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 CUASCE401, 'Create special effects for scenic art'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Create special effects for scenic art' 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 Elements describe the essential outcomes. | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Confirm special effects requirements | 1.1 Discuss special effects requirements for scenic art with relevant colleagues 1.2 Analyse production schedules, specifications, lists and scale drawings to gain a full understanding of requirements 1.3 Discuss visual interpretation of special effects and ways in which they could be realised 1.4 Reach agreement on scope of own work and production deadlines 1.5 Take account of budgetary and other constraints when planning how to achieve special effects |
2. Test techniques for creating special effects | 2.1 In consultation with relevant colleagues identify options for achieving required effects and establish criteria for selecting final approaches 2.2 Use a range of sources to research different approaches and techniques 2.3 Select tools and equipment to test approaches and techniques 2.4 Test and experiment with a range of techniques and materials that might achieve required effects 2.5 Evaluate testing processes against selection criteria and select preferred approach 2.6 Document selected processes, including records of materials and equipment to be used |
3. Produce special effects scenic art | 3.1 Calculate quantities of required materials, avoiding waste where possible 3.2 Use selected techniques to produce special effects for scenic art 3.3 Seek feedback on work in progress and adjust as required 3.4 Promptly identify problems encountered while creating special effects, take action within scope of own responsibilities or refer to others as required 3.5 Follow safety procedures throughout the process according to organisational requirements 3.6 Contribute to evaluations of set construction processes and note ways to improve own work performance |