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 RGRPSH424, 'Re-educate horses to manage behaviours and/or transition to new purposes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Re-educate horses to manage behaviours and/or transition to new purposes' 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 | Performance Criteria |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Establish arrangements for re-educating and/or transitioning a horse to new purposes | 1.1 Determine client requirements for re-educating and/or transitioning the horse to new purposes 1.2 Confirm business arrangements, fees and timeframes with the client 1.3 Collate and review horse history and background information provided by client and/or from other relevant sources of information 1.4 Identify individual horse, and establish ownership and industry sector requirements relevant to transitioning or rehoming horses |
2. Conduct initial assessment of the horse | 2.1 Establish a safe controlled environment to conduct the assessment 2.2 Assess horse soundness, conformation, physical features and health 2.3 Assess horse behaviour, temperament and ground manner, and determine current level of education 2.4 Identify behaviours or conditions that need to be addressed in a re-education and/or transition plan 2.5 Record information about the horse and assessment outcomes accurately 2.6 Make a judgement about the type and extent of re-education required 2.7 Discuss findings, desired outcomes and required action, including costs, with owner or relevant person |
3. Develop a sequential plan to re-educate and/or transition individual horses | 3.1 Apply knowledge of equine behaviour and learning theory to design an individual horse re-education and/or transitioning plan after initial assessment 3.2 Assess safety risks and horse welfare requirements associated with re-educating and/or transitioning individual horses 3.3 Incorporate client involvement in plan as required 3.4 Ensure diet and exercise requirements specific to the individual horse and consistent with proposed new purpose are included in the program 3.5 Record key stages of the plan, proposed timeframes and success criteria |
4. Implement re-education and/or transition program | 4.1 Establish a safe, controlled environment free from hazards to minimise risks to people and horses 4.2 Introduce new tack, ground work, flatwork and other relevant activities to shape behaviour and responses to cues appropriate for new purpose 4.3 Expose the horse to new activities, routines and/or environments to assist with transitioning to a new purpose 4.4 Devise strategies to manage unwanted behaviours tailored to individual horse requirements |
5. Review re-education and/or transition program | 5.1 Assess progress of individual horse against success criteria, and evaluate horse readiness to transition to new purpose 5.2 Revise plan, modifying activities and/or extending timelines, to address needs of horses that have not met success criteria 5.3 Discuss with client alternative plans for a horse that has significant re-education issues or is unsuited for proposed new purpose 5.4 Recommend ongoing education, welfare and care requirements for individual horse at the completion of the program |