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 PUADEFSU005B, 'Maintain physical and emotional health and fitness in a survival environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Maintain physical and emotional health and fitness in a survival 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
ELEMENT | PERFORMANCE CRITERIA |
1. Maintain personal health and safety | 1.1 Threats of disease, distraction and discomfort are minimised 1.2 Threats posed by exposure to the sun are minimised 1.3 Equipment is handled with meticulous safety to prevent cuts 1.4 Injuries are immediately treated 1.5 Opportunities to improve personal hygiene are taken |
2. Maintain a healthy and safe environment | 2.1 Fire is treated with respect to prevent injury or ignition of camp-site and surrounds 2.2 Latrine and slaughter areas are established away from the camp area to prevent disease and attraction of disease carriers 2.3 Camp area is cleaned of rubbish and food scraps to prevent disease and attraction of disease carriers 2.4 Safe distances are maintained from potential animal dangers |
3. Optimise the chances of survival | 3.1 A positive and proactive attitude is maintained towards the survival situation, and the goal of rescue is constantly reinforced 3.2 Personal fears and tensions are contained and not allowed to impact on others 3.3 Positive and constructive input is provided to the group to support agreement on the survival tasks, their priority and manner in which they will be conducted to maximise outcomes and minimise energy 3.4 Survival tasks allocated by the team are accepted and undertaken 3.5 Only available resources, as rationed by the team, are consumed 3.6 Signs of concern in others are identified and reassurance is provided to prevent deterioration of the individual and/or the group |