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 SISOCAY508A, 'Instruct canyoning skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Instruct canyoning skills' 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 a canyoning session.
1.1. Establish participant's needs and characteristics.
1.2. Assess participant's current canyoning knowledge in order to determine the session's aims and objectives.
1.3. Determine an appropriate instructional plan according to participant's needs and characteristics.
1.4. Develop a canyoning plan according to participant's needs and characteristics, relevant legislation and organisational policies and procedures.
1.5. Identify potential hazards associated with canyoning and minimise risks according to organisational policies and procedures.
1.6. Access relevant sources to interpret detailed weather and environmental information and determine contingency plans.
2. Select and organise equipment and resources.
2.1. Select and access equipment and resources according to contextual issues and organisational policies and procedures.
2.2. Check equipment for safety and suitability according to relevant legislation and manufacturer's recommendations, and adjust and fit to ensure personal comfort.
2.3. Check contents of first aid and repair kits to ensure suitability to the location and activity.
3. Brief participants.
3.1. Communicate instructions and relevant information about the canyoning session in a manner appropriate to the participants.
3.2. Encourage participants to seek clarification, information and feedback as required during the session.
3.3. Establish a suitable communication system for participants to use while canyoning.
3.4. Inform participants of known and anticipated hazards, safety procedures and appropriate behaviour.
3.5. Check and confirm that all participant equipment is fitted and adjusted.
4. Instruct a canyoning session.
4.1. Conduct warm-up and or introductory activities for participants to reduce the risk of injury.
4.2. Monitor individual participant's performance during canyoning session.
4.3. Apply instructional techniques to impart activity specific knowledge, canyoning skills and safety and rescue procedures.
4.4. Demonstrate procedures for dealing with emergency and non-routine situations according to organisational policies and procedures.
4.5. Allow time for cooling down at the end of the session and inform participants of opportunities to further develop their canyoning skills and knowledge.
5. Complete post session responsibilities.
5.1. Retrieve, inspect, repair and store equipment according to organisational policies and procedures.
5.2. Provide opportunities for participants to identify their personal progress and satisfaction with the session and give feedback.
5.3. Evaluate relevant aspects of the canyoning session and determine the level of learning achieved.
5.4. Identify potential areas of improvement for future sessions.