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 CUVCOR04B, 'Originate concept for own work and conduct critical discourse'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Originate concept for own work and conduct critical discourse' 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 Research concept ideas.
1.1 Identify and source references which may inform concept development.
1.2 Critically analyse sources and references in the context of current work.
1.3 Collect, collate and analyse references to inform concept development.
2 Generate concept.
2.1 Develop a range of different, innovative and creative approaches for the concept based on the nature of own artistic practice.
2.2 Reflect on and integrate ideas generated from research.
2.3 Consider possible constraints for the concept, based on nature and purpose of work.
2.4 Continuously reflect on and appraise ideas for the concept.
2.5 Synthesise and refine concept based on research, reflection and relevant constraints.
3 Conduct critical discourse.
3.1 Identify relevant individuals to participate in critical discourse about work concepts.
3.2 Identify potential ways in which discourse may be undertaken, and select the most appropriate.
3.3 Provide key information on work concepts and concept development including influences, evaluation of options and problem-solving strategies.
3.4 Use effective communication techniques to generate discussion, debate and critical analysis of the concept.
4 Adjust and refine concept.
4.1 Undertake own analysis of concept and challenge ideas and approaches taken.
4.2 Seek input and comments from others about the concept.
4.3 Re-evaluate and refine options for the concept based on own analysis and critical discourse with others.