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 CPPBDN5012, 'Produce and present digital 3-D models of small-scale building designs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Produce and present digital 3-D models of small-scale building designs' 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. | Set up and manage files for digital 3-D models of small-scale building design projects. | 1.1. | Files are created, named, saved and retrieved according to project and workplace requirements. |
1.2. | Digital two-dimensional (2-D) drawing files are imported as required using suitable file transfer protocols. | ||
1.3. | Files are exported and transferred for client and consultant use in required formats using suitable file transfer protocols. | ||
2. | Create digital 3-D models of building designs. | 2.1. | Sources of customised architectural objects for digital 3 |
2.2. | 3-D modelling functions of design software are operated to create 3-D model and additional objects according to project and workplace requirements. | ||
2.3. | Architectural objects are applied to 3-D models according to project and workplace requirements. | ||
3. | Produce digital 3-D model presentation. | 3.1. | 3-D models are manipulated to create a range of views according to project and workplace requirements. |
3.2. | Dimensions and notations are applied to views as required. | ||
3.3. | 3-D models are checked for accuracy, completeness and quality according to workplace procedures. | ||
3.4. | Presentation styles and display controls are selected and applied according to project and workplace requirements. | ||
4. | Present digital 3-D models to clients. | 4.1. | 3-D models are presented and explained to client to ensure client understanding of designs, according to workplace procedures. |
4.2. | Client feedback is encouraged and incorporated into models. | ||
4.3. | Files for finalised 3-D models are saved and processed according to project and workplace requirements. | ||