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 SISOABL301A, 'Assist in the facilitation of adventure-based learning activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Assist in the facilitation of adventure-based learning 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
1. Assist in planning for adventure activity.
1.1. Determine individual roles, tasks and responsibilities with the activity leader.
1.2. Identify phases of an adventure-based learning cycle within the activity.
1.3. Encourage and support participants to set realistic individual and group goals that are consistent with learning outcomes for the activity.
1.4. Negotiate individual and group guidelines that will inform action and behaviour by all participants.
1.5. Identify safetyissues for the adventure activity and the participants.
1.6. Brief the group on safety issues and activity-specific participation requirements and techniques.
2. Assist in facilitation of the activity.
2.1. Implement risk management strategies according to relevant legislation, organisational policies and procedures, and activity-specific requirements.
2.2. Communicate ideas and information clearly and constructively and engender trust and confidence within the group.
2.3. Encourage co-operation between individual group members.
2.4. Implement strategies which develop trust between individuals within the group and with the leaders.
2.5. Monitor and maintain compliance with agreed individual and group guidelines.
2.6. Establish a supportive and constructive environment and respond to emergent issues that may require intervention.
3. Participate in activity debriefing.
3.1. Observe and monitor individual actions and group interactions during activities, and provide feedback to participants during and after the activity.
3.2. Evaluate personal role as assistant facilitator within the activity, based on feedback from participants and activity leader and personal reflection.
3.3. Review the conduct of the activity according to program, individual and group goals and outcomes.