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 SISOABN409A, 'Guide abseiling on multi pitch natural surfaces'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Guide abseiling on multi pitch natural 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
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 abseiling activity.
1.1. Determine the conditionofparticipants prior to participation in the activity.
1.2. Develop an activity plan according to relevant legislation and organisational policies and procedures, to meet participant's needs.
1.3. Select an appropriate activity site or location that is suitable for participants and meets activity objectives, relevant legislation and organisational policies and procedures.
1.4. Identify hazards associated with abseiling on natural surfaces and minimise risks to ensure personal safety of participants.
1.5. Access relevantsources to interpret detailed weather and environmental information to determine activity plan.
1.6. Determine food and water requirements according to principles of nutrition and contextual issues of the activity.
1.7. Determine most appropriate belay system according to participant's abilities and conditions at the site.
1.8. Inform appropriate authorities before commencing the abseiling activity.
2. Select equipment for the group.
2.1. Select equipment according to contextual issues and organisational policies and procedures and check serviceability.
2.2. Assess equipment for safety and suitability, and adjust and fit to ensure personal comfort.
2.3. Establish anchors and ropes, ensuring they are in correct position for the activity.
2.4. Check safety and rescue equipment to ensure suitability to the group and the abseil.
3. Brief participants.
3.1. Communicate instructions and relevant information about the abseiling activity in a manner suitable to the participants.
3.2. Demonstrate correct abseiling and belaying techniques.
3.3. Establish a suitable communication system for participants to use while abseiling and belaying.
3.4. Outline safety checks, safe areas and boundaries for the activity.
3.5. Check and confirm participants are properly equipped for the abseil.
4. Supervise abseiling activity.
4.1. Provide clear and concise direction and advice to group during the activity.
4.2. Monitor abseiling, belaying and back-up belaying techniques to ensure safety of participants.
4.3. Monitor individual participant's performance and provide appropriate feedback.
4.4. Implement appropriate modifications to activity in regard to all variable factors that are monitored.
4.5. Use positive encouragement throughout activity, and encourage feedback and questioning from group members.
5. Complete post activity responsibilities.
5.1. Retrieve, inspect and store equipment according to organisational policies and procedures.
5.2. Evaluate relevant aspects of abseiling activity.
5.3. Identify potential areas of improvement for future abseiling activities.
5.4. Review own performance and identify potential improvements.