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 SISOODR303A, 'Guide outdoor recreation sessions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Guide 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
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 with relevant staff.
1.2. Confirm participant needs and special requirements.
1.3. Confirm logistical arrangements with relevant staff according to relevant legislation.
1.4. Clarify points that are not clear with relevant staff.
1.5. Confirm arrangements and resources with appropriate staff, organisations and participants.
1.6. Assess and confirm that specific risks are within acceptable limits.
2. Prepare participants for the session.
2.1. Conduct relevant assessments to determine the condition of participants in consultation with relevant support personnel according to organisational policies and procedures and relevant legislation.
2.2. Communicate instructions and relevant information to participants in a suitable manner.
2.3. Check aspects of participants' dress or equipment which may be unsuitable for the session.
2.4. Issue equipment and modify and or check condition for use by different participant groups.
3. Lead the group and monitor progress.
3.1. Provide and reinforce direction and advice to the group during the session.
3.2. Demonstrate appropriate and safe techniques according to the proposed session.
3.3. Identify and monitor potential hazards during the session and take action as required according to organisational policies and procedures.
3.4. Monitor individual participant's performance and safety and provide feedback on techniques and usage of equipment.
3.5. Implement appropriate modifications to the session in response to changing conditions.
3.6. Encourage feedback and questioning from group members.
3.7. Respond to emergency or non routine situations according to organisational policies and procedures.
4. Conclude the session.
4.1. Collect and check issued equipment for damage and wear according to organisational policies and procedures.
4.2. Provide participants the opportunity to give feedback and identify further needs.
4.3. Return the environment or facility to a condition acceptable for future use.
4.4. Supervise participants' departure in a manner appropriate to the situation.
5. Evaluate the session.
5.1. Determine areas and methods of evaluation.
5.2. Acknowledge feedback from participants and other staff.
5.3. Identify areas where session could be improved and ways of obtaining this improvement.
5.4. Review own performance and identify potential improvements.