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 SISOODR405A, 'Develop and coordinate programs incorporating outdoor activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop and coordinate programs incorporating outdoor 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. Clarify the preferences, needs and expectations of participants. 1.2. Agree on identified needs with participants. 1.3. Identify any special requirements according to participants needs. 1.4. Advise participants of any reasons why they should not participate in a given program. 1.5. Recommend participants seek external assistance where appropriate. |
2. Plan an adventure program of outdoor activity programs. | 2.1. Identify a range of information sources and gather relevant information to plan a program of outdoor activity sessions according to organisational policies and procedures. 2.2. Identify equipment and resources appropriate for the program and participants needs and abilities. 2.3. Identify and select staff required for the program according to workplace policies and procedures. 2.4. Identify program objectives, timelines and resources to meet identified participant needs and enhance client participation and motivation. 2.5. Encourage participants or their representatives to contribute to program design. 2.6. Design a program plan to meet the identified needs and abilities of participants according to relevant legislation and organisational policies and procedures. 2.7. Seek agreement on the program plan with staff, participants and organisations, and complete documentation. |
3. Organise and allocate program resources. | 3.1. Obtain budget allocation from responsible person or persons. 3.2. Identify discrepancies or problems within budget allocation and refer to the responsible person. 3.3. Identify and organise a venue or venues appropriate for the program, participant's needs and their abilities. 3.4. Confirm availability of appropriate resources and equipment with appropriate staff, support personnel, organisations and participants. 3.5. Confirm arrangements to support the planned sequencing and safety of the program. 3.6. Brief support personnel according to relevant legislation and workplace policies and procedures. 3.7. Monitor participant numbers to ensure they remain within limits that are safe and maximise program benefit for all participants. |
4. Coordinate the program. | 4.1. Advise participants on physical resourcerequirements for the program. 4.2. Explain hire and deposit charges and conditions to participants, where appropriate. 4.3. Arrange for equipment to be safely modified and or conditioned for use by different participant groups. 4.4. Liaise with staff conducting the programs to identify any problems or difficulties. |
5. Evaluate the effectiveness of the program. | 5.1. Determine criteria upon which the evaluation will be conducted. 5.2. Seek and acknowledge feedback from relevant stakeholders involved in the program. 5.3. Evaluate all relevant components of the program according to criteria and record outcomes. 5.4. Discuss evaluation outcomes with relevant staff and note ideas for the improvement of future programs. 5.5. Use the evaluation outcomes to identify personal development objectives. |