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 CUFCAM01A, 'Set up and operate a basic video camera'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Set up and operate a basic video camera' 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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Select and prepare camera equipment and materials | 1.1 | Confirm equipment and stock requirements for the shoot |
1.2 | Obtain and clean equipment and ensure that it is operational | ||
1.3 | Recognise faults and defects and refer these to specialist technicians | ||
1.4 | Obtain all required stock and consumables and ensure that it is present in sufficient quantity to meet the filming requirements and is available at the correct location and time of the filming | ||
2 | Charge and maintain batteries throughout shoot | 2.1 | Ensure power supply is appropriate and available |
2.2 | Ensure the charger is suitable for the batteries used | ||
2.3 | Safely charge the batteries according to manufacturer's recommendations | ||
2.4 | Maintain charged batteries to meet the requirements of filming duration | ||
3 | Install or check camera support equipment | 3.1 | Determine the support requirements and position of camera |
3.2 | Install supports in the appropriate position and at the appropriate height to achieve the camera shot required | ||
3.3 | Ensure that support is secure, avoids damage to any equipment and provides satisfactory camera support | ||
4 | Install camera, lenses and other accessories | 4.1 | Select and securely fit the correct camera lens and filters according to the identified creative requirements |
4.2 | Install other camera accessories and special requirements correctly | ||
4.3 | Lift camera, using safe lifting and handling techniques and secure to support, if required | ||
4.4 | Secure camera safely to avoid damage | ||
5 | Test all operational aspects of the camera | 5.1 | Check the recording functions of the video camera to achieve accurate technical output |
5.2 | Check the exposure, colour and focus aspects of the camera to achieve the desired artistic and technical results | ||
5.3 | Check the chosen filters to ensure that they achieve the desired artistic and technical results | ||
5.4 | Check pan and tilt movements, if required | ||
6 | Prepare and load videotapes | 6.1 | Label all cassettes accurately |
6.2 | Load and check videotape into camera for recording | ||
6.3 | Confirm readiness for shooting with the relevant personnel | ||
7 | Operate the camera | 7.1 | Operate camera in accordance with manufacturer's instructions and guidelines |
7.2 | Consider camera shots and angles to ensure filming produces the desired result | ||
7.3 | Employ photographic and composition techniques to achieve the creative requirements | ||
7.4 | Ensure that any camera movement is steady and smooth throughout the duration of filming | ||
7.5 | Adjust and move equipment, as required, during the filming | ||
8 | Disassemble camera, accessories and support equipment | 8.1 | Break down and carry video camera, accessories and supports employing safe lifting techniques |
8.2 | Clean and safely pack all equipment into cases to avoid damage and prepare for transport | ||
8.3 | Report and document any equipment that is damaged and requires maintenance to the relevant personnel | ||
8.4 | Leave the filming site in the original or improved condition, ensuring that there has been no adverse impact on the site | ||