Assessor Resource

CUVPRP301A
Produce creative work

Assessment tool

Version 1.0
Issue Date: April 2024


People still developing their technical and conceptual skills in any area of creative practice apply the skills and knowledge in this unit.

At this level, they are using some autonomy and judgement within the holistic creative process. Work is typically produced through supervised or guided exploration of ideas, techniques, tools, equipment and materials.

This unit describes the performance outcomes skills and knowledge required to plan and produce creative work in any media through the exploration of ideas and techniques.

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

Not applicable.



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 and refine ideas through review and exploration

identify, select, assess and use resources, such as techniques, tools, equipment and materials for creative work

safely use and adapt techniques to realise ideas in creative work.

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 a presentation by the candidate

evaluation of visual presentations, including diagrams, charts, slides and digital images

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:

discuss and present ideas for creative work

document the development of creative work

learning skills to apply feedback to future work and plan skills development

literacy skills to review information to assist the development of ideas for creative work

numeracy skills to interpret technical data and calculate quantities and costs

planning and organising skills to organise resources and work processes

problem-solving skills to resolve common technical challenges in the given area of practice

technical skills to use techniques specific to the creative form with some proficiency.

Required knowledge

ways to source information and develop, refine and communicate ideas for creative work

physical properties and capabilities of the range of materials, tools and equipment used in creative work

work space requirements for creative work, including ways of organising and maintaining space

ways of exploring, adapting and combining techniques and materials to achieve different effects

formal elements and principles of design and their application to the production of creative work in the relevant context

cleaning and maintenance techniques for tools and equipment used in creative work

historical and theoretical contexts for creative work

intellectual property issues and legislation that affect makers of creative work

sustainability issues associated with tools and materials used in creative work

OHS procedures for the specific area of creative 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.

Historical and contemporary informationmay include:

audio

film

images

internet

journal articles

objects

oral histories

performances

stories

technical or medium-specific information

texts:

cultural

historical

religious

scientific

spiritual

video.

Ways to evaluate may involve:

comparing

considering constraints and parameters of key ideas and concepts

considering merit

contrasting

discussion and debate

reflecting.

Ideas and concepts may involve consideration of:

cultural traditions

elements and principles of design

technical characteristics and qualities of specific work by others in own area of arts practice

relationship of the work to a theoretical and historical context

subject matter or theme relevant to work in own area of arts practice, such as:

identity

land and place

political, cultural and social issues

the body

spiritual concerns.

Experimentation may include:

challenging

comparing

contrasting

experimenting directly with work in progress

producing test pieces or samples

systematically testing a range of:

equipment

materials

processes

tools.

Key people may include:

mentors

peers

supervisors

teachers.

Context may relate to:

cultural issues surrounding presentation

how the concept is being presented

physical limitations

the people to whom the concept is being presented

why the concept is being presented, such as in response to a brief.

Resources may include:

equipment

materials

techniques

tools.

Record of work may be:

physical

verbal

virtual

visual

written.

Questions might include:

could I do this differently or better?

do I have any ideas to share about this?

have I done it as well as I could?

how can I do that?

how can I fix this?

how well have I communicated my idea?

if they are doing that, could I?

what could be improved technically in this piece of work?

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
Select and review historical and contemporary information relevant to creative work 
Extract and evaluate key ideas and concepts 
Consider personal creative goals and information from other sources in developing ideas 
Refine ideas through experimentation with techniques specific to the creative work and the use of visual representation and design tools 
Confirm ideas and techniques based on research, experimentation and discussion with key people 
Communicate and discuss ideas and information about the work 
Consider the context for the communication in the way that ideas are presented 
Identify work processes and resource requirements 
Organise resources required for the production of the proposed creative work based on the plan of work 
Safely use and adapt resources to realise ideas 
Show proficiency with chosen techniques and resolve technical problems 
Take responsibility for the safe and sustainable use of resources 
Create a record of the work that shows the process of development 
Review own work for technical proficiency and success in communicating ideas 
Question self and others to review the process of creating work and the final outcome 
Use relevant information from own review and the review of others in planning skills development 

Forms

Assessment Cover Sheet

CUVPRP301A - Produce 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

CUVPRP301A - Produce 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: