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 SISOPLN003, 'Develop outdoor recreation programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop outdoor recreation programs' 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 | PERFORMANCECRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify needs and expectations of participant groups. | 1.1. Identify and analyse program preferences and expectations of different consumer markets. 1.2. Discuss and determine preferences, expectations, characteristics, abilities and special needs of particular client groups. 1.3. Advise client of any reasons why their participants should not participate in a program. |
2. Plan programs for outdoor recreation activities. | 2.1. Determine program objectives to meet identified participant needs. 2.2. Design program to meet identified objectives, needs, participant characteristics and abilities and to enhance participation and motivation. 2.3. Consult, as relevant, with client, land managers, owners and custodians for input to program design and adjust accordingly. 2.4. Determine human and other resource requirements and design programs within budgetary constraints and organisational capacity to deliver. 2.5. Obtain and interpret weather and environmental information and factor into forward plans. 2.6. Complete program risk assessment, according to organisational policies and procedures, and design program according to determined risks and control measures. 2.7. Document and present program for approval by other parties; personnel, clients, land managers, owners or custodians, as relevant. |
3. Coordinate program resources. | 3.1. Allocate resources according to program budget and refer problems to relevant personnel. 3.2. Evaluate and organise access to activity venues, sites or locations appropriate for program, participant needs and abilities. 3.3. Obtain any required permits and permissions from land management authorities, owners or custodians. 3.4. Identify roles of activity delivery personnel, select and roster those with appropriate skill set. 3.5. Allocate organisational equipment and obtain other, as required, to meet program and participant needs. 3.6. Arrange for equipment to be safely customised for use by different participant groups. 3.7. Book camp sites, accommodation, catering and other resource requirements as required. |
4. Develop program documents and brief delivery personnel. | 4.1. Determine, develop and provide information documents for client and program participants. 4.2. Determine, develop and provide operational documents required by personnel delivering the recreational program. 4.3. Brief delivery personnel and support staff in operational and risk management details of program. |
5. Evaluate effectiveness of the program. | 5.1. Determine criteria for program evaluation. 5.2. Liaise with delivery personnel and clients throughout program operation to identify successes, problems and difficulties. 5.3. Obtain and evaluate feedback from delivery personnel, clients and participants, according to evaluation criteria. 5.4. Evaluate program according to criteria and consultation with others. 5.5. Modify and continuously improve current and future programs according to feedback and program evaluation. |