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 CUFDRT401A, 'Direct television programs and segments'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Direct television programs and segments' 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
1. Undertake pre-production.
1.1. Determine program format, location and requirements in consultation with relevant personnel.
1.2. Determine optimal approach to achieve creative and technical aspects of programs and program segments.
1.3. Devise camera coverage in consultation with relevant personnel and within own level of responsibility.
1.4. Ensure that all program elements are listed on running sheets in line with enterprise procedures.
2. Direct program segments.
2.1. Oversee camera and sound check and rehearsal of shots.
2.2. Provide final briefings to talent and crew and respond to queries as required.
2.3. Direct talent and crew to achieve required style and in a way that minimises the need for editing.
2.4. Review recorded segments to determine if they meet production requirements and re-shoot as required.
2.5. Direct the editing of segments as required, in line with production requirements and deadlines.
3. Direct programs.
3.1. Oversee camera and sound check and rehearsal of shots.
3.2. Provide final briefings to talent and crew and respond to queries as required.
3.3. Check that two-way communication equipment is functioning.
3.4. Direct cameras and operations to achieve required style.
3.5. Direct live switches as required.
3.6. If directing live programs, be prepared to make decisions on the fly in the event of unforeseen circumstances.
3.7. Monitor pace and flow of programs and take action to bring them back on track if necessary.
4. Review programs.
4.1. Debrief with relevant personnel about how well programs achieved creative and technical goals.
4.2. Incorporate suggestions for improvement into future programs.
4.3. Finalise requisite documentation and ensure required copies of programs are kept in accordance with legislative and enterprise procedures.