Assessor Resource

CUVPRP605A
Evolve ideas for professional creative work

Assessment tool

Version 1.0
Issue Date: April 2024


Creative practitioners at this level engage with ideas as a fundamental part of the day-to-day process of creating work. Ideas and thinking are integral to the practical exploration of materials, processes and techniques, but hold a special place in the creative process.

This unit may be applied to any creative form.

This unit describes the performance outcomes, skills and knowledge required to evolve the conceptual aspects of any creative practice. It involves processes of evaluation, critical thinking and research.

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:

evolve ideas in professional work through a demonstrated process of evaluation, research and practice

produce both experimental and finished work that demonstrates the evolution of ideas

evaluate and discuss work in a professional context.

Context of and specific resources for assessment

Assessment must ensure access to:

appropriate resources for the production of work, including work space, tools, equipment and materials

studio and workshop facilities.

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 body of work produced by the candidate

evaluation of processes used by the candidate to independently conceive, plan and realise the work

evaluation of a candidate’s visual diary or other forms of documentation showing the development of the work, including research and ideas development

group peer review work produced by the candidate

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

verbal and written reports produced by the candidate

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:

CUVPRP601A Originate a body of independent creative work.

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 engage with others at a professional level

critical thinking and analytical skills to:

independently analyse and evaluate ideas to inform original work

evaluate own work in terms of its coherence and place in a professional practice

initiative and enterprise skills to independently generate new ideas and work opportunities

learning skills to evaluate own skills against professional practice strategy

literacy skills to:

interpret information dealing with complex or abstract ideas

document work in ways that communicate processes and ideas

problem-solving skills to:

challenge, adapt and refine work projects

creatively resolve conceptual and technical issues that arise within the work

technical skills to apply and adapt specialised skills related to particular creative form

Required knowledge

relationships between artists and their work at different levels

scope of research potential for professional artists within and beyond traditional creative areas

relationship between ideas, techniques, materials and process in the relevant art form

commercial and professional opportunities for creative work in the context of own practice

intellectual property issues and legislation associated with artistic professional practice

sustainability issues associated with the tools and materials used in the chosen art form

organisational and legislative OHS procedures in relation to chosen art form

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.

External influences may be:

cultural

economic

political

sociological

technological.

Personal experiences and factorsmay be:

financial

geographical

negative

physical

political

positive

social

spiritual.

Others may include:

family members

mentors

peers

teachers

technical experts.

Critical thinkingmay involve:

adapting

analysing and evaluating actions and policies

challenging

clarifying issues, values and standards

comparing similar situations

comparing and contrasting ideals with practice

comparing and evaluating beliefs, interpretations and theories

critical path process

debate and discussion

developing criteria for evaluation

distinguishing relevant from irrelevant facts

examining and evaluating assumptions

exploring implications and consequences

generating and assessing solutions

judging

leap of faith

making connections between seemingly unrelated information

making interdisciplinary connections

making plausible inferences and predictions

noting significant similarities and differences

openness

questioning

reading and listening critically.

Contextual researchmay relate to:

analysis of greater subtlety and distinction

areas of research not already explored

component resourcing

consumer trends

current business theories

emerging government policy

emerging research

fashion and design trends

individuals in any fields of endeavour

innovative organisations

international trends

research in greater depth

research of broader scope

social trends.

Professional goals and aspirationsmay be:

commercial

creative

developmental

philosophical

political

social.

Opportunities may include:

collaborative projects

industrial applications

innovative exhibitions

new commercial outlets

public art projects.

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
Reflect on the history and development of own practice from a technical and conceptual perspective 
Identify and analyse the external influences that have shaped ideas and directions in current work 
Evaluate own relationship with work and how this has evolved over time 
Consider how personal experiences and factors have affected work and the ideas that inform it 
Involve others in the evaluation of own practice to broaden own perspectives 
Use practice and experimentation as a professional development tool 
Allow practical work and critical thinking to work together as part of the creative process 
Combine a belief in existing ideas with a willingness to move on as new ideas evolve 
Integrate new and unpredictable ideas into the evolving work process 
Deepen or broaden contextual research to support the generation and maturation of ideas 
Collaborate with other professional practitioners about ideas and research 
Articulate processes and ideas in work in ways that effectively communicate key messages 
Produce experimental pieces, unfinished and finished works as a way of evolving ideas 
Evaluate own professional goals and aspirations and how they might be affected by new and evolving ideas 
Develop new work projects and opportunities based on reflection, research and experimentation 

Forms

Assessment Cover Sheet

CUVPRP605A - Evolve ideas for professional 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

CUVPRP605A - Evolve ideas for professional 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: