Assessor Resource

CUVACD101A
Use basic drawing techniques

Assessment tool

Version 1.0
Issue Date: November 2018


This unit is introductory in nature and applies to any context where a basic sketch or drawing of objects, ideas or layouts is required.

This unit describes the performance outcomes, skills and knowledge required to create a basic visual representation of objects or ideas. It does not relate to drawing as an art form.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.


Employability Skills

This unit contains employability skills




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

produce more than one drawing that represents an object or idea

apply a range of basic drawing techniques.

Context of and specific resources for assessment

Assessment must ensure access to:

materials and tools used in drawing work.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct observation of work in progress

review of drawings produced by the candidate

oral or written questioning to assess knowledge of drawing techniques and materials

review of portfolios of evidence

review of third-party reports from experienced practitioners.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication skills to:

clarify purpose of drawings

seek feedback to refine drawings

learning skills to respond to feedback from others to improve own drawing skills

literacy skills to read basic safety information

numeracy skills to deal with basic scaling and layout issues

Required knowledge

materials and tools commonly used for drawing

different types of drawing

ways of minimising waste in drawing projects

OHS issues associated with tools and materials used in drawing work

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Appropriate people may include:

colleagues

mentors

supervisors

teachers.

Techniques may include:

application of pigment

linear marks of differing character

linear marks to produce illusion of form in space

simple linear perspective

tonal ranges to produce illusion of form in space.

Tools and materials may include:

board

charcoal

coloured pencils

drafting equipment

graphite pencils

measuring tools

natural ochres

pastels and chalks

pigments

rags

range of papers

sticks

wood or bark.

Objects or ideas may include:

artwork of any type, 2-D or 3-D

costume or wearable object

design solution

movement sequences

props

room layout

sets

stage setup

story or narrative

technical solution.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Clarify purpose of drawings with appropriate people 
Identify tools and materials required for basic drawing techniques 
Select appropriate tools and materials for basic drawing techniques 
Apply a limited range of techniques to represent objects or ideas 
Handle tools and materials safely 
Seek feedback on drawings from relevant people and refine drawings as required 

Forms

Assessment Cover Sheet

CUVACD101A - Use basic drawing techniques
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CUVACD101A - Use basic drawing techniques

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: