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 SISXIND211, 'Develop and update sport, fitness and recreation industry knowledge'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop and update sport, fitness and recreation industry knowledge' 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. Source and apply general information on the structure and operation of the sport, fitness and recreation industry. | 1.1 Identify credible sources of information. 1.2 Access and comprehend specific industry information of relevance to the sport, fitness and recreation industry. 1.3 Identify the economic and social significance of sport, fitness and recreation and its impact on individuals and the community. 1.4 Identify the role of volunteers. 1.5 Apply industry information in day-to-day work activities. |
2. Source and apply information on legal and ethical issues that impact on the sport, fitness and recreation industry. | 2.1 Obtain information on legal issues that impact on own work role. 2.2 Carry out work tasks according to legal obligations and industry standards of ethical practice. 2.3 Apply knowledge of a client-focused approach according to community development philosophies and principles. |
3. Source and apply information on sport, fitness and recreation industry technology. | 3.1 Source and access information on current and emerging technologies that impact on the sport, fitness and recreation industry. 3.2 Identify the potential effects of different technologies. 3.3 Apply knowledge of current and emerging technology in day-to-day work activities. |
4. Update knowledge of the sport, fitness and recreation industry. | 4.1 Identify and use a range of opportunities to update knowledge of the sport, fitness and recreation industry. 4.2 Share updated information with colleagues, according to organisation procedures, and incorporate into day-to-day work activities. |