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 CUALGT301, 'Operate basic lighting'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Operate basic lighting' 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 Elements describe the essential outcomes. | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare for lighting operations | 1.1 In consultation with relevant personnel, clarify scope of own role in lighting operations 1.2 Ensure that working area is clear and properly illuminated, that relevant documentation is easily accessible, and that communication equipment is ready for use 1.3 Power up dimmers, control desk and control desk peripherals using safe work practices 1.4 Perform lamp checks and test functionality and safety of venue lighting 1.5 Test lights and accessories and other lighting elements to ensure all items are in working order |
2. Plot and operate lighting cues | 2.1 Test line of sight needed for visual cues for feasibility during performance 2.2 Follow standard procedures to record cues in line with instructions and within agreed timeframes 2.3 Play and time groups and sub-groups of recorded cues in correct sequence 2.4 Document recorded lighting cues in an appropriate format and make a hard or electronic backup copy of recorded information 2.5 Modify cues according to instructions and update documentation 2.6 Establish suitable backup lighting states to be used if recorded cues fail to operate 2.7 Check channel inputs and outputs for continuity and patching 2.8 Action cues during shows in line with directions and production requirements |
3. Conduct basic troubleshooting | 3.1 Identify problems with equipment promptly and take appropriate action, or refer to relevant personnel as required 3.2 Assess the need for remedial action, taking into consideration safety issues and the need for minimal disruption to performances 3.3 Follow manufacturer’s diagnostic and remedial procedures as required 3.4 Liaise with relevant personnel to identify backup alternatives if faults cannot be rectified before next production deadline |
4. Complete post-show procedures | 4.1 Seek clearance to execute power down and disassemble equipment safely 4.2 Pack and store equipment and accessories according to safety regulations and production requirements 4.3 Check hired equipment against inventory before packing and report lost or damaged equipment to relevant personnel 4.4 Pack lighting equipment for transit as required 4.5 Clean work environment after use and restore environment to previous condition 4.6 Seek feedback from relevant personnel on own work performance and note areas for improvement |