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 CPPBDN8003A, 'Scope and initiate large and complex building design projects'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Scope and initiate large and complex building design projects' 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 | Refine and finalise client instructions | 1.1 | Client is consulted to determine the business objectives, nature, size and budget for the building project. |
1.2 | Role, level of service to be provided, and outcomes required of the building designer by the client are discussed and negotiated. | ||
1.3 | Timelines for completion are discussed and finalised. | ||
1.4 | Constraints and potential risks associated with the progress of the project are communicated to the client. | ||
1.5 | Formal project brief is finalised, documented and agreed with the client. |
2 | Assemble the project team | 2.1 | Planning is undertaken to clarify and document the range of skills that will be required to fulfil the project brief within the required timeframe. |
2.2 | Role and need for professionals and technical experts to contribute to the project are identified. | ||
2.3 | Processes to integrate the work of external technical professionals into the overall project are identified and communicated with all parties. | ||
2.4 | Internal staff members to participate in the project are identified. |
3 | Negotiate and finalise costs and contracts | 3.1 | Costs associated with the completion of the large and complex building design project are researched. |
3.2 | Project budget is prepared and documented. | ||
3.3 | Negotiations are held with the client to finalise the acceptance of the project budget. | ||
3.4 | Contracts with related professionals and subcontractors involved in the project are negotiated and finalised. | ||
3.5 | Legal and accountancy advice is sought as required. | ||
3.6 | Contract between the building designer and client is negotiated and finalised. |
4 | Finalise project requirements | 4.1 | Resource requirements to undertake the project are identified and obtained. |
4.2 | Costs associated with the completion of the large and complex building design project are researched. | ||
4.3 | Project budget is prepared and documented. | ||
4.4 | Scheduling of work is undertaken within the design practice to meet contractual requirements |