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 SRXCAI004B, 'Plan a session or program for participants'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan a session or program for participants' 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Collect information to plan a session or program | 1.1 | Identify sources of information required to plan a session or program |
1.2 | Ensure information is as up-to-date, accurate and comprehensive as available sources allow | ||
1.3 | Check conflicting information with relevant sources | ||
1.4 | Respect participants' and organisation's rights to confidentiality | ||
1.5 | Give consideration to the full range of participant's needs | ||
1.6 | Determine the condition of the participant in consultation with relevant support personnel and the participants aims and priorities | ||
1.7 | Conduct relevant tests and assessments | ||
1.8 | Assess the likely demands of the activity on the participants | ||
1.9 | Advise participants of any obvious reasons why they should not participate in a given session or program | ||
1.10 | Identify support personnel necessary for the session or program | ||
1.11 | Refer participants with special requirements beyond own level of responsibility to a competent person/agency | ||
1.12 | Assess the work environment with regards to the workplace context | ||
2 | Produce a session or program plan | 2.1 | Develop a plan which includes aims relevant to identified needs and learning |
2.2 | Ensure the plan includes tasks and activities to achieve the aims and is realistic to the participants and resources available | ||
2.3 | Identify and consider external factors which are likely to disrupt or influence the delivery, value and outcome of the session or program when planning the program | ||
2.4 | Assess and confirm session and participant-specific risks are within acceptable levels of supervision | ||
2.5 | Ensure the plan conforms to legislation, health and safety requirements and accepted good practice, taking into account age and stage of development of participants | ||
2.6 | Ensure the plan enables everyone to take part to the best of their ability, according to their needs and avoids discrimination or stereotyping | ||
2.7 | Seek agreement on the plan with staff, participants and organisations where relevant | ||
3 | Resource a session | 3.1 | Arrange a venue appropriate for the session, the participants and their abilities |
3.2 | Arrange equipment and resources appropriate for the activity and participants | ||
3.3 | Ensure equipment is safely modified and/or conditioned for use by different participant groups | ||
3.4 | Check resources for availability and safety | ||
3.5 | Arrange financial resources necessary for the session, where relevant | ||
3.6 | Ensure arrangements make the best use of available resources and minimise damage to the chosen environment | ||
3.7 | Ensure arrangements are sufficiently flexible to allow the activity to be modified to meet particular needs | ||
3.8 | Confirm arrangements and resources with the appropriate staff, support personnel, organisations and participants | ||
3.9 | Provide advice to participants on physical resource requirements for the session | ||
3.10 | Organise and brief support personnel as to the extent and limitations of responsibilities, special needs of participants and expectations regarding attitudes to participants | ||