Assessor Resource

CUVPRP503A
Present a body of own creative work

Assessment tool

Version 1.0
Issue Date: May 2024


All creative practitioners need to produce, present and continually update a professional presentation package or portfolio of their own creative work. The presentation may be physical or virtual.

Work is undertaken independently with mentoring and guidance as required.

This unit describes the performance outcomes, skills and knowledge required to use creative, technical and project management skills to develop a professional and innovative presentation of own creative work. It is based on the unit CUVPHI520A Produce an innovative presentation of professional work.

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:

research industry-standard presentation methodologies

design and realise presentation concepts

present creative products in a manner suited to the intended audience and purpose.

Context of and specific resources for assessment

Assessment must ensure access to:

appropriate technology and sources of information to research industry-standard presentation methodologies

industry-standard presentation packages and technology.

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:

evaluation of a presentation or portfolio created by the candidate

direct observation of candidate presenting creative products

evaluation of problem-solving activities to assess candidate's critical thinking skills

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 impart key messages about own creative work to the intended audience

critical thinking and analytical skills to analyse and evaluate different options for presentation of work, including current and emerging professional trends

initiative and enterprise skills to identify and act on new ideas for presenting work

learning and self-management skills to keep up-to-date with emerging and innovative practice in professional presentation of work

literacy skills to create a coherent presentation of work

planning and organising skills to:

manage the workflow for the production of a portfolio of work (research, concept development, production and post-production)

organise resources required for the portfolio

problem-solving skills to develop solutions for conceptual and technical challenges

numeracy skills to estimate costs for presentation production

technology skills to use digital media, design and presentation technologies appropriate to the creative work being presented

Required knowledge

typical and innovative ways in which portfolios of work are used by creative practitioners

visual communication formats relevant to the presentation of creative work

current and emerging trends in presentation technologies relevant to the particular area of work (including design, layout, typography, interactivity and accessibility)

elements and principles of design as they apply to the creation of a professional presentation of work

intellectual property issues and legislation and how they relate to the use of information in a professional presentation

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.

Presentation options may include:

bound books and folios

brochures

catalogues

digital media presentations, including websites

exhibitions of work in a variety of display spaces

product demonstration

product sample cases

promotional folders

printed images, bound in book form or in folios.

Sources of information may include:

books

discussions with industry practitioners

events

government bodies

industry associations

internet

libraries and archives

journals

media

personal observations and experience

professional development sources:

awards

competitions

conferences

exhibitions

master classes

suppliers of products and services

technical publications.

New and innovative ways may include:

interactivity

media not used before

new distribution mechanisms

storytelling or other interpretive techniques.

Relevant people may include:

members of relevant professional associations

mentors and peers

practising artists and designers

presentation experts

teachers.

Intended purpose may be:

application submission:

association membership

grant/commission

industry accreditation

artistic

commercial

educational

entertainment

job interview

marketing/promotion

promotional give-away to prospective clients.

Other parameters may relate to:

budgetary constraints

competition rules

environmental sustainability

grant application requirements

longevity requirements

requirements of a brief

time constraints

viewing locations

viewing requirements.

Critical thinking techniques may include:

analysing and evaluating actions and policies

clarifying issues, values and standards

comparing similar situations

comparing and contrasting ideals with practice

comparing and evaluating beliefs, interpretations and theories

developing criteria for evaluation

distinguishing relevant from irrelevant facts

examining and evaluating assumptions

exploring implications and consequences

generating and assessing solutions

making interdisciplinary connections

making plausible inferences and predictions

noting significant similarities and differences

reading and listening critically

recognising contradictions

transferring insights to new contexts

using critical vocabulary.

Template may include:

chapter and section headings

colour scheme

outline script

image specifications

layout and design

thematic connections

typography to be used.

Content may include:

audio, video and DVD sequences

drawings

illustrations

maquettes and other three-dimensional (3-D) forms

paintings

photo images.

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
Research presentation options using appropriate sources of information 
Explore ideas and options for presenting work innew and innovative ways, including those from other disciplines 
Identify and consult with relevant people when developing presentation options 
Select presentation methodologies based on intended purpose and other parameters 
Use critical thinking techniques to develop an overall presentation concept 
Explore and refine how the presentation concept will impart explicit and implicit messages to its audience 
Develop realistic production budget, timeline and workflow plan 
Design a template for the presentation that supports key messages to be communicated 
Select and integrate content that supports presentation objectives 
Obtain and accurately record copyright clearance on all sourced content 
Develop a cohesive presentation that supports objectives 
Review projected and actual budget outcomes 
Evaluate presentation in the context of its objectives and feedback from others 
Proactively identify opportunities to update and refine presentation 
Develop systems to identify and respond to future presentation opportunities 

Forms

Assessment Cover Sheet

CUVPRP503A - Present a body of own 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

CUVPRP503A - Present a body of own 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: