Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver BSBCRT402, 'Collaborate in a creative process'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Collaborate in a creative process' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1 Enter into a collaborative creative process
1.1 Adopt a personal philosophy of trustworthy and ethical behaviour
1.2 Maximise the possibilities of sustaining creative partnerships through trustworthy and ethical behaviour
1.3 Use professional discretion and judgement in dealing with others
1.4 Acknowledge and respect the different ways that different people may contribute to the creative process
1.5 Acknowledge and work within the legal framework that applies to creative content as part of individual commitment to an ethical approach
1.6 Respect collaborative efforts by relinquishing individual ownership of ideas
2 Engage in a collaborative creative process
2.1 Maintain a belief in personal ideas, combined with a willingness to move on as ideas are discarded and others evolve
2.2 Be prepared to let go of own vanity and ego to allow new ideas to emerge
2.3 Use language and adopt a demeanour that demonstrates respect and trust for others
2.4 Listen to, value, respect and trust the contributions of others as material to work with rather than positions to argue against
2.5 Challenge, test and share ideas in a supportive way as part of the creative process
2.6 Move on from initial positions and preconceptions to accept and embrace new and unpredictable ideas as they emerge during the creative process
2.7 Play a role that encourages the movement and shift of ideas within the group towards a well
3 Reflect on own role in the collaborative creative process
3.1 Reflect on own level of participation, relationships with others and personal behaviour in the collaborative process
3.2 Identify ways to do better next time and follow up on any issues that need to be resolved
3.3 Identify and seek opportunities to refine and expand own skills and knowledge, including learning from failing