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 MSFFDT5003, 'Develop self as a furniture designer'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop self as a furniture designer' 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
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Critically analyse and evaluate products and images for visual aesthetics | 1.1 | Qualities of three-dimensional (3-D) principles and elements of design are identified and reviewed from reference material |
1.2 | Products and images are evaluated for 3-D elements and principles and recorded in accordance with enterprise practice | ||
1.3 | Cultural and psychological factors of visual appeal are identified from reference documents and recorded in accordance with enterprise practice and requirements | ||
1.4 | Products and images are assessed for cultural and psychological factors influencing their aesthetic appeal | ||
2 | Use a visual language in own work | 2.1 | Own work is documented and collated |
2.2 | Works are analysed for contemporary visual aesthetic design elements and principles | ||
2.3 | Visual language is developed within own work | ||
2.4 | Visual language in own work is recognised and recorded in accordance with enterprise practice | ||
3 | Critically analyse social and ethical issues in contemporary society affecting furniture design | 3.1 | Details of social and ethical issues in contemporary society which may impact on the furniture are identified and documented in accordance with enterprise practice |
3.2 | Issues are analysed against the practice of furniture design and conclusions are recorded in accordance with enterprise practice | ||
3.3 | Conclusions are used to influence new design developments | ||
4 | Recognise historical context of furniture products | 4.1 | Details of furniture from historical periods are identified from reference materials and existing examples and recorded in accordance with enterprise practice |
4.2 | Historical design elements and details are identified in own design proposals and product | ||
4.3 | Contemporary design elements are assessed against details of historical periods and recorded in accordance with enterprise practice | ||
5 | Critically analyse and recognise the impact of art and design movements on the development of products | 5.1 | Dominant ideas and details of art and design movements are identified from reference material or product examples |
5.2 | Product proposals are assessed for visual attributes and results are recorded in accordance with enterprise practice | ||
5.3 | Design attributes are compared with the dominant ideas and details of art and design movements and results recorded in accordance with enterprise practice | ||
6 | Identify technical skill needs to improve own practice of designing products | 6.1 | Details of current design skills are identified and documented |
6.2 | Needs analysis for improvement of own design practice is undertaken | ||
6.3 | Details of technical skills required to improve are documented | ||
6.4 | Training opportunities for required technical skills are identified and documented | ||
7 | Establish networks with other furniture designers, makers and other design professionals | 7.1 | Career relationships with other design professionals are mapped |
7.2 | New areas of network possibilities are identified and documented | ||
7.3 | New network contacts are established with other furniture design professionals | ||