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 SISOABL402A, 'Facilitate adventure-based learning activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate 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
ELEMENT | PERFORMANCE CRITERIA |
1. Plan and prepare for adventure activity | 1.1. Identify individual and or group learning outcomes to inform the planning and design of activities. 1.2. Establish a program and sequence of activities according to participant's needs, learning outcomes, relevant legislation and organisational policies and procedures. 1.3. Select an adventure environment according to participant's needs, learning outcomes, relevant legislation and organisational policies and procedures. 1.4. Determine factors affecting a participant's perception of risk and plan activities with a balance between real and perceived risk. 1.5. Select and access equipment and resources according to contextual issues and organisational policies and procedures. 1.6. Confirm all staff conducting the activities are suitably qualified. |
2. Plan for progression and transfer of learning. | 2.1. Select a model of adventure or experiential learning and apply phases within the model to program to meet learning outcomes. 2.2. Inform participants of any potential transfer of learning to different environments and contexts. 2.3. Incorporate measures for monitoring individual and group holistic development in planned adventure activities. 2.4. Establish contingency plans for adventure activities according to organisational policies and procedures. |
3. Manage learning activities in an outdoor environment. | 3.1. Implement minimal impact practices and display a respect and understanding of the outdoor environment. 3.2. Monitor the physical and emotional safety of individuals and the group. 3.3. Implement facilitation approaches that allow individuals to share in the responsibility of their learning and safety. 3.4. Identify potential situations of physical and emotional danger and take action to manage these dangers. 3.5. Re-evaluate participant's needs throughout activities and make adjustments as required. 3.6. Reinforce the value of individual differences in terms of their contribution within the group to stimulate collaborative work between participants. |
4. Evaluate adventure-based learning activities. | 4.1. Facilitate individuals and group to identify their future learning needs. 4.2. Use a suitable facilitation activity to achieve the development of personal and group action plans. 4.3. Evaluate and review outcomes for all participants against individual participant goals for the program and activity. 4.4. Obtain feedback from assistant facilitators on program and activity delivery. 4.5. Develop strategies for improvement in personal skills and programming according to participant feedback, peer review and evaluation reports. |