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 SISOBWG201A, 'Demonstrate bushwalking skills in a controlled environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Demonstrate bushwalking skills in a controlled environment' 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 for a bushwalk.
1.1. Identify food and water requirements according to principles of nutrition and the duration of the walk to maintain physiological well being during activity.
1.2. Identify an appropriate activity location according to relevant legislation and organisational policies and procedures.
1.3. Obtain and become familiar with appropriate map for the intended walk.
1.4. Access relevantsources to interpret weather and environmental information.
1.5. Identify potential hazards associated with the activity.
2. Select equipment.
2.1. Select, fit and adjust equipment to ensure comfort and safety according to contextual issues and organisational policies and procedures.
2.2. Ensure pack weight is appropriate to body weight and level of fitness.
2.3. Select personal clothing and footwear and identify the design and or construction features that make it appropriate.
3. Apply bushwalking skills.
3.1. Adopt appropriate posture when lifting and carrying backpack.
3.2. Approach obstacles and hazards in a safe manner and minimise risks to self and group where possible.
3.3. Apply ascendingtechniques and descending techniques on slopes.
3.4. Follow a route in tracked or easy untracked areas, demonstrating use of navigation aids.
4. Evaluate the bushwalk.
4.1. Evaluate relevant aspects of the walk.
4.2. Identify improvements for future walks.