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 SIRRMER010, 'Style using visual merchandising aids'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Style using visual merchandising aids' 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. Select visual merchandising aids. | 1.1.Access and review visual merchandising concept and implementation plans. 1.2. Identify scaling and spatial specifications and constraints that will impact the selection of visual merchandising aids. 1.3. Determine available budget and identify opportunities to create cost-efficiencies and maximise use of resources. 1.4. Select visual merchandising aids that support the visual merchandising concept. |
2. Install visual merchandising aids. | 2.1. Source visual merchandising aids and required installation equipment. 2.2. Determine placement and positioning of aids that enhance visual appeal and customer traffic flow. 2.3. Assemble and install visual merchandising aids according to manufacturer's instructions. 2.4. Select appropriate time to install visual merchandising aids that minimises disruption to customers. 2.5. Use safe manual handling techniques and follow organisational work, health and safety procedures to ensure safety of self and others. |
3. Style using visual merchandising aids. | 3.1. Access merchandise range to be displayed using visual merchandising aids. 3.2. Style fixtures according to concept and with appropriate colour and merchandise themes. 3.3. Style mannequins with appropriate gesturing, outfitting, layering and accessorising to reflect visual merchandising concept. 3.4. Create focal points to direct customer eye-line to specific elements. 3.5. Observe customers and determine effectiveness of visual merchandising aids and styling. 3.6. Adjust positioning of visual merchandising aids and styling techniques to optimise use of space and enhance merchandise display. |
4. Dismantle and store merchandising aids. | 4.1. Clean visual merchandising aids and identify required repairs. 4.2. Dismantle visual merchandising aids according to manufacturer's instructions and organisational work, health and safety procedures. 4.3. Store visual merchandising aids for reuse in a manner that prevents damage. |