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 SISFFIT311A, 'Deliver approved community fitness programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Deliver approved community fitness programs' 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. Prepare for program delivery. | 1.1. Obtain confirmation that the program is approved by an approving authority. 1.2. Confirm venue or facility requirements and resources required for program delivery. 1.3. Confirm access to the venue or facility meets the needs and requirements of the clients according to organisational policies and procedures and legislation and regulatory requirements. |
2. Deliver approved community fitness program. | 2.1. Screen clients according to program guidelines and organisational policies and procedures. 2.2. Deliver pre-session instructions according to program and venue or facility requirements. 2.3. Explain and demonstrate the program using a appropriate instructional techniques. 2.4. Explain and demonstrate the correct use of any equipment required for the program according to manufacturer's instructions and organisational policies and procedures. 2.5. Show sensitivity to cultural and social differences. |
3. Monitor and modify the activities. | 3.1. Monitor exercise intensity, technique and safety of clients continuously throughout the program according to program guidelines. 3.2. Deliver effective and positive feedback to clients regarding correct program intensity or technique. 3.3. Modify activities as required to ensure program continues to meet the needs and requirements of clients and minimise injuries. |
4. Monitor and report on the effectiveness of the program. | 4.1. Seek and respond to feedback from clients. 4.2. Identify modifications to instructional technique in response to feedback. 4.3. Identify aspects needing further emphasis or development and document for reporting to approving authority as required. 4.4. Maintain records according to program guidelines and organisational policies and procedures. |