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 SISOOPS508A, 'Manage natural resources'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage natural resources' 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
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the Evidence Guide. |
1. Identify the nature of the outdoor recreation activity and its relationship to natural resource management. | 1.1. Identify the types of outdoor recreation users, their motivations, skills and expectations. 1.2. Establish key aspects of the outdoor recreation activity which might impact natural resource areas. 1.3. Determine the parameters of the activity and the most appropriate natural resource area for its implementation. |
2. Identify natural resource areas where outdoor recreation may be conducted. | 2.1. Identify the different classifications of natural resource areas for relevant outdoor recreation activities according to relevant legislation. 2.2. Analyse management issues arising from the classification of particular natural resource areas and the use of those areas for outdoor recreation. 2.3. Identify natural resource managers, their management priorities and outdoor recreation services they may provide. 2.4. Establish a process for the selection of natural resource areas within a specified geographic area or region where outdoor recreation activities can occur, according to relevant legislation and organisational policies and procedures. |
3. Implement natural resource management to plan an outdoor recreation activity. | 3.1. Identify the potential impacts of outdoor recreation on the natural resource area. 3.2. Assess the implications of keyecological concepts on the conduct of outdoor recreation in natural resource areas. 3.3. Identify natural resource management strategies used to manage outdoor recreation activities. 3.4. Develop a resource management plan for the activity according to relevant legislation 3.5. Implement management strategies to minimise potential impacts for the outdoor recreation activity. 3.6. Liaise with relevant natural resource managers according to cultural protocols to monitor potential impacts on a specific natural resource area. |
4. Review the potential impacts of outdoor recreation activities on natural resource areas. | 4.1. Collect information on the impacts of relevant recreation activities on the specified recreation area. 4.2. Assess evidence of change in the nature of a particular setting due to outdoor recreation impacts. 4.3. Modify aspects of the resource management plan according to information received from natural resource managers and the monitoring process. |