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 MSFFP2010, 'Research and draw a basic kitchen or bathroom design'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Research and draw a basic kitchen or bathroom design' 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 | Research kitchen or bathroom components and design concepts | 1.1 | Identify the major components of kitchens or bathrooms, their properties and application, using all available resources |
1.2 | Research and select internet based kitchen or bathroom design programs | ||
1.3 | Identify the benefits and disadvantages of a range of kitchen or bathroom components, such as overhead cabinets | ||
1.4 | Identify two basic bathroom or kitchen layouts and the most common application for each | ||
1.5 | Record results in accordance with procedures |
2 | Develop a design for a kitchen or bathroom | 2.1 | Determine the functionality of the kitchen or bathroom from client brief and/or work instructions |
2.2 | Select the most appropriate layouts to satisfy the client brief/work instructions | ||
2.3 | Select the major kitchen or bathroom components to meet specifications and requirements | ||
2.4 | Identify the basic functional zones and work flows required in a kitchen or a bathroom, to create a design to maximise efficiency | ||
2.5 | Design a basic bathroom or kitchen to suit requirements | ||
2.6 | Confirm design proposals with appropriate personnel | ||
2.7 | Sketch preliminary views of a kitchen or bathroom, including dimensions to assist in development of final drawings |
3 | Create kitchen or bathroom drawings | 3.1 | Using either computer-aided design (CAD) systems, hand drawing equipment or freehand sketches, draw up a basic bathroom or a kitchen with at least six (6) cabinets |
3.2 | Review drawings with appropriate personnel to ensure they fit the client requirements and brief | ||
3.3 | Modify drawings in response to feedback from appropriate personnel |