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 SIHHTLS403A, 'Work as a session stylist'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Work as a session stylist' 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. Interpret the creative brief. | 1.1. Analyse the objectives of the script or fashion session to determine overall design concepts. 1.2. Participate in preliminary concept meetings with relevant personnel to discuss the hair design requirements for the type of production. 1.3. Identify relevant factors that may determine and affect the finished designs. |
2. Conduct and evaluate research and planning. | 2.1. Undertake research and analyse findings to develop hair design concepts. 2.2. Organise research materials, findings and documentation for use throughout the design development process, and update as required. 2.3. Generate initial concepts against the research findings and discuss with relevant personnel. |
3. Consult and discuss finished design. | 3.1. Consult and examine the model or performer physically and visually to establish specific requirements. 3.2. Confirm finished hair designs appropriate to the character, performance, production or event in consultation with relevant personnel. |
4. Create current, creative and period hair designs. | 4.1. Select and use products, materials, tools and techniques appropriate to the established design results. 4.2. Reflect a predetermined era accurately in finished hair designs, where relevant to the production or event. 4.3. Ensure comfort and safety of the model or performer during each stage of the process. 4.4. Complete finished hair designs within required timeframes. 4.5. Confirm director or coordinator and model or performer satisfaction with finished hair design. 4.6. Document finished hair designs for future performances, events or continuity purposes. |