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 CUAMUP403, 'Style hair for performances or productions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Style hair for performances or productions' 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. Clarify hairdressing requirements | 1.1 In consultation with relevant personnel, identify factors impact how hair needs to be styled to meet production requirements 1.2 Source reference materials and research aspects of hairdressing assignments 1.3 Generate a range of ideas for hair designs that take account of discussions, background research and an appreciation of how hairstyles can enhance characterisation 1.4 Maintain currency of reference materials, documentation and findings, for use by relevant personnel 1.5 Take into account the effect lighting has on hair colour and aspects of physical appearance when preparing designs 1.6 Prepare hair designs in an appropriate format and discuss with relevant personnel 1.7 Refine designs to incorporate feedback as required |
2. Prepare for hairdressing assignments | 2.1 Check styling aids and hairdressing tools are available in line with production schedules 2.2 Determine variables of working environment and adjust planned procedures as required 2.3 Take into account characteristics of performers’ hair and physical appearance that may affect the way in which the desired style is achieved 2.4 Explain hairdressing procedures to performers and respond appropriately to their questions 2.5 Check facilities and equipment meet health, hygiene and safety requirements |
3. Create hair designs | 3.1 Select styling aids, tools and techniques appropriate to required hairstyles 3.2 Test performers’ skin for potential adverse reactions and take immediate and appropriate action if required 3.3 Check performers are comfortable during hairdressing sessions 3.4 Produce hair designs according to production requirements, including accurate creation of period hairstyles 3.5 Confirm with relevant personnel that hair designs meet production requirements and adjust styles as required 3.6 Make required adjustments to performers’ hair quickly and accurately at appropriate times during productions 3.7 Re-create the same designs for performers on consecutive occasions as required 3.8 Document hair designs for future performances and continuity purposes |