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 SISSSOF202, 'Officiate games or competitions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Officiate games or competitions' 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
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. Assess the game or competition environment and requirements.
1.1 Identify rules or regulations appropriate for the relevant game, event or competition.
1.2 Check appropriate documentation prior to commencement of game or competition and confirm participant status.
1.3 Confirm that environment, facilities and equipment meet game or competition requirements.
1.4 Confirm that risk analysis has been completed prior to commencement of the game or competition according to organisational policies and procedures.
2. Monitor the game or competition.
2.1 Maintain ongoing observation of the game or competition according to relevant legislation and best practice principles.
2.2 Undertake observation with minimal disruption to the game or competition.
2.3 Make decisions promptly within required timeframes and without influence of external sources.
2.4 Apply strategies to minimise hostility from spectators and others.
2.5 Respond to problems that arise during the game or competition without delay within limits of own role.
3. Interpret and apply rules and regulations.
3.1 Identify breaches of rules and regulations by participants and club officials and act accordingly.
3.2 Make and communicate decisions promptly within required timeframes and without influence of external sources.
3.3 Demonstrate firm, confident signals and movements and positive body language to convey an explanation of decisions.
3.4 Move appropriately to maintain optimal position to view play throughout the game.
3.5 Apply effective communication strategies in interactions with players, coaches, spectators and other officials.
3.6 Manage the reactions of participants to decisions according to organisational policies and procedures.
4. Deal with disputes.
4.1 Identify the causes of conflict.
4.2 Use accepted conflict resolution techniques to manage conflict situation and develop solutions.
4.3 Explain techniques for conflict resolution to individuals involved and other relevant others where appropriate.
4.4 Identify quickly situations where personal safety of relevant others may be threatened and organise appropriate assistance.
4.5 Resolve disputes arising from the game or competition promptly.
4.6 Record outcomes of dispute according to organisational policies and procedures and competition regulations.
5. Certify and endorse results.
5.1 Document results clearly and accurately within prescribed time frames and according to game or competition rules and regulations.
5.2 Cross check results for verification prior to authorisation where required.
6. Review and modify outcomes.
6.1 Review activity in consultation with appropriate personnel.
6.2 Evaluate own performance using self-reflection methods and identify potential improvements for future performances.
6.3 Make modifications where required in response to feedback from support personnel and own self-reflection outcomes.