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 CUAGRD605, 'Develop graphic designs for the built environment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Develop graphic designs for the built environment' 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.
1. Interpret creative briefs
1.1 Analyse creative briefs in terms of key communication objectives for the built environment project
1.2 Evaluate the broader context for the design work
1.3 Develop shared understandings of design requirements with relevant people
1.4 Negotiate and confirm practical considerations, including schedule and budgetary requirements
2. Evaluate the context for design work in the built environment
2.1 Consider current trends and thinking about design for the built environment
2.2 Assess the ways that people engage with different types of signage
2.3 Evaluate the current aesthetic and functionality qualities of locations for design work
2.4 Obtain and analyse relevant technical data for the design
2.5 Evaluate key sustainability issues for incorporation into design
2.6 Assess and respond to regulatory requirements for design in the built environment
3. Generate and assess ideas
3.1 Identify and source references to assist development of design in the built environment
3.2 Explore ideas for designs that enhance the overall visual quality of the environment
3.3 Evaluate opportunities offered by current signage technologies
3.4 Link signage with the broader organisational identity
3.5 Collaborate with others to make the best use of their contributions to ideas
3.6 Reflect on ideas for technical, creative and budgetary implications
3.7 Refine and select approaches that best balance the overall needs of the brief
4. Develop designs for the built environment
4.1 Develop designs from initial concepts ensuring that all production and design factors are taken into account
4.2 Realise designs using aesthetic and technical expertise to develop workable solutions
4.3 Use testing, creative collaboration and refinement throughout the design process
4.4 Consult other experts on relevant technical, legal and business requirements
5. Finalise designs for the built environment
5.1 Negotiate modifications and amend designs
5.2 Develop accurate and comprehensive documentation to support the production process
5.3 Present final designs and documentation to relevant personnel for confirmation
6. Evaluate design work and process
6.1 Evaluate completed designs in terms of success in meeting objectives
6.2 Assess the work against other creative, technical and business considerations
6.3 Analyse and evaluate feedback from client and others
6.4 Reflect on own role in design process and note areas for future improvement
6.5 Develop strategies for further development of own skills