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 SISSSOF307, 'Coach officials'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Coach officials' 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. Prepare to coach officials. | 1.1 Identify key aspects of the current officiating environment by consulting with key stakeholders. 1.2 Confirm participant eligibility, motivation and officiating career goals and assess readiness to acquire skills. 1.3 Select the particular officiating skills to be developed. 1.4 Ensure health and safety requirements, presentation and equipment are in line with organisational policies and procedures. 1.5 Select components of the official’s development program. 1.6 Identify appropriate professionals to assist with design and implementation of training and recovery program for officials. |
2. Conduct drills and activities to develop officiating skills. | 2.1 Prepare a session plan and allocate sufficient space and resources for the activities. 2.2 Confirm that environment, facilities and equipment meet organisational requirements. 2.3 Select and use a range of coaching styles and teaching methods to transfer skills and knowledge. 2.4 Undertake observation with minimal disruption to activities. 2.5 Observe officials skill execution and apply correction techniques to improve the skill on an individualised and/or group basis. 2.6 Explain and demonstrate specific skills to be coached. 2.7 Apply strategies to maintain group control to ensure safety and enjoyment of the individual and group. 2.8 Provide feedback in a constructive and supportive manner. |
3. Prepare officials for competition. | 3.1 Prepare officials at an appropriate motivational and psychological level for competition. 3.2 Ensure appropriate administrative requirements are advised to the official prior to competition. 3.3 Prepare an officiating plan in consultation with the official. |
4. Analyse official’s competition performance. | 4.1 Observe officials performance and record key officiating aspects of performance. 4.2 Identify any performance problems or difficulties. 4.3 Analyse officiating performance against NSO and International Federation (IF) standards. 4.4 Conduct debriefing session with officials following competition using effective communication strategies. 4.5 Identify ways to rectify performance problems or difficulties and develop relevant coaching strategies to enhance officiating performance. |