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 CUSSOU501A, 'Develop sound designs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop sound designs' 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 |
1. Interpret and confirm sound design briefs | 1.1 Participate in preliminary concept meetings with relevant personnel to discuss creative and technical sound requirements of productions 1.2 Continue liaison with relevant personnel until all sound requirements have been confirmed in the context of overall production requirements 1.3 Identify and confirm additional personnel needed to fulfil the sound design brief |
2. Break down components of sound design briefs | 2.1 Identify and document the sound sources specified in the design brief to determine the content, quality and duration of the required sound components 2.2 Determine and where necessary document the creative and resource requirements for each sound component 2.3 Confirm and document the role of personnel required for the process of developing sound design projects |
3. Experiment with sound components to express ideas | 3.1 Cultivate and create an energy and environment that will promote the generation of ideas among team members and provide the motivation and incentive to bring ideas to fruition 3.2 Gather information from a variety of sources and generate, explore and record a range of ideas and options as a creative base for developing the required sound design 3.3 Transform and manipulate the ideas generated and select those ideas that have the most potential for technical and creative development of the required sound design |
4. Assess creative ideas | 4.1 Contemplate and consider the ideas selected from the creative base, reflecting on and evaluating their viability, cost, technical feasibility and suitability to meet the requirements of the design brief 4.2 Continuously evaluate and verify creative ideas for the components of the design brief based on the overall sound design concept |
5. Design sound elements | 5.1 Develop sound design concepts taking into consideration the brief and the ideas generated 5.2 Determine the relevant sound components required to implement the sound design in line with creative and technical requirements 5.3 Establish a clear relationship between the use and integration of sound components and the function, context and objectives of the work to determine the sound design 5.4 As required, hold ongoing discussions with relevant personnel to consider, confirm and incorporate additional or changed production requirements and new ideas to achieve best sound design concept 5.5 Present the sound design in a specification that best conveys the concept to relevant personnel, including those responsible for implementing the design 5.6 Confirm final design concept with relevant personnel to ensure that implementation is consistent with the design and that potential difficulties are addressed |
6. Evaluate completed sound designs | 6.1 Discuss and obtain agreement from relevant personnel on evaluation techniques to evaluate the completed sound design 6.2 Focus the evaluation on whether the sound design meets all aspects of the design brief, and on the viability of the implementation plan 6.3 Obtain detailed information and opinions from legitimate sources and document results for evaluation 6.4 Communicate results of evaluation to relevant personnel and use results to improve future practice |