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 SRXINU014A, 'Research and document the history of specific leisure and recreation service(s)'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Research and document the history of specific leisure and recreation service(s)' 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 | Undertake secondary research on the history of specific leisure and recreation service(s) | 1.1 | Organisational records are analysed for shifts impacting on the evolution of delivery for specific leisure and recreation service(s) |
1.2 | External sources are researched for supplementary information | ||
1.3 | Eras of leisure and influences are evaluated to determine their historical affect on the delivery of the service | ||
1.4 | A timeline is developed and documented plotting service delivery establishment and historical events of significance impacting the evolution of the service | ||
2 | Plan and prepare for primary research on the history of specific leisure and recreation service(s) | 2.1 | Secondary research is evaluated to identify key groups or individuals who could provide first hand accounts of the service during events of significance |
2.2 | Internal customers are consulted for advice on individuals or groups who could provide first hand accounts of the service during events of significance | ||
2.3 | A primary research plan is developed outlining the process for individual and/or group interviews of selected key groups and individuals | ||
2.4 | A framework of questions is developed to target areas of interest or areas where gaps exist in the researched history | ||
2.5 | Suitable equipment, interview locations and other resources are determined in accordance with the primary research plan | ||
3 | Conduct primary research on the history of specific leisure and recreation service(s) | 3.1 | Selected key groups and individuals are approached for willingness to participate in process and interview dates secured in accordance with the primary research plan |
3.2 | Recording equipment is set up and tested for operation prior to commencement of the interview | ||
3.3 | The history research process is explained to the group or individual and their consent to record and use the information provided is obtained in accordance with the organisation's privacy policy and principles | ||
3.4 | The framework of questions is posed to initiate the interview | ||
3.5 | Notes are taken to identify additional questions and support the recording | ||
3.6 | The interview process is managed to obtain anticipated and unanticipated information | ||
4 | Transcribe and validate information | 4.1 | Interviews are transcribed from recording equipment and provided to participatory groups and individuals for validation to affirm accuracy |
4.2 | Editing is undertaken in areas identified during validation process | ||
5 | Document and store history | 5.1 | Recordings and transcripts are stored to maintain recording quality and satisfy organisational security and privacy requirements |
5.2 | The history of the leisure and recreation service(s) is documented in accordance with organisational policies and procedures | ||
5.3 | Information on the leisure and recreation service(s) history is utilised by the organisation in accordance with organisation's privacy policy | ||