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Evidence Guide: CUVCOR02B - Develop and articulate concept for own work

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUVCOR02B - Develop and articulate concept for own work

What evidence can you provide to prove your understanding of each of the following citeria?

Develop concept.

  1. Identify and collect relevant information from a range of sources.
  2. Organise collected information in a way which assists in concept development.
  3. Review collected information and select possible concepts for work.
  4. Select final concept based on collected information and ideas and intentions for own work.
Identify and collect relevant information from a range of sources.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise collected information in a way which assists in concept development.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review collected information and select possible concepts for work.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select final concept based on collected information and ideas and intentions for own work.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Articulate concept.

  1. Choose a way of presenting the concept, based on nature of work and context for communication.
  2. Provide clear information to others about the concept, including information and ideas used.
  3. Seek feedback on concept and review feedback for inclusion.
Choose a way of presenting the concept, based on nature of work and context for communication.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide clear information to others about the concept, including information and ideas used.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback on concept and review feedback for inclusion.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

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

The following evidence is critical to the judgement of competence in this unit:

development of the concept through the process of collecting, organising and reviewing information to select final option for the concept

effective communication with others about the development of the concept.

Context of and specific resources for assessment

The assessment context must provide for:

practical demonstration of skills through the development and presentation of a concept for a piece of work

interaction and involvement with others to reflect the communication aspects of this unit.

Method of assessment

Assessment may incorporate a range of methods to assess performance and the application of essential underpinning knowledge, and might include:

evaluation of a presentation by the candidate

written and/or verbal reports

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

visual presentation, including diagrams, charts, slides, digital

review of portfolios of evidence

review of third party workplace reports of performance by the candidate.

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 e.g. speakers of languages other than English, remote communities and those with interrupted schooling).

Assessment of this unit requires access to the materials, resources and equipment needed to seek, organise and review information for the development of the concept for own work. It also requires access to appropriate resources suitable to present the concept for own work.

Required Skills and Knowledge

Required skills:

literacy skills sufficient to source, organise, and review a range of information for the development of the concept for own work.

Required knowledge:

general knowledge of a range of sources of information to assist in the development of the concept for own work

general knowledge of suitable communication methods to present the concept for own work

overview knowledge of the elements and principles of design to assist in the development of the concept for own work

general knowledge about other artists and concept development for their own work

introductory knowledge about theoretical and historical contexts to assist in concept development for own work

awareness of copyright, moral rights and intellectual property issues to assist in the development of the concept for own work.

Range Statement

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 sources may include:

books, magazines, poems

direct observation of the natural or built environment

family stories

music and/or film/video

myths and legends (including religious)

oral history

photographs and other artworks.

Organising information may include:

file (may be digital)

scrap book of images

written and/or visual diary.

The concept may include:

a relationship to a theoretical and historical context

elements and principles of design

the subject mater or theme for the work, e.g. the body; identity; land and place; political, cultural or social issues; spiritual concerns.

Reviewing collected information may involve:

aesthetic appeal

cultural conventions and/or significance

personal interest

thinking beyond established boundaries.

A communication method may include:

oral (which may include song)

visual and oral

written

written and visual.

The context for communication 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.

Reviewing feedback may involve:

discussion with others

making notes.