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 CUAPOS401, 'Edit screen content for fast turnaround'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Edit screen content for fast turnaround' 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. Prepare for edit | 1.1 Clarify editing requirements in consultation with production personnel and with reference to documentation as required 1.2 Check operation of editing equipment and software 1.3 Identify and prepare source materials for off-line and online editing 1.4 Assess materials to be edited against required technical and creative criteria in consultation with relevant production personnel 1.5 Agree on replacement material or editing approach to overcome technical problems identified with source material 1.6 Review source materials and visualise the look of the final edited sequences |
2. Commence editing process | 2.1 Digitise and transfer materials to suitable format, checking compatibility with editing equipment and monitoring capture for sound and image quality 2.2 If time allows, create and edit decision list noting in and out points for each edit 2.3 Maintain accurate documentation of editing instructions for use in all stages of post-production as required 2.4 Prioritise and select materials in terms of their relevance to production requirements 2.5 Arrange and present selected material to retain the intended meaning of words and images 2.6 Consider how other materials could be used to clarify and enhance final edit |
3. Assemble vision and sound | 3.1 Check technical and creative criteria with relevant production personnel to ensure integrity of edit 3.2 Assemble content in a way that produces coherent images and sound according to standard editing conventions 3.3 Confirm assembled materials meet duration requirements, as well as technical and creative criteria for transmission 3.4 Insert transitions, special effects and additional materials as required 3.5 Make appropriate compromises between content and quality to meet time restrictions |
4. Finalise edits | 4.1 Review assembled online or off-line edits with relevant production personnel 4.2 Implement changes as required and finalise edit to meet deadlines 4.3 Complete necessary documentation and archive source materials according to enterprise procedures 4.4 Report problems encountered with completing edits to relevant personnel 4.5 Provide information required for successful transmission of edited material 4.6 Evaluate own performance against technical and creative criteria and discuss with colleagues where appropriate |