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 SISOINT201A, 'Conduct interpretation within an outdoor activity'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct interpretation within an outdoor activity' 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. Establish a need for the activity. | 1.1. Identify the need for an interpretive activity according to participant's needs and feedback, and wider community needs. 1.2. Identify opportunities to conduct the interpretive activity within the context of an existing outdoor activity or program. 1.3. Assess participants' needs and gather information on their existing knowledge. 1.4. Determine educational and interpretive objectives of the activity. |
2. Research materials and information. | 2.1. Identify possible themes and messages for the activity. 2.2. Access a range of potential information sources, support materials, resources and other specialists, where required. 2.3. Identify special or unique features of the activity area. 2.4. Ascertain the interrelationships of features in the area. 2.5. Identify interesting or relevant aspects of the physical development of the activity area. 2.6. Outline natural history and human usage of the area, relevant to the activity. |
3. Apply interpretive techniques. | 3.1. Use thematic planning to develop a theme for the interpretation. 3.2. Ensure the breadth and depth of supporting information is appropriate to the participant and objectives. 3.3. Develop interpretation process and resources within designated timelines and budget according to organisational policies and procedures. 3.4. Deliver activity or session according to the principles of interpretation, relevant legislation and organisational policies and procedures. 3.5. Identify and bring to the attention of the participants, special or unique features of the activity area that are consistent with theme and objectives. 3.6. Use delivery methods to attract and maintain participant interest and involvement. 3.7. Adapt language and presentation style to suit the participant's knowledge and understanding and identify the participant's need for further information. |
4. Evaluate the interpretive activity. | 4.1. Obtain formal and informal feedback from participants and colleagues. 4.2. Evaluate the activity according to activity and participant objectives. 4.3. Modify the delivery technique and other relevant aspects, following evaluation. 4.4. Establish and implement ongoing review mechanisms within the interpretation environment to ensure continuous improvement. |