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 LMFID5015A, 'Decorate interiors for restoration projects'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Decorate interiors for restoration 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. Analyse the project brief | 1.1. Applicable OHS, legislative and organisational requirements relevant to decorating for residential spaces are verified and complied with 1.2. Project brief is reviewed, confirmed and clarified with client 1.3. Parameters for the project are assessed and confirmed 1.4. Resources are selected appropriate to work requirements and checked for operational effectiveness 1.5. Communication with others is established and maintained 1.6. Problems or underlying factors to be addressed by the project brief are verified |
2. Conduct research on decoration requirements | 2.1. Site analysis is conducted to assess the requirements of the spaces requiring decoration 2.2. Intended function of the space is ascertained from the client or project brief 2.3. Style, era, theme and feature of the site are identified 2.4. Issues relating to the conservation and heritage environment are identified and their implications for the project determined 2.5. Environmental issues are identified and analysed 2.6. Areas for research are identified to inform the decoration process 2.7. Collected information is documented |
3. Generate decoration solution | 3.1. Decoration concepts are generated and assessed against restoration requirements 3.2. Decoration treatments are selected according to the needs of the restoration style and era 3.3. Regulatory requirements relating to decoration are assessed to determine compliance 3.4. Environmental aspects of decoration solution are examined and areas for improved sustainability are identified and incorporated where possible 3.5. Conceptual approach is developed and clearly defined 3.6. Concept is presented to client using a range of concept presentation methods 3.7. Ideas are discussed with client and feedback received and analysed 3.8. Concept is modified according to feedback 3.9. Agreement on the concept is gained from the client |
4. Prepare client presentation | 4.1. Preliminary drawings are developed with decoration treatment inclusions and positioning 4.2. Final decoration solution is communicated effectively and creatively using a range of techniques and media 4.3. Work is completed to plan and within restoration brief constraints 4.4. Client feedback and response is analysed to determine success in achieving client satisfaction 4.5. Own performance in the decoration process is examined to identify strengths and weaknesses 4.6. Areas for improvement are identified |