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 CUEIND01B, 'Source and apply entertainment industry knowledge'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Source and apply entertainment industry knowledge' 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Source and apply information on the structure and operation of the entertainment industry | 1.1 | Correctly identify and access sources of information on the entertainment industry, including information relating to: ; industry structure, different sectors and the products and services available; major industry bodies; relationship between entertainment and other industries; economic and social significance of the industry |
1.2 | Use knowledge of the entertainment industry appropriately to enhance the quality of work performance | ||
2 | Source and apply knowledge of industry employment obligations and opportunities | 2.1 | Obtain information to assist in effective work performance in the entertainment industry, including information on: ; career opportunities; roles, responsibilities and employment rights of contracted workers; unions and employer bodies; professional associations; industrial relations issues |
2.2 | Apply knowledge of industry employment obligations and opportunities appropriately within day-to-day work activities | ||
3 | Seek information on new technology | 3.1 | Correctly identify sources of information on new technology |
3.2 | Obtain relevant information to assist effective work performance, including information on: ; advances in technology and equipment; likely effects of new technology on current work practices and the structure of the industry; ways of upgrading skills to allow for the use of new technology; sources of technical advice and support | ||
3.3 | Correctly apply information on technological advances in day-to-day work activities | ||
4 | Seek opportunities to update industry knowledge | 4.1 | Identify and use a range of opportunities to update knowledge of the entertainment industry and monitor current issues of concern to the industry |
4.2 | Share updated knowledge with customers and colleagues as appropriate, and incorporate into day-to-day work activities | ||