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 SHBHTLS009, 'Work to a brief to develop and refine hair designs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work to a brief to develop and refine hair designs' 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 | PERFORMANCE CRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Analyse the brief to determine hair design requirements. | 1.1.Analyse the specifications of the brief. 1.2.Establish and clarify the user or clients for the proposed product or service to inform hair design concepts. 1.3.Identify and clarify specifications, parameters or constraints of the brief, including the legal and ethical constraints. 1.4.Proactively seek, review and act upon information needed to inform constructive communication with client. 1.5.Build trust and respect between self and client through effective communication. |
2. Present concepts and negotiate final brief. | 2.1.Identify and source information and references relevant to the development of the hair design concept. 2.2.Develop concepts that take account of overall objectives and parameters. 2.3.Critically analyse concept and challenge ideas to ensure responsiveness to client needs. 2.4.Present concept proposals in an appropriate format and seek feedback from client. 2.5.Use effective communication techniques to generate discussion, debate and critical analysis. 2.6.Re evaluate and refine options based on own analysis and input from client. 2.7.Agree on final nature of design with client and accurately document details. |
3. Negotiate terms and conditions. | 3.1.Negotiate and agree terms and conditions of producing final designs according to relevant organisational and professional standards. 3.2.Clarify, agree and document roles and responsibilities of those involved in the project. 3.3.Confirm agreements in writing, according to organisational requirements. 3.4.Identify the need for and seek specialist advice to develop formal contracts, as required. |