Assessor Resource

CUFAIR302A
Develop techniques for presenting information to camera

Assessment tool

Version 1.0
Issue Date: March 2024


Trainee presenters at television stations and volunteer presenters in community television apply the vocal and personal presentation techniques described in this unit. This work is usually performed under the direct supervision of a producer and in close collaboration with technical crew.

These techniques are further developed in the following units:

CUFAIR401A Conduct interviews

CUFAIR501A Explore issues on air.

This unit describes the performance outcomes, skills and knowledge required to communicate effectively when presenting to camera.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains employability skills.




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

ability to read scripted information in a natural way

effective on-camera presentation style

collaborative approach to work.

Context of and specific resources for assessment

Assessment must ensure:

access to video recording equipment

access to video playback equipment to enable evaluation of recorded scripts by candidate and others

access to appropriate learning and assessment support when required

use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance

observation of the candidate presenting to camera

written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit

evaluation of recorded scripts to determine candidate's ability to read information in a natural way

third-party reports tracking candidate's progress on developing presentation techniques.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUFPPM301A Plan and prepare programs.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication skills sufficient to:

form opinions about and discuss television presentation styles

project confidence while presenting to camera

initiative and self-management skills sufficient to maintain on-air persona in the event of equipment malfunction

willingness to receive and act on feedback about own performance

technical skills sufficient to read from an autocue

literacy skills sufficient to interpret and read aloud short scripted material

Required knowledge

basic principles of effective on-camera presentation

basic understanding of roles and responsibilities of television production personnel

industry terminology

OHS issues as they relate to vocal care and working in a television studio environment

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Factors may include:

presenter's:

personality

attitude to viewers

voice/manner of speaking

knowledge of subject matter

level of interest in subject matter

attitude to interviewees and/or other presenters

presentation style

program content

technical quality.

Presentation styles may include:

comic

conversational/casual

dramatic

serious.

Scripted material may include:

intros and outros

narration

traffic reports

voice-overs

weather reports.

Correct pronunciation of words may include:

names of countries

names of people

names of places

words in languages other than English.

Production personnel may include:

assistant editor

camera, sound, lighting crew

director

editor

floor manager

producer.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Watch a range of television programs and identify factors that might attract or alienate viewers 
Discuss ideas about effective presentation styles with colleagues and/or mentors 
Identify factors that foster a positive relationship between presenter and viewers 
Use full vocal range and vary the pace of delivery as an aid in reading scripted material in a natural way 
Use loudness and softness as an aid in communicating a message 
Break sentences into logical chunks based on content as a way of emphasising key information 
Check and use the correct pronunciation of words 
Look viewers directly in the eye through the lens of the camera 
Use own personality to create rapport with, and respect of, viewers 
Maintain a natural, steady eye-line while reading from an autocue 
Minimise body movements to avoid creating visual distractions 
Dress in a manner appropriate to the program, avoiding clothes that might create a visual distraction 
Imagine yourself as a viewer and present information in a way that would draw you into the message being conveyed 
Recover presentation errors and respond to equipment malfunction with minimum disruption to program flow 
Rehearse piece to camera with production personnel to check that sound and vision quality meets production requirements 
Record scripted material according to production requirements 
Record material again if required, incorporating feedback on performance from production personnel 
Evaluate own performance to identify areas for improvement 

Forms

Assessment Cover Sheet

CUFAIR302A - Develop techniques for presenting information to camera
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CUFAIR302A - Develop techniques for presenting information to camera

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: