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 CUASMT505, 'Manage plotting sessions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Manage plotting sessions' 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 plotting | 1.1 In consultation with relevant personnel, update production scripts in readiness for inclusion of cues, standbys and calls 1.2 Plan plotting of technical requirements in a logical order that uses time efficiently 1.3 Select the most appropriate methods for communicating with crew and advise relevant personnel of communication equipment requirements 1.4 Ensure crew and production personnel required for plotting are present at the appropriate time 1.5 Distribute draft cue reference documents for further development by crew during plotting sessions 1.6 Check the venue and communication equipment to ensure readiness prior to start of plotting sessions 1.7 Liaise with heads of technical departments regarding unfinished work, and brief creative personnel accordingly prior to start of plotting sessions |
2. Coordinate the plotting of cues | 2.1 Provide input into creative discussions and contribute to problem solving during plotting sessions 2.2 Direct walkers standing in for performers during plotting according to blocking notation 2.3 Take direction from creative personnel on cue points, timing and sequencing of cues 2.4 Calculate timings and other measurements that need to be incorporated into cues and documentation 2.5 Follow relevant safety procedures, with particular reference to requirements for potentially hazardous sequences 2.6 Liaise with other production personnel in a manner that encourages cooperation in the team 2.7 Clearly document plotted cues and standbys in production scripts, including timings and summary of production content |
3. Test and modify cues | 3.1 Run cue sequences so that creative personnel can assess plotted cues and sequences and make adjustments as required 3.2 Incorporate changes and adjustments in cue notation as required 3.3 Ensure that crew members incorporate changes into cue content and their own documentation 3.4 Repeat and adjust cues and cue sequences until satisfactory results are achieved 3.5 Note additional work required by self or others after plotting sessions 3.6 Give notes to crew and other production personnel on work arising from plotting sessions 3.7 Contribute to evaluations and continuous improvement of plotting procedures and adjust own work procedures accordingly |