The Vice President – Education has responsibility for the ongoing monitoring and maintenance of all courses conducted by the Australian Ski Patrol Association.
All assessment materials must be reviewed and updated when necessary on an annual basis by the Vice President – Education in consultation with the Medical, Education Committees and members of the Executive.
All materials are judged against the following criteria:
ASPA has a set of Underlying Principles of Assessment which are used to ensure assessment meets the vocational needs. Any changes to Assessment materials must be tabled at the next meeting of the Executive Committee and entered and accepted in the minutes prior to being used. If a course is to proceed with the new materials prior to the next meeting of the Executive Committee they must be approved by the Vice President – Education, the Medical and Education Committee and be confirmed as adhering to the relevant regulatory requirements.
To ensure consistency and validity of assessment the following procedures must be adhered to:
This policy must be adhered to, to retain Workcover Accreditation number FA9007.
All training and assessment receives validation through the continual liaison with relevant industry groups. Working closely with the management of all Australian Ski Resorts with regard to expectations of job, staffing and resources in alignment with resort policies and procedures course content is structured for the specifics of the environment. Australian Ski Resorts require their paid ski patrollers to hold qualification issued by the Australian Ski Patrol Association prior to employment.
The Australian Ski Patrol Association works in a continuous exchange with the various state Ambulance services and medical centres in all resorts to ensure consistency of treatment resulting from correct training. Assessment Methods vary and are summarised in the Assessment Methods Handout for instructors.
Vocational Assessment Model
As competency is the key to the learning outcomes of all ASPA Training courses, ASPA encourages the use of both formal and informal vocational assessment strategies (after Lombard, Larson, & Westphal, 1993). MAGIC is one such assessment model designed to provide the information needed to increase access and successful completion of vocational technical programs for students. The five essential steps of the model are: