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 SISOSKT202A, 'Demonstrate ski touring skills in a patrolled environment to a basic standard'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Demonstrate ski touring skills in a patrolled environment to a basic standard' 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. Plan for the ski touring activity. | 1.1. Identify and plan food and water requirements according to principles of nutrition and the conditions of the activity. 1.2. Address packaging and storage considerations when menu planning. 1.3. Identify possible hazards associated with the activity. 1.4. Access relevantsources to interpret weather and environment information. 1.5. Identify an activity site and route according to contextual issues, relevantlegislation and organisational policies and procedures |
2. Select equipment. | 2.1. Select equipment according to construction features and contextual issues, and check that it is in good working condition. 2.2. Adjust and fit equipment, according to manufacturer's specification, to ensure comfort and safety. 2.3. Select personal clothing for activity and identify the design and or construction features that make it appropriate. 2.4. Pack a day pack which includes clothing and minimum supplies for a backcountry day trip to meet safety requirements for minimising hazards and or dealing with emergencies. |
3. Apply skiing skills whilst ski touring. | 3.1. Select and execute skiing skills taking into account terrain, weather and snow conditions. 3.2. Modify technique to account for changes in terrain. 3.3. Apply rhythm and smooth transfers between strides, steps and turns. 3.4. Execute single turns through the fall-line under good snow conditions. 3.5. Choose the angle of climb and selection of slope, and complete climbs taking into account the terrain, weather and snow conditions. 3.6. Select the method of climbingand turning for the terrain, snow conditions and skier needs. 3.7. Adhere to safe backcountry ski touring practices and approach hazards in a safe manner, minimising risks to self and group where possible. 3.8. Take measures to guard personal safety and safety of others while skiing. |
4. Evaluate skiing activity. | 4.1. Evaluate relevant aspects of the activity. 4.2. Identify improvements for future ski touring experiences. |