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 CUVVSP28B, 'Research and experiment with techniques to produce jewellery'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Research and experiment with techniques to produce jewellery' 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 Inform work through experimentation with jewellery making techniques and media. | 1.1 Evaluate the potential for new approaches to jewellery making based on capabilities of techniques already used. 1.2 Select, adapt or introduce new materials, tools, equipment or technology for the achievement of different effects. 1.3 Extend the capabilities of jewellery making techniques through experimentation to inform practice. |
1.4 Take account of particularsafety or environmental issues associated with the use of different techniques and media. 1.5 Research, adapt and use relevant ideas and approaches from other practitioners with consideration of intellectual property, moral rights and copyright requirements. | |
2 Develop and refine a conceptual vision for jewellery. | 2.1 Develop a conceptual vision for jewellery based on a knowledge and understanding of different jewellery making techniques. 2.2 Consider the criteria for selecting techniques, material, tools and equipment based on results of experimentation. 2.3 Establish criteria which are most likely to facilitate the achievement of the conceptual vision. 2.4 Select approach to work which meets established criteria. 2.5 Refine the conceptual vision based on ongoing experimentation and analysis of jewellery making techniques. |
3 Determine and organise resource requirements for new work. | 3.1 Assess specific resource requirements which arise from the use of techniques and experimental approaches. 3.2 Research and access potential sources of supply for jewellery making resources. 3.3 Evaluate costor other constraints which may impact on the development of work. 3.4 Set up or co-ordinate resource requirements in accordance with safety or other workplace requirements. |
4 Realise jewellery. | 4.1 Realise the jewellery using techniques and media selected from research and experimentation to meet the conceptual vision. 4.2 Evaluate and respond to the potential for changes in the use of techniques, materials, tools or equipment. 4.3 Refine the conceptual vision based on ongoing experiences with the production of work. 4.4 Use safe working practices throughout the production of jewellery. 4.5 Consider issues of presentation and take action accordingly. |