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 SISOFSH202A, 'Select, catch and use bait'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Select, catch and use bait' 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. Select bait | 1.1. Identify different frozen and fresh bait species for use within a particular habitat according to relevant legislation and organisational policies and procedures. 1.2. Apply knowledge of fish feeding habits to determine the preferred bait and level of freshness for catching particular species. 1.3. Determine the advantages and disadvantages of each type of bait when used for particular fish species. 1.4. Select the preferred bait for recreational fishing according to contextual issues and organisational policies and procedures. |
2. Catch fresh bait | 2.1. Identify and demonstrate methods for catching and collecting fresh bait according to relevant legislation and organisational policies and procedures. 2.2. Use bait gathering equipment in a manner to maximise catch. 2.3. Apply appropriate methods to keep bait alive to enhance its effectiveness according to organisational policies and procedures. |
3. Present bait | 3.1. Identify and apply different methods for presenting bait, according to type of tackle, relevant legislation and organisational policies and procedures. 3.2. Rig different baits to rigs according to situation. 3.3. Demonstrate methods for keeping dead bait. |
4. Use berley | 4.1. Identify situations where different mixes of berley may be used to attract selected catch. 4.2. Undertake different methods of presenting berley at appropriate intervals in order to attract target species. |