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 CPPBDN4006, 'Import and transpose information from external sources into digital building design drawings'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Import and transpose information from external sources into digital building design drawings' 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. Where bold italicised text is used, further information is detailed in the range of conditions. | ||
1. | Confirm accuracy and compliance of externally-sourced drawings. | 1.1. | Land survey drawings are checked for accuracy according to workplace requirements. |
1.2. | Structural engineering drawings are checked for accuracy and compliance according to workplace requirements. | ||
1.3. | Drawings and reports from engineers are checked for accuracy and compliance according to workplace requirements. | ||
1.4. | Drawings, reports and drawing notations from consultants are checked for accuracy and compliance according to workplace requirements. | ||
1.5. | Inaccuracies and non-compliance issues relating to drawings and drawing notations are reported to, and discussed with, architect or building designer. | ||
1.6. | Architect’s or building designer’s observations on externally-sourced drawings are noted. | ||
1.7. | Amended drawings are requested, noted details of amendments required are provided, and amended drawings are obtained from relevant engineers or consultants according to workplace requirements. | ||
2. | Import drawings from external sources into digital building design files. | 2.1. | Compatibility of digital drawings from external sources for importing into digital building design files is determined and confirmed with architect or building designer. |
2.2. | Building design software and work instructions relating to the importing of drawings from external sources are interpreted to determine options to be applied for different building design projects. | ||
2.3. | Method for importing drawings is applied according to work instructions. | ||
2.4. | Import options are applied to incoming files according to work instructions. | ||
2.5. | Files depicting materials and scenery are imported to enhance presentation and conceptual drawings, as required. | ||
2.6. | Digital building design files are re-named and saved according to workplace requirements. | ||
2.7. | Files are checked for integrity, submitted to architect or building designer for approval, and amendments made as directed. | ||
3. | Transpose information from externally-sourced drawings into digital building design files. | 3.1. | Work instructions for transposing information from externally-sourced drawings into digital building design files are interpreted and confirmed with architect or building designer. |
3.2. | Information is added to drawings according to work instructions and checked for accuracy and completeness of transposition according to workplace requirements. | ||
3.3. | Details of externally-sourced documents are added to the list of supporting documents in the drawing set. | ||
3.4. | Digital building design files are re-named and saved according to workplace requirements. | ||
3.5. | Files are checked for integrity, submitted to architect or building designer for approval, and amendments made as directed. | ||