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 SIHHCLS406A, 'Solve complex colour problems'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Solve complex colour problems' 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 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. Develop advanced product knowledge and application techniques.
1.1. Develop, maintain and share colour correction product knowledge with other staff members.
1.2. Research, develop and demonstrate technical solutions to colour problems.
2. Manage colour correction services.
2.1. Use physical and visual examination to analyse existing hair colour and hair condition.
2.2. Discuss recent colour treatment outcomes with client, referring to client history where available.
2.3. Create a client history for new clients.
2.4. Establish nature of client dissatisfaction with current hair colour.
2.5. Discuss and confirm a desired finished result and corrective colour treatment plan, including risks, time and costs with client.
2.6. Select and prepare products, according to the planned program.
2.7. Ensure client and operator comfort and safety at each stage of the service, according to product safety data sheets and salon procedures.
2.8. Safely dispose of product waste, especially hazardous substances, to minimise negative environmental impacts.
3. Remove unwanted colour deposits.
3.1. Apply a strand test where hair analysis indicates risk to hair structure and condition, before proceeding with a full treatment.
3.2. Apply colour deposit lifting products and remove, according to product instructions and as indicated by the colour correction plan.
4. Colour hair.
4.1. Select and prepare colour products, according to the corrective colour program.
4.2. Follow planned stages and methods of product application without damage to the hair or scalp.
4.3. Monitor processing through regular observation.
4.4. Achieve a final colour result consistent with the predetermined corrective colour plan.
5. Review colour correction outcomes and provide home hair care advice.
5.1. Review service outcomes against established client expectations and confirm client satisfaction with the colour result.
5.2. Recommend and confirm future colour correction appointments.
5.3. Advise clients on between service colour care.
5.4. Update client history to include colour problem analysis product selection, application techniques, processing methods and timing, colour and hair condition results and recommended and purchased home hair care products.