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 SISXCAI304A, 'Plan and conduct sport and recreation programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Plan and conduct sport and 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
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 participant needs and expectations. | 1.1. Clarify the preferences, needs and expectations of participants. 1.2. Identify special requirements according to participant needs. 1.3. Advise participants of any reasons why they should not participate in a given program. 1.4. Recommend participants seek external assistance where appropriate. |
2. Plan a sport and recreation program. | 2.1. Identify a range of information sources and gather relevant information to plan a program of sessions. 2.2. Identify equipment and resources appropriate for the program. 2.3. Design and document a program plan to meet the identified needs and abilities of participants. 2.4. Seek agreement on the program plan from staff, participants and organisations where relevant. |
3. Coordinate and allocate program resources. | 3.1. Obtain budget allocation from supervisor. 3.2. Identify and organise a venue appropriate for the program, and participants’ needs and abilities. 3.3. Identify and confirm availability of appropriate resources and equipment with appropriate staff, support personnel, organisations and participants. 3.4. Confirm arrangements to support the planned sequence and safety of the program. 3.5. Organise and brief support personnel. |
4. Prepare for the program. | 4.1. Advise participants on physical resource requirements for the program. 4.2. Remove required equipment from store, check for damage or deterioration, and report where appropriate to supervisor. 4.3. Issue equipment and provide assistance with fitting where necessary. 4.4. Set up equipment according to approved procedures and instructions. 4.5. Modify or condition equipment for use by different participant groups. |
5. Conduct the program. | 5.1. Communicate instructions and relevant information in a manner suitable to participants. 5.2. Observe and assess participants’ progress against program aims. 5.3. Seek feedback from participants regarding their progress during the program and modify as required. 5.4. Monitor participant numbers to ensure they remain within limits that are safe and allow all participants to benefit from the program. 5.5. Identify risks to participant safety and take action to minimise risk. 5.6. Monitor venue, resources and equipment to ensure they continue to be available and modify program as required. |
6. Conclude the program. | 6.1. Conclude the program at a pace appropriate to participants, their level of involvement, and duration of the program. 6.2. Inform participants of follow-up programs. |
7. Evaluate the program. | 7.1. Seek and acknowledge feedback from relevant stakeholders involved in the program. 7.2. Evaluate all relevant components of the program according to evaluation criteria and record outcomes. 7.3. Identify potential areas of improvement of future programs. 7.4. Review own performance and identify potential improvements. |