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 SISXCAI305A, 'Conduct individualised long-term training programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct individualised long-term training programs' 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. Identify participant needs. | 1.1. Analyse participant requirements in selected activity according to the positional or discipline demands of the activity or sport. 1.2. Develop participant profiles using evaluation measures. 1.3. Establish fixed points of the program and identify phases within the long-term program. 1.4. Identify specific needs of participants to be addressed by the long-term training program. 1.5. Develop objectives for the long-term program and each phase of the program, in consultation with the participant. 1.6. Identify the need for support personnel within the program. |
2. Plan the long-term training program for an individual. | 2.1. Select exercises and training methods to meet the identified needs and objectives of the program. 2.2. Incorporate a competition or performance strategy into the program where applicable. 2.3. Identify equipment and resource requirements for each stage of the program. 2.4. Select equipment and exercises within the program. 2.5. Include evaluation measures to monitor the program. 2.6. Select training methods to meet the needs and expectations of the participant. 2.7. Schedule and document all aspects of the program. |
3. Deliver the long-term training program. | 3.1. Explain and demonstrate a range of warm-up exercises to prepare participants for activity or competition according to the basic principles of biomechanics and best practice. 3.2. Explain and demonstrate safe performance of exercises and activities. 3.3. Explain and demonstrate safe use of equipment according to manufacturer instructions. 3.4. Monitor and document skill performance, fitness levels and wellbeing of participant throughout the program. 3.5. Monitor and adjust incorrect or unsafe exercise technique by the participant during the program. 3.6. Liaise with other coaches, instructors and support personnel in cases where they work with the same participant. 3.7. Use motivation techniques to encourage adherence to the program. 3.8. Explain and demonstrate a range of cool-down exercises to aid recovery from activity or competition according to the basic principles of biomechanics. |
4. Evaluate and modify the long-term training program. | 4.1. Evaluate the program according to methods outlined in the plan and in consultation with participant and support personnel. 4.2. Use evaluation measures to assess ongoing participant progress. 4.3. Evaluate own performance using self-reflection methods and identify potential improvements for future performances. 4.4. Make modifications to the program where required in response to feedback from participant and own self-reflection outcomes. |