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 SIHHTLS708A, 'Originate and refine hair design concepts'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Originate and refine hair design concepts' 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. Evaluate and explore needs and opportunities.
1.1. Research and evaluate existing information that informs new hair design concept development.
1.2. Expand the potential of new ideas that are outside the boundaries of ordinary thinking.
1.3. Identify and analyse factors that could have an impact on ideas or concepts to be developed, including potential for commercialisation.
1.4. Research and evaluate relevant ideas and approaches from other hairdressing practitioners with consideration of intellectual property, moral rights and copyright requirements.
1.5. Develop preliminary ideas on innovative and different ways to address needs and opportunities.
1.6. Evaluate and agree on broad parameters for developing ideas and concepts to meet market requirements in consultation with relevant stakeholders.
2. Develop a range of creative approaches for innovative hair designs.
2.1. Develop a range of creative thinking techniques to generate innovative and creative hair design concepts to address identified needs.
2.2. Challenge, test and experiment with different concepts and ideas as part of a collaborative process.
2.3. Evaluate concepts in terms of their suitability for the target audience or purpose, their feasibility and their commercial potential.
2.4. Take account of social, ethical and environmental issues as concepts and ideas are generated and discussed.
2.5. Identify and evaluate resources required to achieve desired creative and innovative outcomes.
2.6. Evaluate the effectiveness of different strategies for achieving desired outcomes.
2.7. Select concepts or approaches that achieve required outcomes in an innovative and feasible way.
2.8. Present proposed concepts or approaches in an appropriate format.
3. Refine hair design concepts.
3.1. Ensure concept development process is open to ongoing refinement and testing.
3.2. Seek input and feedback on concepts from relevant stakeholders.
3.3. Seek specialist advice on creative and technical aspects of proposals as required.
3.4. Compare concepts with best practice examples of similar products, programs, processes or services.
3.5. Use a range of creative and practical criteria to determine the advantages and disadvantages of different concepts.
3.6. Evaluate constraints on the realisation of concepts or ideas.
3.7. Refine proposals based on analysis and feedback.