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 MSFID5002, 'Develop a decoration proposal for a complex site'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop a decoration proposal for a complex site' 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 | Analyse the project brief | 1.1 | Applicable work health and safety (WHS), legislative and organisational requirements relevant to designing for complex sites are verified and complied with | |
1.2 | Project brief is reviewed, confirmed and clarified with client | |||
1.3 | Key requirements for the project are assessed and confirmed and constraints determined | |||
1.4 | Resources are selected appropriate to work requirements and checked for operational effectiveness | |||
1.5 | Communication with others involved in the project is established and maintained | |||
1.6 | Relevant research is conducted to gain all information which may be used to inform the decoration process | |||
1.7 | All required information is accessed and analysed to inform the decoration process | |||
2 | Conduct project research | 2.1 | Site analysis is conducted to assess the requirements and environmental aspects of the spaces requiring work | |
2.2 | Intended function of the spaces are ascertained from the client | |||
2.3 | Contextual information relating to the brief is researched and evaluated | |||
2.4 | Functional and planning issues are determined specific to the site and client requirements | |||
2.5 | Research material is organised and presented in the form of a decoration proposal | |||
2.6 | Project is planned to make effective use of time and available resources | |||
3 | Generate decorative themes and concepts | 3.1 | Multiple ideas and concepts are generated in a creative and diverse manner that is sympathetic to the project brief | |
3.2 | Ideas are translated into 2-D and 3-D space resolution using a range of techniques and media | |||
3.3 | Themes and concepts are presented to the client using support documentation, sketches, mood boards, and concept boards | |||
3.4 | Viability of concepts are assessed in conjunction with others | |||
3.5 | Client feedback is obtained and ideas revised and refined accordingly | |||
4 | Select and specify internal finishes, furniture, furnishings, lighting and object d'art | 4.1 | Internal elements and wall and floor finishes are selected and specified according to brief parameters | |
4.2 | Materials board and schedules are developed | |||
4.3 | Lighting effects are designed and detailed | |||
4.4 | Furniture, accessories and art objects are selected, specified and costed using established workplace system | |||
4.5 | Furnishings and window treatments are selected to enhance the design scheme within the constraints of the brief and budget | |||
4.6 | Rendered 2-D and 3-D drawing of the scheme are prepared to represent the desired effect | |||
5 | Present a fully resolved scheme and evaluate client response | 5.1 | Final decoration solution is presented to the client in a professional manner using a range of digital media | |
5.2 | Client feedback is sought, amendments are agreed to and recorded, and ideas are revised and refined without losing design integrity | |||
5.3 | Own performance in the design process is examined to identify strengths and weaknesses | |||
5.4 | Areas for improvement are identified | |||