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 SISOODR302A, 'Plan outdoor recreation activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan outdoor recreation activities' 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. Identify participant needs and expectations. | 1.1. Consult with participants to determine session's aims and objectives and activity preferences. 1.2. Identify any special requirements according to participants needs. 1.3. Advise participants of any reasons why they should not participate in the activities. 1.4. Recommend participants seek external assistance where appropriate. |
2. Prepare a plan for an outdoor activity. | 2.1. Identify a range of information sources and gather relevant information to plan an outdoor activity according to organisational policies and procedures. 2.2. Identify equipment and resources appropriate for the activity according to organisational policies and procedures. 2.3. Consult with colleagues to identify activity objectives. 2.4. Design an activity plan to meet the identified needs and abilities of participants according to relevant legislation and organisational policies and procedures. 2.5. Seek agreement on the plan from colleagues, participants and organisations as required. 2.6. Complete appropriate documentation. |
3. Coordinate and allocate activity resources. | 3.1. Evaluate the suitability of sites or locations and select according to activity objectives and organisational policies and procedures. 3.2. Confirm selection of sites or location with colleagues and participants. 3.3. Identify and check availability of equipment appropriate for the activity and participants needs and abilities according to organisational policies and procedures. 3.4. Organise and confirm availability of appropriate resource requirements for the activity in consultation with appropriate staff, support personnel, organisations and participants. |
4. Identify and document contingency plans. | 4.1. Identify potential non-routine situations that may arise during the activity. 4.2. Identify current equipment and resources that can be improvised to address non-routine situations. 4.3. Identify means to acquire new or additional resources if required. 4.4. Modify the activity plan, as required, to accommodate the use of improvised equipment or circumstances. |