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 CPPSIS6040A, 'Develop 2-D and 3-D terrain visualisations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop 2-D and 3-D terrain visualisations' 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 | Prepare 2-D or 3-D digital elevation model (DEM). | 1.1 | Computer-aided design (CAD) environment or surface elevation is designed according to organisational requirements |
1.2 | Orientation is established to job requirement. | ||
1.3 | Views are established to job requirement. | ||
1.4 | OHS issues are considered at all times. |
2 | Create 2-D drawings. | 2.1 | Spatial computing platforms and software systems are assessed for suitability against specification. |
2.2 | Availability of suitable data is verified with the potential suppliers. | ||
2.3 | Constraints on use of spatial data are assessed against specification. | ||
2.4 | Drawing entities and attributes are linked to database attributes to suit project specification. | ||
2.5 | Detailed views are created using various scales to meet project specification. | ||
2.6 | Existing 2-D model is modified if necessary to meet project specification. |
3 | Create and modify a 3-D model or DEM. | 3.1 | Surface elevation is modelled by mathematically defined surfaces or by point or line data and according to project specification. |
3.2 | Products that can be derived from a DEM are determined. | ||
3.3 | Entities | ||
3.4 | Entities are manipulated in 3-D space to job requirement. | ||
3.5 | DEM is developed with a range of thematic data and profiles generated and draped over the model. | ||
3.6 | Contour map of an area is created by employing procedures appropriate to the data format and software. | ||
3.7 | Slope map of an area is created from gradient and aspect components. | ||
3.8 | Shaded relief map of an area is created from gradient and relief map representations. | ||
3.9 | Existing 3-D model is modified if necessary to meet project specification. |
4 | Produce output. | 4.1 | Linked entities are documented according to organisational requirements. |
4.2 | Drawing files are saved in the appropriate format. | ||
4.3 | Physical properties are extracted to job requirement. | ||
4.4 | Slope map of an area is used for analytical purposes. |