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 PUASES016, 'Apply snowcraft skills when performing search operations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply snowcraft skills when performing search operations' 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 | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Prepare for operation in alpine environments | 1.1 | Operational and task information is obtained from search coordinator or delegated personnel |
1.2 | Specific hazards and equipment requirements for environmental and operational requirements are identified | ||
1.3 | Personal protective clothing and equipment is selected and used | ||
1.4 | Food and water requirements for the operation, environment and physical activity are identified and selected, in accordance with organisational procedures | ||
1.5 | Environment and/or weather conditions for anticipated period of operational response are determined | ||
1.6 | Own ability to meet anticipated physical and psychological requirements of operation is evaluated and any issues anticipated are reported to the team leader | ||
2 | Undertake operations in an alpine environment | 2.1 | Deployment to operational response area using transportation is undertaken in a safe and timely manner |
2.2 | Specified team roles and functions are carried out safely, as directed by the team leader | ||
2.3 | Search safety is maintained, in accordance with organisational procedures | ||
2.4 | Search formation and spacing are undertaken and maintained as outlined by the team leader, in accordance with organisational procedures | ||
2.5 | Search boundaries are marked, in accordance with task requirements, under the direction of the team leader | ||
2.6 | Observation skills are applied, and any clues or objects located are immediately reported, in accordance with organisational procedures | ||
2.7 | Communication within the team is maintained | ||
2.8 | Safety and wellbeing of self and others is monitored, and any concerns are reported to the team leader | ||
2.9 | Hazards are continually monitored, risks assessed, and any concerns identified are reported, in accordance with organisational procedures | ||
3 | Perform survival techniques | 3.1 | Emergency shelter is constructed appropriately for current and anticipated conditions |
3.2 | Weather conditions and other information is interpreted, and actions are taken to minimise effects of weather on self and others | ||
3.3 | First aid is applied to self and others, as required | ||
3.4 | Lost searcher drills are conducted, as required, in accordance with organisational procedures | ||
3.5 | Welfare of self and others is sustained | ||
3.6 | Situational awareness is maintained and changing environment and weather conditions are responded to in a timely manner | ||
4 | Complete recall and stand down procedures | 4.1 | Search equipment is recovered, cleaned and maintained, in accordance with organisational procedures and manufacturers' guidelines |
4.2 | Operational debriefing is participated in and documentation is completed, in accordance with organisational procedures and standards | ||
4.3 | Symptoms of operational stress in self and others is recognised and reported to relevant personnel | ||