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 SISOODR404A, 'Manage risk in 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 'Manage risk in 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. Define the outdoor adventure experience and its link to risk. | 1.1. Undertake research to identify the value of using and or experiencing risk as part of the adventure experience. 1.2. Identify conditions that contribute to an adventure experience. 1.3. Identify the nature and or types of riskas they relate to outdoor adventure experiences. 1.4. Identify factors that affect an individual's perception of risk in an outdoor activity and how an individual's perception of risk and of their own competence can change in a specified situation. 1.5. Analyse the interplay between different levels of risk and competence and all possible combinations as part of the adventure experience paradigm. 1.6. Determine the implications of these interactions for outdoor leaders in terms of providing safe, but challenging outdoor experiences. 1.7. Identify and access tools to assist in the analysis of factors which contribute to accidents in outdoor adventure activities. |
2. Establish the context of the risk management. | 2.1. Select an outdoor activity that reflects program objectives and a suitable level of challenge for participants, with respect to the relationship between risk and competence. 2.2. Identify and assess the competence of participants for the selected outdoor activity. 2.3. Determine the acceptable degree of difficulty and risk, based on the activity aims and objectives, the conditions and the competence of the clients and leaders. 2.4. Access and analyse the organisational risk management plan for the outdoor activity. 2.5. Identify risk management strategies for the outdoor activity according to organisational policies and procedures. |
3. Apply risk management during an outdoor activity. | 3.1. Utilise a system that traces the relationship between each risk, its contributing hazards, the likelihood of the risk eventuating and the resultant consequence(s) in order to determine whether the level of risk is acceptable. 3.2. Advise participants of risk factors requiring activity modification. 3.3. Monitor the activity and adjust if risk to participants becomes unacceptable according to organisational policies and procedures. |
4. Evaluate risk management of the outdoor activity. | 4.1. Evaluate the risk management plan for the activity following the conduct of the activity to determine aspects requiring modification. 4.2. Develop a strategy to address issues raised as a result of the evaluation. 4.3. Evaluate own performance as a risk manager and obtain feedback in order to identify perceived strengths and areas for improvement. |