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 MSTFD6003, 'Manage fashion design process'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage fashion design process' 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 | Determine job requirements | 1.1 | Follow standard operating procedures (SOPs) |
1.2 | Comply with work health and safety (WHS) requirements at all times | ||
1.3 | Use appropriate personal protective equipment (PPE) in accordance with SOPs | ||
1.4 | Determine job requirements from specifications, job sheets or work instructions | ||
2 | Prepare to manage fashion design process | 2.1 | Research global fashion trends and identify emerging themes |
2.2 | Review product range and previous designs developed by the business to assess relevance to current design directions | ||
2.3 | Identify business and client goals and relate these to design objectives | ||
2.4 | Identify production capacity and processes of the business | ||
2.5 | Research key criteria according to the needs of the design | ||
3 | Develop and confirm design brief | 3.1 | Determine key criteria and confirm requirements with client |
3.2 | Facilitate the development of the design brief so it clearly conveys all guidelines for development of design concepts | ||
3.3 | Encourage interchange of ideas and consult design development personnel to confirm design brief is feasible and appropriate | ||
3.4 | Use sketches, drawings and samples to illustrate design requirements and finalise design brief | ||
4 | Facilitate design process | 4.1 | Specify design concept development processes |
4.2 | Specify communication protocols and determine monitoring procedures and checking points | ||
4.3 | Identify, select and brief all design development personnel required for the design process | ||
4.4 | Brief design personnel to develop design concepts and monitor development to ensure budget and time constraints are met | ||
4.5 | Promote a cooperative approach to identify and address problems or inconsistencies in the development of the design concept | ||
5 | Evaluate and finalise design development process | 5.1 | Evaluate design concepts against design brief and seek suggestions to modify or improve concepts |
5.2 | Finalise design concept and gain client ‘s agreement to develop design | ||
5.3 | Evaluate design development processes to assess their effectiveness in achieving design brief | ||
5.4 | Document design brief, development processes and outcomes | ||
5.5 | File and store documentation according to workplace practices | ||