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 SITTTOP005, 'Operate tours in a remote area'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Operate tours in a remote area' 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. Use bushcraft and survival techniques.
1.1.Identify current remote area hazards, assess risks, and action contingency plans to eliminate or control risks.
1.2.Read maps and use navigation and communication equipment.
1.3.Share bushcraft knowledge with participants to enhance tour experiences and use their help as required.
1.4.Use bushcraft and survival techniques in emergency situations to source water, food and shelter and to signal for help or rescue.
2. Operate remote area communications equipment.
2.1.Tune and adjust equipment for clear transmission.
2.2.Obtain and select correct address to make outgoing communication.
2.3.Operate communications equipment according to organisational procedures and safety requirements.
2.4.Relay and receive messages using appropriate volume, tone and radio call signs and conventions.
2.5.Provide appropriate response and information to caller, and confirm that requests have been actioned.
3. Conduct remote area touring activities with minimal impact.
3.1.Conduct tour to ensure minimal negative environmental impacts and maximum comfort and safety of customers.
3.2.Conduct activities according to any special permit requirements and report incidents to the relevant agency.
3.3.Monitor status of culturally or environmentally sensitive areas and report deficiencies or damage to the relevant agency.
3.4.Minimise the effects of noise on local communities.