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 CUAMUP502, 'Design and apply specialised 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 and apply specialised 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. Interpret creative briefs | 1.1 Analyse production documentation to determine overall production requirements and timelines 1.2 Participate in preliminary concept meetings to discuss specialised make-up requirements 1.3 Identify factors that may affect the design and application of specialised make-up, including special requirements for performers |
2. Generate and assess ideas | 2.1 Source reference materials and research aspects of specialised make-up design projects 2.2 Maintain currency of reference materials and findings, and organise them for easy access by others 2.3 Use research findings to develop initial design concepts 2.4 Evaluate initial design concepts in consultation with relevant personnel 2.5 Generate a range of ideas for designs that provide creative solutions to specialised make-up issues and show an appreciation of how make-up can enhance characterisation 2.6 Take the effects of lighting on make-up and colour design principles into account when assessing ideas 2.7 Discuss ideas with relevant personnel to maximise their contribution to the design process 2.8 Take production constraints and changes to production requirements into account when evaluating creative ideas and solutions |
3. Develop and document make-up designs | 3.1 Reach agreement with relevant personnel on a consistent interpretation of character, period and style 3.2 Evaluate initial concepts and select the most appropriate ideas, taking production constraints and timelines into account 3.3 Develop specialised make-up designs for discussion with relevant personnel 3.4 Incorporate feedback on designs into final versions and obtain sign-off 3.5 Prepare specialised make-up plans with details of costings and resources required to achieve required effects 3.6 Distribute copies of make-up plans to relevant personnel |
4. Provide specialised make-up services | 4.1 Check make-up products and equipment are available according to production schedules 4.2 Check performers are comfortable and protected from hazards during make-up sessions 4.3 Explain procedures and products to performers during make-up sessions 4.4 Take remedial action quickly and efficiently if there are signs of allergic reaction to products 4.5 Comply with health and hygiene requirements when applying and removing make-up 4.6 Check final effects meet production requirements 4.7 Make required adjustments quickly and accurately at appropriate times during productions 4.8 Check work area is left in the original or improved condition 4.9 Complete workplace documentation as required |