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 SISSSOF305, 'Officiate in a high performance environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Officiate in a high performance environment' 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. Apply the laws of the competition at an advanced level. | 1.1 Assess suitability of participants, other officials and external influences according to the requirements of the advanced level competition, relevant legislation and organisational policies and procedures. 1.2 Observe competition, with minimal disruption, and identify information on which to base decisions. 1.3 Observe participants and officials to ensure competition is conducted according to the laws and regulations of the sport. 1.4 Identify and respond to breaches of laws and regulations by participants, coaches, support personnel and other officials. 1.5 Interpret and apply laws and regulations for the given situation according to the spirit of the laws of the sport. 1.6 Make decisions quickly and decisively to correspond with the speed of the competition. |
2. Use communication strategies. | 2.1 Communicate decisions and manage the outcomes of decision making while refereeing the competition according to the laws and regulations. 2.2 Explain and convey decisions to participants, coaches, other officials, support personnel, spectators, scorers and or timekeepers. 2.3 Respond to participants, coaches, support personnel and other officials according to the given situation. 2.4 Interpret signals from other officials and work as a team according to laws and regulations. 2.5 Use auditory devices as appropriate to assist in decision making and signalling. 2.6 Perform the complete range of commands and signals to convey decisions in an authoritative manner. |
3. Demonstrate positioning skills. | 3.1 Adopt appropriate positions for the start or recommencement of play, for set plays, and general play situations according to environmental conditions and external influences. 3.2 Identify positioning areas and adopt the appropriate position when working as a team with other officials. 3.3 Move appropriately to maintain optimal position to view play throughout the competition. 3.4 Adjust position according to the direction and/or movement of play according to the laws and regulations. |
4. Provide reports and give feedback. | 4.1 Complete relevant paperwork and sign as required by association or sport controlling body. 4.2 Forward written reports to the controlling body. 4.3 Provide reports to controlling body, mentor, adviser or other relevant persons. 4.4 Respond to reportable offences and follow reporting procedures. 4.5 Discuss feedback provided by others and analyse in a rational and constructive way. 4.6 Implement changes to improve the quality of officiating based on formal and informal feedback provided by mentors, advisers, other officials or other relevant persons. |