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 AURMGA002, 'Manage personal presentation and development in a motor sport environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Manage personal presentation and development in a motor sport environment' 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
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold and italicised text is used, further information is detailed in the range of conditions section.
1. Establish personal presentation standards
1.1 Personal presentation expectations are clarified from position description, and work and team role
1.2 Strategies to achieve personal presentation standards are developed and implemented
1.3 Personal presentation standards are maintained according to team requirements
2. Determine potential career paths in motor sport
2.1 Personal strengths are identified and opportunities for improvement are identified
2.2 Personal goals and team goals are reviewed and linked
2.3 Career options within and outside the team and potential career paths to achieve personal goals are identified
2.4 Career achievements and experience are documented and a comprehensive rÃ©sumÃ© prepared
3. Manage personal learning in motor sport
3.1 Different learning styles are researched and own learning style preference identified
3.2 Effects of preferred learning styles in the team environment are researched and applied
3.3 Strategies to maximise effectiveness of personal learning are developed
3.4 Learning strategies are reviewed and modified as required
4. Develop personal health and fitness plan
4.1 Personal nutritional requirements required for optimal performance in motor sport environment are identified and managed
4.2 Stress and fatigue are managed using appropriate strategies
4.3 Personal physical fitness requirements in relation to team role requirements are identified and managed
4.4 Strategies to manage impact of negative factors on personal competence and performance within motor sport environment are developed
4.5 Own health and fitness plan is viewed and modified as required
5. Establish personal conflict resolution strategies
5.1 Potential causes of conflict in relation to preferred learning style within the team environment are identified
5.2 Personal strategies for dealing with conflict are implemented
5.3 Communication techniques are researched and strategies for improving communication with team members are implemented