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 CUFDRT603A, 'Direct screen production crews'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Direct screen production crews' 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 |
1. Brief crew on shoot requirements. | 1.1. Brief production crew and discuss proposed vision, artistic style and technical requirements for productions. 1.2. Engage production crew in the development of creative or alternative solutions to production requirements. 1.3. Assess input from production crew to resolve difficult or complex shot requirements and adjust as required. 1.4. Ensure technical requirements that may influence production outcomes are available or seek alternatives where necessary. 1.5. Establish clear communication lines between members of production crew. |
2. Rehearse shoots. | 2.1. Provide relevant production documentation to all members of production crew as required. 2.2. Ensure shoot procedures and protocols are planned and executed according to organisational practices. 2.3. Ensure production crew understands its role in realising each scenic unit in the context of the overall required narrative. 2.4. Assist production crew to maximise its technical expertise in the delivery of desired photographic and cinematographic (mise en scene effect) outcomes throughout the production. 2.5. Direct rehearsal of each shot where required and assess for creative or technical problems as they may affect members of production crews. |
3. Direct shoots. | 3.1. Direct performers to ensure they understand their role in assisting production crew to meet planned technical and creative requirements. 3.2. Direct retakes where necessary during production and design innovative and imaginative solutions to resolve problems in collaboration with production crew. 3.3. Provide clear instructions and commands to production crew that are both accurate and artistic where applicable. 3.4. Ensure all required sequences and additional material are recorded correctly in order to guarantee completion of production. 3.5. Ensure OHS practices are implemented in accordance with organisational procedures. 3.6. Evaluate all aspects of the shoot from a director's perspective, including own performance, and note areas for improvement. 3.7. Provide positive feedback to relevant production crew members and invite comment on the shoot. |