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 SIRRMER007, 'Design and install visual merchandising displays'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design and install visual merchandising displays' 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 | PERFORMANCECRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Determine display requirements. | 1.1. Access and review a visual merchandising concept to determine display requirements. 1.2. Determine display purpose and desired messaging. 1.3. Identify scaling and spatial specifications and constraints that will impact display design. 1.4. Access creative sources of information and research display trends to draw inspiration to inform display design. |
2. Design displays. | 2.1. Design displays that reflect organisational merchandise strategy, style guidelines and standards. 2.2. Plan display structure and positioning that reflects customer traffic flow and visual paths. 2.3. Incorporate multi-sensory elements into display design to enhance customer engagement and interaction with product. 2.4. Design displays that promote cross-selling and generate commercial benefit. 2.5. Design displays that are structurally sound and meet work, health and safety requirements. 2.6. Apply principles and elements of design to display designs. 2.7. Identify resources, materials and construction techniques required to build displays. 2.8. Identify opportunities to create cost-efficiencies and maximise use of resources. 2.9. Produce visual representations of display designs. 2.10. Seek approval for display designs and make any required adjustments. |
3. Install displays. | 3.1. Source materials and resources required to create displays. 3.2. Select appropriate time to build displays that minimises disruption to customers. 3.3. Apply construction techniques and use power tools to build displays. 3.4. Ensure product availability at primary location. 3.5. Consider product grouping based on key features, price, size and type. 3.6. Handle stock and equipment according to safe manual handling and work health and safety requirements to prevent injury to self. 3.7. Finalise displays and adjust as required to ensure visual appeal is maximised. 3.8. Ensure finalised displays meet display design and work, health and safety requirements. 3.9. Clean and tidy work area and remove excess materials and stock. 3.10. Dispose of waste to minimise environmental impacts. |