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 SISXCAI003, 'Conduct non-instructional sport, fitness or recreation sessions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct non-instructional sport, fitness or recreation sessions' 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 | PERFORMANCE CRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify participant needs and expectations. | 1.1 Clarify participant preferences, needs and expectations. 1.2 Conduct assessments to determine condition of participants, in consultation with relevant support personnel, as required. 1.3 Assess likely session demands on participants. 1.4 Advise participants of any reasons why they should not participate in the session. 1.5 Recommend participants seek external assistance as required. 1.6 Identify group cohesion strategies as required. |
2. Plan the session. | 2.1 Identify and access relevant information required to plan a session. 2.2 Identify staff, equipment and resources appropriate for the session. 2.3 Design and document a session plan within available resources. 2.4 Identify external factors which may disrupt or influence session delivery, value and outcome. 2.5 Confirm session plan meets requirements for acceptable levels of supervision. 2.6 Seek agreement for session plan from staff, participants and organisations as required. |
3. Prepare for the session. | 3.1 Identify and organise appropriate venue to meet session requirements. 3.2 Select and confirm availability of appropriate equipment. 3.3 Confirm availability of resources with appropriate staff, support personnel, organisations and participants. 3.4 Organise and brief support personnel according. 3.5 Check equipment for damage or deterioration and report to responsible person, as required. 3.6 Issue or set up equipment as required, and provide assistance with fitting where necessary. 3.7 Modify or condition equipment for use by different participant groups. |
4. Conduct the session. | 4.1 Communicate instructions and relevant information to participants in a suitable manner. 4.2 Explain and demonstrate techniques, activities and safe use of equipment. 4.3 Provide positive feedback and motivational strategies to enhance participation and performance. 4.4 Observe and assess participant progress against objectives and modify session as required. 4.5 Monitor participation and safety and implement appropriate strategies. 4.6 Demonstrate warm-up and cool-down techniques and assist participants. 4.7 Check condition of equipment, complete minor repair and report as required. 4.8 Leave venue in a condition suitable for future use. |
5. Evaluate the session. | 5.1 Seek and acknowledge feedback from participants and other staff. 5.2 Evaluate session components and identify potential areas of improvement. 5.3 Review own performance and identify potential improvements. 5.4 Document and update records of session and evaluation. |