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 ICPPRP225, 'Produce graphics using a graphics application'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Produce graphics using a graphics application' 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 |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1 Prepare work environment | 1.1 Details of brief are reviewed to identify preference setting requirements 1.2 Monitor is calibrated using an International Colour Consortium (ICC) profile to ensure closest possible colour match 1.3 Palettes are arranged to suit job and personal preferences 1.4 View magnification is set for ease of working with graphics |
2 Produce objects | 2.1 Ruler units are set and grid is displayed to ensure artwork meets design specifications 2.2 Tools are used to produce objects, required attributes are entered and shapes manipulated, until graphic framework is finalised 2.3 Lines and curves are adjusted and edited to fit design specifications 2.4 Objects are painted and transposed, and strokes and effects are scaled according to design brief 2.5 Colours are created, edited and saved to colour palette and saturation of colour is adjusted 2.6 Colour and appearance attributes are selected and copied, as required 2.7 Gradients fills, mesh and patterns are used to paint and blend according to layout and design brief |
3 Alter objects | 3.1 Objects are grouped or individually selected, moved, scaled or rotated using a variety of methods 3.2 Objects are reflected, sheared and distorted according to design brief 3.3 Three dimensional objects are formed and edited and gradient colour added to create depth 3.4 Perspective of objects is adjusted, as required 3.5 Transformations are repeated according to design brief 3.6 Smooth colour blends are created between objects, and blends are modified as required to meet design brief |
4 Add type as a graphic element | 4.1 Required type is added to type containers, and type attributes and formatting are set to reflect design brief 4.2 Type is wrapped or placed along a path to complement graphics 4.3 Type is converted to type outlines or letterforms, and shapes are modified |
5 Set appearance attributes and styles | 5.1 Properties of graphic are set to meet the design brief 5.2 Effects are added to a graphic and edited to make appearance fit design brief 5.3 Appearances required for further use are saved as styles |
6 Set up layers | 6.1 Objects are organised in layers and stacking order is controlled 6.2 Layers are locked and/or nested and grouped according to design brief 6.3 Styles are added or removed from layers when layer consistency is or is not required |
7 Finalise document | 7.1 Appropriate format for saving graphic is identified given various elements 7.2 Resolution for effects and any filters are set based on image quality 7.3 Document is checked to ensure correct layout file and that all elements are printable 7.4 Portable Document Format (PDF) or other export options are fixed to best settings for final medium and file is exported and saved |