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 CUAVSS501, 'Design vision systems'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design vision systems' 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. Interpret creative briefs | 1.1 Analyse design brief to determine overall vision system requirements 1.2 Participate in preliminary concept meetings with relevant personnel to discuss requirements 1.3 Identify factors that influence the design of vision systems 1.4 Clarify whether installation of vision systems is to be temporary or permanent and use answers to inform the design process |
2. Conduct and evaluate research | 2.1 Identify and source references that may inform the design process 2.2 Assess venues and critically analyse reference material in the context of design projects 2.3 Take account of the impacts and potential of new and emerging technologies to inform the design 2.4 Collect information and select equipment and accessories to develop initial design concepts |
3. Generate and assess ideas for designs | 3.1 Generate a range of ideas for designs that respond to briefs and provide creative solutions to technical issues 3.2 Discuss ideas and collaborate with relevant personnel to maximise their contribution of ideas to initial concepts 3.3 Continue to evaluate ideas about cost and time implications, technical feasibility, and suitability to meet briefs 3.4 Prepare preliminary documentation and brief relevant personnel |
4. Develop and document designs | 4.1 Hold ongoing discussions with relevant personnel so that additional or changed requirements and new ideas are considered and incorporated during the development of designs 4.2 Ensure that agreement is reached with relevant personnel in matters of artistic interpretation 4.3 Evaluate initial concepts and select the most appropriate approach, giving due consideration to budget, available time, and ongoing reflection and discussion 4.4 Use initial concepts as the basis for developing vision system designs 4.5 Accurately complete documentation according to organisational procedures 4.6 Ensure that vision system designs and plans can be achieved within budget constraints and production schedules 4.7 Incorporate relevant legislative and regulatory requirements into the vision system design |
5. Finalise designs | 5.1 Present draft vision systems plans and specifications to relevant personnel in an appropriate format 5.2 Participate in the initial and ongoing evaluation of draft designs 5.3 Negotiate and reach agreement on design modifications and amend documentation accordingly 5.4 Agree to final designs and produce accurate and comprehensive documentation to support implementation 5.5 Present final designs, plans and specifications to relevant personnel and confirm that all requirements have been met |