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 CUAPPR504, 'Establish and maintain environmentally sustainable creative practice'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Establish and maintain environmentally sustainable creative practice' 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. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Evaluate environmental sustainability of current practice | 1.1 Assess source of materials used in current practice, taking account of their origin and abundance 1.2 Investigate and evaluate resource use and sustainability issues in current practice 1.3 Identify and evaluate relevant legislation, codes of practice, and national standards that impact on workplace sustainability to ensure compliance 1.4 Analyse and address existing and potential environmental risks and hazards in the workplace |
2. Use resources sustainably in own practice | 2.1 Use sustainable work practices across all areas of activity 2.2 Explore use of alternative sources of materials, including recycled products where possible 2.3 Source and use more sustainable approaches in work, including sustainable materials in preference to materials in short supply 2.4 Maximise use of waste products arising from the creative process 2.5 Monitor and measure use of resources in own practice on an ongoing basis, and make changes that reduce usage where practicable |
3. Make sustainable design decisions | 3.1 Evaluate choice and use of materials in design briefs, whether generated by self or others 3.2 Assess impact of user needs and preferences on sustainable design options 3.3 Assess environmental impact of intended production processes 3.4 Determine opportunities to enhance sustainability by asking pertinent questions 3.5 Positively influence the sustainability of design process within scope of own responsibility 3.6 Include explicit reference to sustainability issues in design and production documentation |
4. Maintain currency of sustainability issues and options | 4.1 Maintain currency of specialised knowledge of sustainability issues relevant to own area of expertise 4.2 Proactively identify sources of information and professional development to build own sustainability skills 4.3 Integrate current and emerging ideas into own practice |