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 CPPBDN5016A, 'Produce and present rendered animations of 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 rendered animations of 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
1 | Digitally render 3-D models to photo-realistic quality | 1.1 | 3-D models of small-scale building design projects are imported into rendering software applications as required and objects are separated and saved according to workplace procedures. |
1.2 | Material finishes are sourced or created using software functions, and applied to objects according to project and workplace requirements. | ||
1.3 | Rendering is edited to ensure clarity, and accuracy of detail is retained when 3-D model is transferred to different applications. | ||
1.4 | Light and shade requirements are analysed and realistic lighting effects for night and day are created by editing individual light parameters. |
2 | Digitally animate 3-D models. | 2.1 | Animation requirements are analysed and animation storyboards created using formats appropriate to project contexts. |
2.2 | Camera paths and pan camera locations are determined to produce optimal displays of models according to project and workplace requirements. | ||
2.3 | Lighting levels and sequences for animations are determined to meet storyboard requirements. | ||
2.4 | Fly-by or walk-through animation sequences are created for all camera paths and pan cameras, including animation of objects within scenes. | ||
2.5 | Animation presentation parameters are determined and applied to suit different project contexts. | ||
2.6 | Animation sequences are combined and edited to produce completed animations that meet project requirements. |
3 | Present rendered animations to clients | 3.1 | Rendered animations of 3-D models are presented and explained to client according to workplace procedures. |
3.2 | Hard copy images of specified views are presented and explained to client as required. | ||
3.3 | Client feedback is encouraged and incorporated into animations. | ||
3.4 | Files for finalised animations are saved and processed according to project and workplace requirements. |