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 SISOCVE201A, 'Demonstrate caving skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Demonstrate caving 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
ELEMENT | 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 caving activity. | 1.1. Identify food and water requirements according to contextual issues including suitability of food for the cave environment. 1.2. Access relevant sources to interpret weather information. 1.3. Identify an activity location and outline possible cave features, hazards and risks according to relevant legislation and organisational policies and procedures. 1.4. Establish and confirm an appropriate communication system to use in cave. 1.5. Obtain suitable map or maps and plan a route according to map information. 1.6. Identify emergency or contingency escape routes. |
2. Select equipment. | 2.1. Select equipment and check working order according to organisational policies and procedures. 2.2. Adjust and fit equipment to ensure comfort and safety. 2.3. Select personal clothing and footwear according to design and construction features appropriate to the location. |
3. Navigate in a cave. | 3.1. Follow a route in a cave, with and without a compass, demonstrating use of underground navigation aids. 3.2. Apply techniques for estimating the distance travelled. 3.3. Identify features in the cave using map and compass. 3.4. Select an efficient route suitable to the group and conditions. |
4. Move with minimal impact through a cave. | 4.1. Move efficiently through cave and negotiate hazards and features according to organisational policies and procedures and relevant legislation. 4.2. Apply techniques and procedures to minimise cave impact according to organisational policies and procedures and relevant legislation. 4.3. Identify appropriate techniques for newly discovered caves. 4.4. Identify types of damage and foreign material which should be isolated from the cave environment. |
5. Navigate cave hazards and obstacles. | 5.1. Negotiate cave hazards and obstacles according to caving techniques that minimise environmental damage. |
6. Evaluate caving activity. | 6.1. Evaluate relevant aspects of the activity. 6.2. Identify improvements for future caving experiences. |