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 LMTFD4005B, 'Communicate and sell design concepts'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Communicate and sell design concepts' 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 Interpret design brief | 1.1 Key requirements for design concept are identified according to OHS practices. 1.2 Impact of target market on design process is identified. |
2 Develop inspiration board | 2.1 Sources of design ideas are identified. 2.2 Principles of design are applied to inspirational development. 2.3 Inspirational items are collected and collated for presentation. 2.4 Inspiration board is developed to communicate sources of inspiration. 2.5 Inspiration board is reviewed against design brief. |
3 Develop story board to meet design brief | 3.1 Key elements of storyboard are identified. 3.2 Garment concepts are developed based on design brief and inspiration board. 3.3 Suitable fabrics and colour palette are selected. 3.4 Storyboard is produced to reflect design brief. |
4 Present design tools | 4.1 Design tools are used to communicate concepts based on design brief. 4.2 Feedback is sought on design concepts and modifications made as required. |
5 Sell design concepts | 5.1 Interests of fashion industry professionals are identified and made central to promotion of ideas and concepts. 5.2 Benefits and features of design concepts are explained and promoted. 5.3 Design concepts are linked to design brief. 5.4 Presentation skills are used to sell design concepts. 5.5 Feedback and questions are invited and responded to appropriately. 5.6 Commitment to design concept or further development is sought and confirmed as appropriate. |