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 SISCAQU310A, 'Instruct swimming strokes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Instruct swimming strokes' 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 of a Unit of Competency.
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the Required Skills and Knowledge section and the Range Statement. Assessment of performance is to be consistent with the Evidence Guide.
1. Analyse the strokes of swimming.
1.1. Identify the basic biomechanical principles of the strokes of swimming and break each part into its components.
1.2. Identify observable body movements for each stage of the skill in order of importance for performing the skill.
1.3. Identify and document technique checklist.
2. Assess participant readiness.
2.1. Identify the characteristics of the participant group.
2.2. Identify the swimming strokes to be developed.
2.3. Determine the instructional methods and instructional styles appropriate to the participant group.
2.4. Determine appropriate drills, activities or games for the participant group.
2.5. Allocate sufficient space and assemble resources for the drills, activities or games, according to relevant legislation, organisational policies and procedures and conditions and external influences.
3. Conduct drills, activities and games.
3.1. Provide clear and accurate instruction of drills, activities and or games using technological aids where appropriate.
3.2. Introduce participants to the water in an appropriate manner according to best practice principles of aquatic activities.
3.3. Demonstrate skills and techniques to participant group as required.
3.4. Monitor the participation and performance of each participant, according to relevant legislation, and provide feedback as required.
3.5. Observe participants' movement through water according to the principles of movement in water and accounting for the factors affecting movement in water. Adjust or refine individual or group stroke technique as required.
3.6. Modify drills, activities or games as required according to participant needs and factors which affect skill development.
3.7. Respond to participant concerns and questions as required according to best practice principles of aquatic activities.
3.8. Monitor time and complete drills, activities and games according to organisational policies and procedures.
4. Review and adapt the instruction.
4.1. Request and respond to feedback from participants.
4.2. Identify aspects needing further emphasis or attention in future sessions.
4.3. Review own performance and identify areas needing improvement and appropriate strategies as required.
4.4. Implement modifications to future instruction in response to feedback and review of participant progress.