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 SIBXFAS201A, 'Design and apply 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 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 | ||
1 | Prepare client. | 1.1 | Gown and prepare client for service according to workplace procedures. |
1.2 | Identify and explain contraindications to client and refer to an appropriate professional where required. | ||
1.3 | Assess client's skin type and condition to determine appropriate product application techniques. | ||
2 | Cleanse face. | 2.1 | Identify suitable cleansing products for client's skin type and different areas of the face and neck. |
2.2 | Thoroughly cleanse client's skin on face and neck area. | ||
3 | Analyse face and design make-up plan. | 3.1 | Assess the facial shape and area to determine correct product application. |
3.2 | Identify and explain facial areas requiring corrective or camouflage make-up to the client. | ||
3.3 | Identify and design a suitable image for a context or occasion. | ||
3.4 | Apply colour design principles according to client requirements. | ||
3.5 | Design a make-up plan and confirm with client. | ||
4 | Select products and equipment. | 4.1 | Select suitable make-up products and confirm with client. |
4.2 | Select tools and equipment according to manufacturer recommendations and make-up plan. | ||
5 | Apply make-up. | 5.1 | Apply products, tools and equipment safely and sequentially according to make-up plan and manufacturer recommendations. |
5.2 | Explain procedures and products to client during each stage of the application. | ||
5.3 | Evaluate make-up application against client expectation and agreed make-up plan. | ||
6 | Apply false eyelashes. | 6.1 | Perform and evaluate a patch test to determine adverse effects, including reactions to products. |
6.2 | Apply adhesive materials and false eyelashes safely and sequentially avoiding contact with the eye surface and according to manufacturer recommendations and workplace policies and procedures. | ||
6.3 | Evaluate the result against client's expectations and the agreed treatment plan. | ||
7 | Advise on further product use. | 7.1 | Advise client of suitable skin care and make-up products and make-up techniques to maintain self-application and the desired image. |
7.2 | Clearly explain products, tools and equipment and demonstrate application as required. | ||
7.3 | Explain possible contraindications and adverse effects to client. | ||