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 WRBFS203B, 'Design and apply make-up for photography'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Design and apply make-up for photography' 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 | Prepare client | 1.1 | Client is prepared for service. |
1.2 | Contra-indications are identified, explained to client and referred to appropriate professional where required. | ||
1.3 | Client's skin type/condition is assessed to determine appropriate product application techniques. | ||
2 | Cleanse face | 2.1 | Suitable cleansing products are identified for client's skin type/different areas of face. |
2.2 | Client's skin is cleansed thoroughly. | ||
3 | Analyse face | 3.1 | Client's facial shape is identified and noted. |
3.2 | Areas requiring corrective/ camouflage make-up are identified and noted and client and/or photographer/stylist is advised accordingly. | ||
3.3 | Facial areas requiring highlighting and shading are assessed to determine correct product application. | ||
4 | Analyse context | 4.1 | Required context is determined and agreed with client and/or photographer/stylist. |
4.2 | Colour physics are identified and applied to lighting techniques, wardrobe, background, artificial and natural light, studio or location and time of day. | ||
4.3 | Chemical reactions under given conditions for relevant products are identified. | ||
4.4 | Image is identified for black and white and colour photography. | ||
4.5 | Photography procedures and techniques and their relationship to make-up design are identified. | ||
4.6 | Lighting type, position, reflectors and absorbers, natural and artificial are identified. | ||
4.7 | Film stock is identified and make-up plan is adjusted accordingly. | ||
4.8 | Print procedures are identified. | ||
5 | Apply make-up | 5.1 | Make-up plan is identified and agreed with client and/or photographer/stylist. |
5.2 | Make-up products, tools and equipment are selected. | ||
5.3 | Make-up products, tools and equipment are applied sequentially in accordance with make-up plan, manufacturer recommendations, relevant legislation and workplace procedures and policies. | ||
5.4 | Make-up application result is evaluated against photographer's/stylist's/client's expectations and specified outcomes. | ||