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 SISCAQU312A, 'Assist participants with a disability during aquatic activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Assist participants with a disability during aquatic activities' 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 |
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. Identify participant needs. | 1.1. Identify the characteristics of the participant group. 1.2. Identify and assess suitability of environmental features according to the needs of the participant group. 1.3. Identify entry and exit requirements and appropriate entry and exit points. 1.4. Assess the degree and type of support required by the participant group according to organisational policies and procedures and relevant legislation. 1.5. Report any unsuitable environmental features or entry and exit points according to organisational policies and procedures. |
2. Provide support. | 2.1. Advise participants and caregivers of the location and appropriate use of resources. 2.2. Provide information and demonstrations to participants and caregivers on safe exit, entry and support in the aquatic environment. 2.3. Seek and respond to questions or feedback from participants and caregivers. 2.4. Provide the appropriate type and level of support. 2.5. Observe participants' response and adjust or refine the support provided as required. 2.6. Respond to participants or caregivers experiencing difficulties, according to organisational policies and procedures and relevant legislation. |
3. Review the support. | 3.1. Respond to participant and caregiver concerns, feedback and questions as required, according to best practice principles of aquatic activities. 3.2. Report on resources and aspects needing further emphasis, attention or intervention in future sessions according to organisational policies and procedures. 3.3. Review own performance and identify areas needing improvement and appropriate strategies as required. |