Assessor Resource

CUVPRP201A
Make simple creative work

Assessment tool

Version 1.0
Issue Date: March 2024


People who make creative work using a limited range of techniques apply the skills and knowledge in this unit. They are developing a repertoire of skills to support creative practice.

At this level, the individual is able to communicate and discuss ideas. While the work itself may be quite simple in nature it could be based on ideas from a range of sources.

Supervision and guidance would usually be provided.

This unit describes the performance outcomes skills and knowledge required to make creative work in any media. It involves the process of developing ideas and using specific art and design techniques that support the communication of those ideas.

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:

develop ideas for creative work through the process of collecting, organising and reviewing information

apply techniques using tools and materials safely to make simple creative work

discuss and communicate ideas with others.

Context of and specific resources for assessment

Assessment must ensure access to:

appropriate resources to apply techniques for creative work, such as:

tools, equipment and materials

studio and/or workshop facilities.

Method of assessment

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

evaluation of creative work made by the candidate

evaluation of a presentation

evaluation of work documentation

questioning and discussion about the candidate’s intention and work outcome

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, for example:

specialisation units for any creative form.


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:

present ideas for creative work, including information and ideas used

talk to others about creative work

learning skills to respond to feedback about own skills

numeracy skills to interpret simple technical data relevant to use of equipment, materials and tools

planning and organising skills to prepare and set up resources and work space

technical skills to practice and apply creative techniques to simple work in the chosen creative form

self-management skills to set goals for own creative practice.

Required knowledge

sources of information to assist in the development of ideas for own work

suitable communication methods to present ideas for work

work of other artists in the chosen creative area

intellectual property considerations for any person making creative work

OHS procedures relevant to work in the chosen area of creative practice.

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.

Information may include:

books and magazines

family stories

film

internet

man-made environment

music, film and video

myths and legends, including religious

natural environment

oral history

personal interests

photographs and other artworks

theatre.

Ideas may relate to:

ideas for current work

ideas or aspirations for future work

historical or contemporary context

personal relationship with the work

relationship of the work to a theoretical and historical context

subject matter or theme for the work, such as:

land and place

political and cultural issues

the body

spiritual concerns

techniques to be used in the work.

Ways to organise may involve:

filing, which may be digital

scrapbooking images

writing and organising a visual diary.

Ways to review may involve:

comparing information

discussing with others

making notes.

Ways of communicating may be:

oral

visual and oral

written

written and visual.

Key people may include:

mentors

peers

supervisors

teachers.

Resources may include:

equipment

materials

tools.

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
Identify and access relevant information from a range of sources to help in the development of ideas 
Organise and review information 
Use visual representation and design tools to help in the development of ideas 
Choose appropriate ways of communicating the ideas 
Talk about different options with key people and seek assistance as required 
Select final ideas in consultation with others based on collected information and ideas and goals for own work 
Identify and obtain resources based on ideas selected 
Prepare resources according to relevant procedures and safety requirements 
Set up a safe work space 
Identify and follow steps required to develop creative work 
Test nominated techniques to determine the effects they achieve and how they support ideas 
Apply techniques using tools and materials safely to develop creative work 
Minimise waste in the production of work 
Seek feedback from key people about both the work process and the completed work 
Respond positively to feedback and identify ways to develop own creative work practice 

Forms

Assessment Cover Sheet

CUVPRP201A - Make simple creative work
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

CUVPRP201A - Make simple creative work

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: