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 SISXCAI102A, 'Assist in preparing and conducting sport and recreation sessions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Assist in preparing and conducting sport and 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
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. Contribute to session planning. | 1.1. Offer suggestions that support the aims of the session and participants according to organisational policies and procedures. 1.2. Discuss suggestions with responsible person to determine suitability. |
2. Confirm arrangements for a session. | 2.1. Confirm session plan and assigned duties with responsible person. 2.2. Identify and confirm allocated arrangements. 2.3. Notify responsible person of any difficulties and make required alterations as directed. 2.4. Confirm final arrangements with the person responsible for the session. |
3. Assist in preparing participants. | 3.1. Follow instructions to check equipment according to organisational policies and procedures. 3.2. Communicate information required to safely participate in the session to participants according to organisational policies and procedures. 3.3. Assist participants to warm up for the activity according to organisational policies and procedures and instructions of responsible person. 3.4. Refer situations and occurrences outside area of responsibility to responsible person according to organisational policies and procedures. |
4. Assist in the delivery and supervision of the session. | 4.1. Carry out assigned duties as directed. 4.2. Respond to participant queries according to own level of responsibility. 4.3. Explain and demonstrate techniques required for the session to participants in consultation with responsible person. 4.4. Monitor participant performance in consultation with responsible person. 4.5. Report problems in participant performance and response to responsible person. |
5. Assist in preparing participants to end the session. | 5.1. Assist participants to cool down according to organisational policies and procedures. 5.2. Check equipment for wear and tear and report problems to responsible person according to organisational policies and procedures. 5.3. Seek participant feedback and identify further needs. 5.4. Explain plan for follow-up sessions to participants as directed. |
6. Assist in the evaluation of the session. | 6.1. Provide personal feedback on the outcomes of the session to appropriate staff. 6.2. Convey participant feedback on the session to appropriate staff. 6.3. Review own work performance and identify potential improvements. |