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 LMFID6001A, 'Resolve complex spatial design problems through modelling'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Resolve complex spatial design problems through modelling' 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. Adapt and develop concepts as a result of design research | 1.1. Criteria are established that are most likely to facilitate the achievement of the conceptual vision 1.2. Consultation is conducted with colleagues to develop conceptual thinking approaches 1.3. A range of spatial problems are examined to determine suitable approaches 1.4. Relevant ideas and approaches are researched, adapted and incorporated from other practitioners |
2. Visualise design concepts using a range of modelling techniques | 2.1. Capabilities of a range of 2-D conceptual notions are extended through 3-D modelling 2.2. The conceptual vision is refined based on ongoing experimentation using sophisticated modelling techniques 2.3. A sophisticated concept model appropriate to the brief is presented to the client and feedback evaluated |
3. Manage and organise resource requirements for new work | 3.1. Materials, tools, equipment and computer aided design applications are researched for the achievement of different 3-D effects 3.2. Resource requirements that arise from the use of techniques and experimental approaches are determined and organised for new work 3.3. Critical path is determined, projecting completion dates of each stage of the project |
4. Develop extend and resolve spatial ideas through modelling | 4.1. Experimentation is undertaken with a range of modelling techniques to explore and develop complex 3-D notions 4.2. Design elements and principles are applied and manipulated to assist in design development 4.3. Scale, volume and proportion are explored and manipulated as part of a design development process 4.4. A range of models are developed by hand or using computer aided design applications to revise and refine spatial ideas |
5. Present a fully resolved interior space using sophisticated modelling techniques | 5.1. Modelling technique is selected to meet the established criteria 5.2. Appropriate scale is selected to meet brief criteria 5.3. Resolved spatial ideas are accurately represented to scale 5.4. Materials and textures are accurately represented to scale 5.5. Construction, detailing and finishes are resolved and demonstrated through sophisticated modelling 5.6. Detailed model is presented to client and feedback evaluated |