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 SISOPWC202A, 'Demonstrate simple personal water craft skills in controlled conditions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Demonstrate simple personal water craft skills in controlled conditions' 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. Plan to ride a personal water craft. | 1.1. Identify food and water requirements according to principles of nutrition and contextual issues. 1.2. Identify an appropriate activity site after consideration of relevant legislation and organisational policies and procedures. 1.3. Choose routes or lines to minimise damage to the environment. 1.4. Access relevant sources to interpret weather and environmental information and determine activity plan. 1.5. Identify possible hazards and obstacles associated with the activity and minimise risks as advised by the supervisor. 1.6. Communicate trip plans to an appropriate person, including an emergency contact. |
2. Select equipment. | 2.1. Select equipment and apparel suitable for all possible weather conditions and check to ensure that it is in good working condition. 2.2. Fit and adjust equipment according to manufacturer's specifications, to ensure comfort and safety. 2.3. Identify the factors affecting equipment selection. 2.4. Determine and carry an in- field repair kit, and adequate fuel provisions. |
3. Perform pre start checks | 3.1. Carry out pre start checks of personal water craft, to manufacturer's specifications, and take action to correct any deficiencies. 3.2. Stow equipment, stores and personal items. 3.3. Confirm number of passengers does not exceed craft design limits and or legislative requirements. 3.4. Prepare, secure, load and unload personal water craft, where required, for safe transportation to activity location. |
4. Apply basic skills to ride personal water craft | 4.1. Start personal water craft using recommended technique to maintain safety and stability. 4.2. Adopt appropriate posture, balance and weight distribution when riding on varying conditions to achieve efficiency, comfort and control. 4.3. Modify technique to account for obstacles and changes in water conditions, and apply recommended weight transfer techniques during cornering. 4.4. Apply recommended emergency stop procedures and complete launching and retrieval in line with safe practice. 4.5. Identify aids to small craft navigation and use navigational aids and landmarks to determine and monitor craft position and to select routes that minimise damage to the environment. 4.6. Apply collision avoidance techniques, when required, in accordance with relevant legislation, recognised regulations and rules. 4.7. Apply group or bunch riding techniques and communicate with other craft and waterways users to maintain safety. |
5. Evaluate ride in a personal water craft | 5.1. Evaluate relevant aspects of the activity. 5.2. Identify improvements for future rides. 5.3. Consider the impact of craft use on others and the environment. |