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 SISXIND410, 'Coordinate sport, fitness and recreation work teams or groups'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Coordinate sport, fitness and recreation work teams or groups' 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. Determine staffing levels. | 1.1 Set staffing levels within budget and according to organisational policy and procedures, industry codes of practice and legislative requirements. 1.2 Roster teams or groups to meet anticipated demand and statutory requirements. 1.3 Inform team or group members of individual rosters. 1.4 Take corrective action as needed according to staff availability. |
2. Inform team members. | 2.1 Communicate expected standards of work and behaviour required in a manner appropriate to the individual. 2.2 Clarify workplace rights and obligations of employers and employees or volunteers. 2.3 Induct new team or group members. 2.4 Conduct staff meetings to address issues within area of responsibility. 2.5 Disseminate documented outcomes from meetings. 2.6 Provide regular on-going communication to keep team members up to date. |
3. Motivate the team. | 3.1 Encourage individuals to contribute to discussion and planning of team or group objectives and goals. 3.2 Update and review team or group objectives and goals on a regular basis in consultation with relevant personnel. 3.3 Develop positive and constructive relationships with and between team or group members. 3.4 Treat all team or group members fairly, equally and with respect. 3.5 Encourage team or group members to monitor their own performance, suggest improvements and identify professional development needs. |
4. Monitor team or group performance. | 4.1 Identify opportunities to instruct team or group members who are unfamiliar with specific procedures. 4.2 Identify strengths and weaknesses of team or group against current and expected work requirements. 4.3 Monitor and adjust staffing requirements to respond to any changes in tasks and functions required by the organisation. 4.4 Counsel team or group members, if required, in a positive and constructive manner and record outcomes accurately. 4.5 Develop contingency plans to cope with unexpected or extreme situations and take appropriate corrective action as required. 4.6 Evaluate team or group member performance against allocated responsibilities and performance standards. 4.7 Monitor and review staff turnover rate. |
5. Maintain staffing records. | 5.1. Maintain staff records as required according to organisation policy, relevant awards and agreements, confidentiality, taxation and legal requirements. |