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 SISOABA302A, 'Apply single pitch abseiling skills on artificial surfaces'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply single pitch abseiling skills on artificial surfaces' 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. Plan for the abseiling activity. | 1.1. Identify and plan food and water requirements according to the duration of the activity. 1.2. Identify and select an appropriate activity site after consideration of relevant legislation and organisational policies and procedures. 1.3. Identify associated hazards and procedures to minimise risks to abseiler and belayer on artificial surfaces. 1.4. Access relevantsources to interpret detailed weather and environmental information to determine activity plan, where applicable. 1.5. Establish a suitable communication system to use while abseiling and belaying with other participants. |
2. Select and utilise appropriate equipment. | 2.1. Select and use equipment in a safe and efficient manner, after consideration of contextual issues. 2.2. Adjust and fit equipment to ensure personal comfort and safety. 2.3. Select and attach descending device to the rope and tie knots suitable to the belay system being used. 2.4. Complete all necessary personal and equipment safety checks prior to commencing abseiling and or belaying. 2.5. Apply safety procedures at top and bottom of descent site to minimise risk. |
3. Demonstrate abseiling technique. | 3.1. Display correct posture and technique while abseiling, using single and double rope. 3.2. Maintain effective communication between abseiler and belayer throughout the descent. 3.3. Apply safe and correct abseiling techniques. 3.4. Negotiate simple obstacles and avoid or remove hazards to descend in a controlled manner. 3.5. Apply safety procedures at top and bottom of descent site to minimise risk. |
4. Demonstrate belaying technique. | 4.1. Establish belaying position by moving body in relation to belay device that allows effective use of belay system. 4.2. Demonstrate a safe and efficient escape from a belay system, and attachment of belayer to an anchor to minimise movement during a fall. 4.3. Maintain rope tension to ensure fall distance is minimised whilst not restricting abseiler movement. 4.4. Monitor abseiler progress constantly and respond appropriately to abseiler calls. 4.5. Arrest falls promptly using technique suitable to the belaying device and situation. 4.6. Demonstrate attachment to alternate belay or safety system when self-belaying to maintain safety in the event of a fall. 4.7. Apply safety procedures at top and bottom of descent site to minimise risk. |
5. Evaluate abseiling activity. | 5.1. Receive feedback on performance from leader. 5.2. Evaluate relevant aspects of abseiling and belaying. 5.3. Identify improvements for future abseiling activities. |