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 CUVCON06B, 'Develop concepts for arts organisations or projects'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop concepts for arts organisations or projects' 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 Clarify context for the concept. | 1.1 Investigate and clarify the overall purpose for the concept. 1.2 Investigate and clarify initial possibilities for realising the concept. 1.3 Refine and clarify the key objectives for the concept in consultation with relevant colleagues and stakeholders. |
2 Generate concept. | 2.1 Generate a range of different, innovative and creative approaches for the concept. 2.2 Review different approaches for technical feasibility, innovation, creativity and acceptance to client/audience. 2.3 Identify potential constraints and access their impact on the concept. 2.4 Take account of social, ethical and environmental impacts in generating the concept. |
2.5 Select possible approaches that meet the key objectives, and draft proposals in an appropriate format. | |
3 Consult on concept. | 3.1 Identify key stakeholders with whom consultations should be held, including the need for expert advice. 3.2 Develop and implement an appropriate consultation strategy. 3.3 Establish commitment and support for the proposed concept. |
4 Adjust and refine concept. | 4.1 Determine advantages and disadvantages of different approaches based on consultation, creativity and operational feasibility. 4.2 Evaluate concept and select final approach to meet the desired outcome. |
5 Develop concept to pre-operational stage. | 5.1 Develop specifications or initial plans for the implementation of the concept, including information on resources, technical and other operational requirements. 5.2 Present or communicate specifications or plans to relevant parties for approval, funding or endorsement. |