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 CHCCEL003, 'Research, design and organise ceremonies'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Research, design and organise ceremonies' 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
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Research ceremonial components | 1.1 Evaluate main components of the ceremony in relation to its purpose 1.2 Identify credible sources of traditional and contemporary information about ceremony and ceremonial components relevant to client preferences 1.3 Assess information and select ceremonial components, elements or symbols best suited to client preferences, ceremony purpose and target audience 1.4 Generate ceremony ideas based on research undertaken and own existing resources and ideas database 1.5 Collate and organise ceremonial information in a manner that supports current and future ceremonial planning |
2. Design ceremonies | 2.1 Integrate client values, culture and ideas by involving the client in ceremony design 2.2 Match the ceremonial components, elements or symbols to the ceremony purpose and target group 2.3 Identify and integrate practical planning and operational implications into ceremony design 2.4 Confirm roles of ceremony participants or of other service providers as part of the design process 2.5 Identify and address legal requirements in ceremony design 2.6 Document the ceremony design and seek client confirmation |
3. Write ceremony content | 3.1 Elicit key information and ideas from content researched and agreed with the client 3.2 Apply ceremony design principles to create format, structure and sequence for the ceremony content based on client preferences 3.3 Use language suited to client preferences and profile, and the nature of the ceremony audience 3.4 Use creative and other writing techniques to enhance ceremony content 3.5 Integrate storytelling and biography into ceremony content according to client preferences 3.6 Refine and finalise content in consultation with client |
4. Address operational arrangements | 4.1 Create an operational plan for the ceremony that includes clear actions, timelines and responsibilities for the celebrant 4.2 Identify and organise resources and other ceremony requirements for the agreed ceremony 4.3 Organise and confirm rehearsal details with clients and others according to ceremony needs 4.4 Develop and confirm with client ceremony contingency plans suited to the agreed ceremony 4.5 Document operational requirements and provide information to clients and others as required |
5. Extend and expand own knowledge base | 5.1 Maintain and enhance own knowledge of ceremony through ongoing research 5.2 Identify and respond to professional development opportunities 5.3 Develop and adjust work practices as part of ongoing practice development |