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 SIBBRES702A, 'Investigate developments in cosmetic treatments using light or laser systems'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Investigate developments in cosmetic treatments using light or laser systems' 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 of a unit of competency. | Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
1 Seek out and apply information. | 1.1 Analyse and select formal and informal research strategies to source information on local, national and international developments. |
1.2 Ensure that supplier claims and published advertising or research are supported by substantiated research findings. | |
1.3 Critically evaluate supplier claims against potential safety risks and benefits for clients. | |
1.4 Access and evaluate literature on the theory and practice of IPL and laser systems application in hair reduction. | |
1.5 Regularly research changes to federal, state or local regulations relating to the cosmetic application of light and laser systems by beauty therapists, and implement them. | |
1.6 Give case presentations and literature reviews in the workplace and wider peer settings where applicable. | |
2 Implement reflective learning practices. | 2.1 Evaluate, compare and contrast emerging dermal treatments, protocols and other new ideas. |
2.2 Transfer skills and competencies to new contexts. | |
2.3 Use knowledge of the historical, theoretical and philosophical aspects of the field of practice to improve existing practices. | |
2.4 Identify personal strengths and weaknesses and implement measures to improve. | |
3 Contribute to the development of professional practices. | 3.1 Establish links and share technical information with other industry professionals using knowledge of industry associations and networks. |
3.2 Maintain membership of relevant professional associations. | |
3.3 Identify own professional development requirements for expanding professional practice in dermal treatments using cosmetic light or laser systems. | |
3.4 Actively pursue opportunities to participate in professional development activities. | |
3.5 Monitor progress of own professional practice on a regular basis. | |
4 Analyse technological trends and clinical practice developments in light therapies to inform own practice. | 4.1 Use information to challenge and extend own perspectives and ways of thinking. |
4.2 Examine and assess implications and consequences of technological trends and emerging treatment protocols for own work. | |
4.3 Use critical analysis to identify commercial opportunities presented by emerging trends and technologies in cosmetic light and laser system applications. |