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 SIBBFAS303A, 'Design and apply remedial camouflage make-up'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design and apply remedial camouflage make-up' 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
Element | Performance Criteria |
Elements describe the essential outcomes of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
1 Prepare client. | 1.1 Gown and prepare client for service according to workplace procedures. |
1.2 Identify suitable cleansing products for client’s skin type and different areas of face or body. | |
1.3 Thoroughly cleanse client’s skin. | |
2 Analyse camouflage area. | 2.1 Identify and record client characteristics and facial or body conditions requiringremedial camouflage make-up. |
2.2 Identify contraindications, explain to client and refer to appropriate professional where required. | |
2.3 Assess client’s skin type and condition to determine appropriate product application techniques. | |
2.4 Identify and record skin tone and maintain application of foundation or base to skin tone. | |
2.5 Identify, negotiate and confirm remedial camouflage make-up plan with client. | |
3 Select and apply remedial camouflage. | 3.1 Select suitable products, tools and equipment to achieve remedial camouflage make-up plan. |
3.2 Identify and apply correct usage and care of make-up tools and equipment according to manufacturer instructions. | |
3.3 Apply products sequentially according to manufacturer instructions and pre-determined plan. | |
3.4 Complete remedial camouflage treatments within workplace time frames and without product waste. | |
3.5 Evaluate remedial camouflage application against client expectations, treatment plan and specified outcomes where possible. | |
3.6 Record relevant outcomes of remedial camouflage treatment, and make recommendations for further treatments. | |
3.7 Advise source of referral of treatment outcomes where required. | |
3.8 Explain procedures for removal of camouflage make-up to client. | |
4 Advise on further product use. | 4.1 Advise client of suitable home-care products and treatments. |
4.2 Explain and demonstrate product use and application as required. | |
4.3 Explain possible product reactions to client. |