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 SISOODR201A, 'Assist in conducting outdoor recreation sessions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Assist in conducting outdoor recreation sessions' 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. Access the session plan. | 1.1. Confirm the aim of the session and logistical arrangements with the responsible person. 1.2. Contribute suggestions towards the session and clarify points which are not clear with a responsible person. 1.3. Confirm final arrangements with the person responsible for the session. 1.4. Check working order and suitability of equipment for the session according to instructions of responsible person and organisational policies and procedures. |
2. Assist in preparing participants. | 2.1. Check participants' dress or equipment for suitability in consultation with the responsible person. 2.2. Assist participants to understand rules, codes and organisational health and safety requirements. 2.3. Assist clients for the session according to organisational policies and procedures. 2.4. Refer any situations and or occurrences outside of the area of responsibility to the responsible person. |
3. Assist in conducting and supervising the session. | 3.1. Respond to participant queries and difficulties according to organisational policies and procedures. 3.2. Assist participants to gain skills, techniques and knowledge according to relevant legislation and organisational policies and procedures. 3.3. Assist participants to use equipment according to directions of responsible person and organisational policies and procedures. 3.4. Monitor equipment for damage and refer damaged equipment to the responsible person as required. 3.5. Refer any points of knowledge, skill or technique beyond own level of ability to the responsible person according to organisational policies and procedures. 3.6. Monitor participants' performance and remind participants of the rules and codes as required. 3.7. Reinforce techniques and skills as directed by the responsible person. |
4. Assist in preparing participants to end the session. | 4.1. Assist clients according to organisational policies and procedures. 4.2. Check issued equipment for wear and tear and refer any problems to the responsible person. 4.3. Encourage clients to provide feedback on session to the responsible person. 4.4. Explain time, location and content of future sessions to participants. |
5. Assist in evaluating the session. | 5.1. Seek feedback on session from participants and convey to appropriate staff. 5.2. Provide personal feedback on the outcomes of the session to the responsible person. 5.3. Review own work performance and identify potential improvements in consultation with the responsible person. |