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 CUFWRT07A, 'Write an interactive sequence for multimedia'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Write an interactive sequence for multimedia' 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 | Prepare to write the interactive sequence | 1.1 | Establish production requirements of the interactivity with relevant personnel, according to organisational procedures |
1.2 | Determine the purpose and function of the interactive sequence and explore a range of ways of achieving this purpose | ||
1.3 | Gather information from various sources as required to generate and record a range of ideas to develop the interactivity | ||
1.4 | Consider and develop the ideas that have the most relevance to the purpose and function of the interactivity | ||
1.5 | Evaluate and select the most appropriate ideas relevant to the purpose and function of the interactive sequence | ||
2 | Write the interactive sequence | 2.1 | Write a draft of the interactive sequence using methods and conventions most appropriate to the context or as specifically required |
2.2 | Ensure the draft contains all necessary multimedia components for the production | ||
2.3 | Ensure factual information is accurate and relates to the results of research | ||
2.4 | Refine and redraft interactive sequence until it meets creative and technical requirements | ||
2.5 | Ensure that the material is written within the deadlines required | ||
2.6 | Submit final draft to relevant personnel for consideration and review | ||
2.7 | Document and implement any required changes to interactive sequence, when necessary | ||
3 | Re-evaluate the interactive sequence | 3.1 | Liaise with relevant personnel to discuss and re-evaluate whether the sequence meets all production requirements |
3.2 | Examine the interactive sequence to assess that the content meets with production requirements | ||
3.3 | Analyse the interactive sequence to ensure that all necessary multimedia elements are included | ||
4 | Obtain approval from relevant personnel | 4.1 | Present a final draft of the sequence to relevant personnel for validation |
4.2 | Discuss and agree upon final changes with relevant personnel and make necessary adjustments, ensuring that the interactive sequence meets all requirements and is ready to be implemented | ||