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 SISXDIS002, 'Plan and conduct disability programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Plan and conduct disability 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
Elements describe the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Establish needs and expectations.
1.1 Interpret information about participant characteristics, needs and special requirements.
1.2 Encourage participants to articulate their own needs and expectations.
1.3 Make assessments of participant capacity in consultation with relevant support personnel and within scope of own responsibility.
1.4 Identify potential barriers to participation.
1.5 Advise participants of factors preventing participation in a program.
2. Plan programs for people.
2.1 Access and interpret relevant information to plan programs for people with a disability.
2.2 Assess the likely demands of the program on the participants in consultation with appropriate staff.
2.3 Select and access equipment and resources appropriate for the program.
2.4 Design and document a program plan to meet the identified needs and abilities of participants.
2.5 Determine range of activities and strategies for inclusion appropriate to the context, participant needs and capabilities.
2.6 Recognise risks to participant safety and act to eliminate or minimise risks.
2.7 Identify and incorporate injury prevention strategies and support requirements.
2.8 Seek agreement on the program plan from relevant staff, participants and organisations where relevant.
3. Prepare for programs.
3.1 Inspect and confirm set-up of location and equipment; report issues to person responsible.
3.2 Provide clear and accurate instructions and information using communication techniques suited to participants.
3.3 Confirm understanding and encourage participants to seek clarification as required.
3.4 Issue required equipment and aids and provide assistance with fitting where necessary.
3.5 Modify equipment for use by different participant groups.
3.6 Identify emerging risks to participant safety and take action to minimise these.
4. Conduct programs.
4.1 Encourage participants to warm up and cool down through safe and appropriate exercises.
4.2 Monitor technique, correct use of equipment and aids and provide feedback and assistance to participants.
4.3 Encourage participants to seek and provide feedback regarding their progress during the program and modify as required.
4.4 Use techniques that motivate participants to maintain an appropriate participation rate.
5. Conclude programs.
5.1 Conclude program at a pace appropriate to participants, their level of involvement and duration of the program.
5.2 Inform participants of follow-up programs, sources of information and further opportunities.
5.3 Collect and check issued equipment for damage and wear and report problems to appropriate staff.
6. Evaluate programs.
6.1 Request and respond to feedback from participants and identify further needs.
6.2 Evaluate program components and record outcomes.
6.3 Identify and document potential areas for improvement in future programs.
6.4 Review own performance and identify potential improvements.