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 SISSSDE502, 'Design and implement strategies to increase participation'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design and implement strategies to increase participation' 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. Consult with stakeholders to determine needs. | 1.1 Undertake research to determine specific needs of target groups. 1.2 Identify needs and aims of stakeholders. 1.3 Collect relevant information required to plan strategies to enhance participation. 1.4 Identify currently available National Sporting Organisation (NSO) products and services. 1.5 Identify opportunities for potential partnerships or collaborations. |
2. Design strategies for specific target groups. | 2.1 Set targets that are realistic and precise within a defined timeframe. 2.2 Identify products and services appropriate to participants from each relevant target group. 2.3 Determine the type of activities relevant to participant age, ability and experience. 2.4 Establish requirements for activities selected in consultation with relevant personnel and according to organisational policies and procedures and the local requirements of host facilities. 2.5 Consider stakeholders needs and aims in designing strategies. |
3. Promote and deliver programs and activities. | 3.1 Select program formats that meet rules and regulations of sport controlling body and requirements of individual host facility. 3.2 Prepare and implement budgets for each activity or program. 3.3 Develop strategic links with local groups for implementation of activities and programs. 3.4 Confirm details of partnerships or collaborative arrangements. 3.5 Identify and access resources required. 3.6 Develop promotional material to generate interest and publicity. 3.7 Market and advertise activities and programs. 3.8 Monitor and document progress in all activities and make modifications as required. |
4. Evaluate effectiveness of the strategies. | 4.1 Seek and acknowledge feedback from participants, stakeholders and other staff. 4.2 Compare participation rates pre and post implementation of strategies. 4.3 Compare outcomes against identified targets at the end of agreed timeframe. 4.4 Evaluate all relevant components of each strategy. 4.5 Identify areas where programs and activities could be improved to enhance participation and increase pathways for emerging talent. 4.6 Document action required as a result of evaluation. 4.7 Review own performance and identify potential improvements. |