Assessor Resource

SISXRES301A
Provide public education on the use of resources

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to those working autonomously in a sport, fitness and recreation environment. This may include program staff with supervisory responsibilities working in a range of locations or with a range of participants in aquatic programs, sport programs, outdoor recreation activities or recreation and leisure centres and fitness venues.

This unit describes the performance outcomes, skills and knowledge required to identify and address problems in relation to use of activity resources, and to contribute to developing and conveying information to the public on the use of the resources.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

deliver educational programs to target user groups that encourage audience participation and interaction

evaluate educational programs to identify improvements and develop contingency plans

maintain and update records of information and programs.

Context of and specific resources for assessment

Assessment must ensure:

delivery of multiple educational programs relevant to the individual’s current or intended work environment that are of sufficient breadth to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

a range of real or simulated target user groups

information relating to public safety issues

presentation equipment.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

observation of interacting with a range of participants, including conveying information that educates the public on the safe use of recreation resources

observation of dealing with contingencies, such as inappropriate behaviour of participants or inappropriate use of equipment

oral and or written questioning to assess knowledge and understanding of public safety issues regarding sport and recreation resources

observation of the use of participant feedback to review programs

third-party reports from supervisor detailing work performance.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication and interpersonal skills to:

present educational programs to diverse audiences

interact with clients from a range of backgrounds

problem-solving skills to:

plan educational programs and strategies to meet a variety of user needs

work within budgetary constraints

planning and organising skills to source and coordinate resources and equipment necessary to present educational programs

self-management skills to review and reflect on own work performance in planning and conducting educational programs.

Required knowledge

organisation policies and procedures to enable the production and storage of documentation and educational material

potential problem areas and issues in relation to resource use to enable educational programs to target these areas

types of educational material and presentation techniques to enable information on resource use to be conveyed effectively

use of relevant audiovisual and multimedia equipment to enable clear presentations

formal and informal evaluation techniques to enable improvements to be made in educational programs

budgeting for educational programs and resources.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

User groups may include:

regular or occasional users

spectators

different age groups

different cultural and linguistic backgrounds.

Equipment may include:

data projectors

computer technology

television, video or film

mobile technology

photographs

multimedia applications

signs and posters

props

interactive.

Resources may include:

facilities

venue

grounds

natural environment or resources.

Promote may include:

handouts

noticeboards

bulletins

email

social media

word of mouth.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify specific problems relating to the use of activity resources by user groups. 
Provide suggestions for the development of educational programs to address problems. 
Make contributions to the production of educational and information material. 
Assess and select strategies for presenting educational programs. 
Plan educational programs. 
Identify and organise required equipment and other resources. 
Liaise with user groups to promote educational programs. 
Deliver educational programs to user groups. 
Seek and acknowledge feedback from user groups on effectiveness of educational programs. 
Analyse feedback from user groups. 
Evaluate all relevant components of the program according to evaluation criteria, and record outcomes. 
Make recommendations for improvement to educational programs. 
Review own performance and identify potential improvements. 
File and store educational program documentation. 
Ensure records of program schedules and costings are up-to-date and accurate. 

Forms

Assessment Cover Sheet

SISXRES301A - Provide public education on the use of resources
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

SISXRES301A - Provide public education on the use of resources

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: