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 SITTGDE304, 'Prepare and present tour commentaries or activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Prepare and present tour commentaries or activities' 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 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. Prepare commentaries or activities for presentation to customers. | 1.1 Select and evaluate information to meet needs of specific customers, operational contexts and timing restrictions. 1.2 Select or develop themes as a basis for commentaries or activities. 1.3 Construct commentaries or activities to maximise potential for customer enjoyment and learning. 1.4 Organise support materials in advance of tour or activity. 1.5 Prepare oral or written interpretive information tailored to specific audiences. |
2. Present commentaries or activities to customers. | 2.1 Use interpretive and presentation techniques to combine entertainment and learning and enhance the customer experience. 2.2 Present current, accurate and relevant information in a logical order. 2.3 Present information of appropriate depth and breadth using language suited to the group. 2.4 Pace presentation according to timing requirements and operational context. 2.5 Use equipment and resources and identify and report any equipment defects promptly. 2.6 Maintain communication with colleagues as required by specific tour or activity circumstances. 2.7 Implement contingency plans when unexpected events occur and amend presentation format, order or structure to minimise impact on customer enjoyment. |
3. Interact with customers. | 3.1 Encourage customer participation within safety requirements. 3.2 Invite and respond to questions and feedback from customers, ensuring involvement of the whole group. 3.3 Where the answer to a question is unknown, offer to supply the answer at a future time or refer the customer to other information sources. |