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 SISOSKB201A, 'Demonstrate snowboarding skills on beginner terrain'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Demonstrate snowboarding skills on beginner terrain' 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 |
1. Plan for a snowboarding activity. | 1.1. Identify and plan food and water requirements according to principles of nutrition and the conditions of the activity. 1.2. Identify an appropriate activity site or location after consideration of contextual issues. 1.3. Identify possible hazards associated with the activity. 1.4. Access relevant sources to interpret weather and environmental information. 1.5. Comply with relevant legislation and organisational policies and procedures as specified by the supervisor. |
2. Select appropriate equipment. | 2.1. Select suitable equipment after consideration of design and or construction features and contextual issues and check working order. 2.2. Adjust and fit equipment according to manufacturer's specification to ensure comfort and safety. 2.3. Select personal clothing for activity according to the design and or construction features appropriate to the conditions. |
3. Demonstrate snowboarding skills. | 3.1. Participate in pre-snowboarding warm ups and stretching exercises. 3.2. Demonstrate straight running with an upright centred stance while looking at terrain ahead. 3.3. Apply side-slipping with flexion extension and pressure control in the lateral and longitudinal plane on both toe and heel side. 3.4. Maintain a sliding traverse with centred pressure over the board. 3.5. Link a basic turn through the fall-line, showing a blend of the fundamental movements. 3.6. Control speed by turning the board across the fall line using a blend of the movements. 3.7. Approach hazards in a safe manner and minimise risks to self and group where possible. |
4. Evaluate snowboarding activity. | 4.1. Evaluate relevant aspects of the activity. 4.2. Identify improvements for future snowboarding experiences. |