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 CUAOHS403A, 'Incorporate anatomy and nutrition principles into skill development'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Incorporate anatomy and nutrition principles into skill development' 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
1. Consolidate understanding of anatomy and anatomical structures
1.1. Discuss with relevant personnel how an understanding of anatomy can contribute to the safe acquisition of dance technique or movement skills
1.2. Use a wide range of anatomical terminology relevant to context
1.3. Become familiar with how anatomical structures respond to physical activity
1.4. Apply a sound understanding of injury-avoidance techniques to dance and movement activities
2. Make connections between anatomy principles and own performance technique or teaching practice
2.1. Assess ways in which knowledge of anatomy may be used, adapted or challenged in relation to own performance technique or teaching practice
2.2. Discuss with relevant personnel how own technique or teaching practice can be improved by applying a knowledge of nutritional principles
2.3. Distil key themes in knowledge of anatomy to aid in clarity of thought about implications for development of own practice
2.4. In consultation with relevant personnel adjust own physical conditioning program and approach to development of technique or teaching practice as required
3. Update and maintain knowledge of anatomy and nutrition principles
3.1. Identify and use opportunities to update and expand own knowledge of anatomy and nutrition
3.2. Monitor response to changes made to own approach to developing or teaching technique as a result of incorporating a greater awareness of anatomy and nutrition principles
3.3. Continue to adjust own practice to optimise results