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 CUAMUP401, 'Design, apply and remove make-up'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design, apply and remove make-up' 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
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Design make-up | 1.1 Confirm make-up requirements in consultation with relevant personnel and with reference to production documentation 1.2 Generate a range of ideas for make-up designs that take colour design principles and lighting effects into account and provide creative solutions to production requirements 1.3 Identify production factors that may affect design solutions 1.4 Identify skin types, skin disorders, contra-indications or specific requirements of performers or talent that must be considered 1.5 Prepare costings for make-up products and equipment and seek approval for expenditure as required 1.6 Discuss design ideas with relevant personnel and document agreed make-up plans 1.7 Check make-up products and equipment are available in time to meet production schedules |
2. Prepare to apply make-up | 2.1 Lay out work area to ensure efficient application of make-up 2.2 Check health and hygiene procedures and manufacturer’s recommendations for use and care of make-up products and equipment 2.3 Dress performers or talent with required covering to protect hair and clothes 2.4 Check suitability of products before cleansing performers' skin |
3. Apply and maintain make-up | 3.1 Maintain performers' comfort and protect from hazards during make-up application 3.2 Apply products in sequence using applicators according to make-up plans and health and hygiene requirements 3.3 Explain procedures and products to performers during each stage of application 3.4 Take immediate remedial action if there is an adverse reaction to products 3.5 Check final make-up effects meet production requirements 3.6 Make required adjustments quickly at appropriate times during productions |
4. Remove make-up | 4.1 Maintain performers' comfort and protect from hazards during make-up removal 4.2 Explain make-up removal procedures to performers or talent 4.3 Remove make-up using appropriate cleansing products 4.4 Wash, disinfect or discard make-up equipment 4.5 Clean and leave work areas in the original or an improved condition |