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 SISSGLF508A, 'Teach the advanced skills of professional golf'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Teach the advanced skills of professional golf' 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 session or sessions. | 1.1. Establish participant's needs and characteristics. 1.2. Assess participant's readiness and current knowledge of golf in order to determine session aims and objectives. 1.3. Develop a plan according to participant's needs and characteristics, relevant legislation and organisational policies and procedures and endorsed standards promoted by golf. 1.4. Identify safety procedures associated with advanced golf drills, activities and games according to organisational policies and procedures. 1.5. Select and access location, equipment and resources according to organisational policies and procedures. |
2. Brief participants. | 2.1. Communicate instructions and relevant information about the advanced golf session in a manner appropriate to participants. 2.2. Encourage participants to seek clarification, information and feedback as required during the session. 2.3. Inform participants of known and anticipated risks, safety procedures, appropriate behaviour and the rules and regulations of golf. 2.4. Establish a suitable communication system to facilitate participation in drills, activities and games. |
3. Conduct advanced golf session or sessions. | 3.1. Select and apply clear and accurate teaching and coaching techniques to develop the requirements of the advanced skills of golf. 3.2. Use teaching aids and technological devices to supplement presentations and to assist in diagnosis of errors and their correction. 3.3. Conduct warm-up and introductory activities for participants to reduce the risk of injury. 3.4. Monitor individual participant's performance and maintain effective communication during advanced golf drills, activities and games. 3.5. Observe and analyse players' skill execution during advanced golf drills, activities and games and apply a range of correction techniques appropriate to all learning stages and player ability levels. 3.6. Allow time for cooling down at the end of the session and inform participants of opportunities to further develop their advanced golf skills. |
4. Complete post-session responsibilities. | 4.1. Provide opportunities for participants to identify their personal progress and satisfaction with the session, and give feedback as required. 4.2. Evaluate relevant aspects of golf session and determine the level of learning achieved. 4.3. Identify potential areas of improvement for future golf sessions. |