Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver AURB354601A, 'Conduct cycling proficiency training'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct cycling proficiency training' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Plan an instructional session for teaching cycling proficiency | 1.1. Identify safe cycling techniques 1.2. Determine client needs and assess current skill level and experience of client group 1.3. Identify cycling skills to be taught or developed 1.4. Select a suitable site for the instructional session based on client needs and session aims 1.5. Plan appropriate instructional activities and sequence of instruction to facilitate and enhance the learning process 1.6. Access and prepare learning resources, equipment and technological aids to supplement instruction 1.7. Prepare contingency plans to cope with inclement weather and other factors that may affect the session 1.8. Conduct a risk assessment of the instructional activities and location and implement a risk management plan |
2. Prepare for instructional session | 2.1. Select and prepare equipment and other resources suitable for the instructional activities 2.2. Fit and adjust equipment, where appropriate, to suit the needs of individual clients 2.3. Check all equipment for compliance with safety and road use regulations and good working order 2.4. Ensure first aid and repair kits are suitably stocked 2.5. Arrange protective and safety clothing and equipment for each client, where required 2.6. Brief the clients on the aim of the session, safety practices and appropriate behaviour |
3. Conduct drills, activities and games to instruct cycling proficiency | 3.1. Select instructional methods to match client readiness, the learning environment, the activity and equipment available 3.2. Allocate sufficient space and resources for the drill, activity and/or game 3.3. Constantly monitor potential hazards and risks during instruction, and implement appropriate risk management processes to avoid hazards 3.4. Deliver clear, relevant and concise information, explanations and demonstrations to ensure drills, activities and games are in accord with best practice principles of cycling activities 3.5. Communicate clearly in a style appropriate to the client 3.6. Use learning resources and materials and technological aids where appropriate to supplement presentations 3.7. Observe clients to ensure the drills, activities and games are conducted in the correct manner 3.8. Observe client's skill execution and apply correctional techniques where required 3.9. Provide constructive feedback and encouragement 3.10. Perform demonstrations, where required, with a high level of technical correctness 3.11. Maintain group control to ensure a safe and enjoyable learning experience |
4. Evaluate and review instruction methods | 4.1. Use questioning techniques to monitor client understanding during instruction 4.2. Seek client feedback and provide opportunity for clients to comment and ask questions 4.3. Implement modifications to the instructional method in response to monitoring and feedback 4.4. Identify aspects needing further emphasis and attention for intervention in future sessions |