarding the model course and its implementation
(please give your feedback below, indicating which part or page of the model course you
are commenting on).

Contact information
Nation:
Organization:
Title and Name:
Address:
Tel:
Email:

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Appendix II

ADDITIONAL MATERIALS FOR USE BY THE INSTRUCTOR

Safety Data Sheet

References

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