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 SISOOPS304A, 'Plan for minimal environmental impact'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan for minimal environmental impact' 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 interrelationships between the natural environment and human activity. | 1.1. Source information on ecological systems and their interrelationship to the activity setting. 1.2. Determine human impact of outdoor recreational activity on ecological systems and their interrelationships. 1.3. Consult with appropriate authorities to identify sensitive areas within the setting and aspects unique to it. 1.4. Liaise with stakeholders to identify parameters of use. 1.5. Identify implications of parameters of use for planning of outdoor recreation activities within the setting. |
2. Prepare a minimal impact plan for the activity and setting. | 2.1. Analyse current environmental management strategies for the site implemented by resource managers. 2.2. Identify and assess the characteristics of the setting according to the proposed outdoor recreation activity. 2.3. Identify other uses of the setting, the relationship to current management strategies and the implications for offering appropriate recreation opportunities. 2.4. Identify minimal impact practices and procedures to reduce impact on the natural environment according to relevant legislation and organisational minimal impact policies and procedures. 2.5. Develop and document a minimal impact plan for the activity according to relevant legislation and resource management principles for the setting. |
3. Implement and monitor minimal impact plan. | 3.1. Explain aims of minimal impact plan to activity participants. 3.2. Communicate unique aspects of the setting and specific impacts likely to occur during an activity to participants in the activity. 3.3. Conduct activities according to minimal impact plan, relevant legislation and organisational policies and procedures. 3.4. Monitor effectiveness of minimal impact plan. |
4. Evaluate minimal impact practices. | 4.1. Identify techniques to determine the nature and degree of impact. 4.2. Evaluate the effectiveness of personal minimal impact practices using basic techniques. 4.3. Modify impact reduction strategies, where necessary, after evaluation. |