Assessor Resource

CUFAIR501A
Explore issues on air

Assessment tool

Version 1.0
Issue Date: April 2024


Television and radio presenters responsible for conducting in-depth interviews and discussions on a wide range of topics apply the skills and knowledge outlined in this unit. On television, they are often presenting before live audiences, with audience members sometimes participants in discussions.

Presenters understand how the media can be used to explore issues and use a range of presentation and interview techniques to do so.

Even though presenters at this level generally operate with a fair degree of autonomy, they are members of a production team and are expected to contribute to overall program planning and production.

Skills associated with undertaking research in preparation for discussion forums are covered in:

CUFRES401A Conduct research.

This unit describes the performance outcomes, skills and knowledge required to prepare for and conduct in-depth interviews and discussion forums on radio or television.

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 analyse and use research material effectively in the context of preparing for interviews and discussion forums

ability to communicate effectively on air

understanding of the consequences of breaching laws and regulations that apply to broadcasting

ability to listen critically to what interviewees say and to conduct unplanned lines of questioning

ability to integrate a number of different tasks simultaneously

discussions recorded over a period of time that demonstrate an ability to moderate forums that involve a number of participants discussing a range of topics

collaborative approach to work.

Context of and specific resources for assessment

Assessment must ensure:

access to media production facilities to record discussion forums

access to video or audio playback equipment to enable evaluation of recordings of forums moderated by the candidate

access to current information about, and personnel able to advise on, laws and regulations that apply to broadcasting

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

evaluation of recordings of on-air forums moderated by the candidate to assess candidate's ability to facilitate a wide-ranging, yet focused discussion of topics

observation of the candidate moderating an on-air forum

written or verbal questioning to test knowledge as listed in the required skills and knowledge section of this unit and to discuss candidate's approach to preparing for interviews and discussion forums.

Guidance information for assessment

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

BSBCRT501A Originate and develop concepts

CUFPPM401A Produce programs and program segments.

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 and teamwork skills sufficient to:

ask questions clearly and confidently of interviewees

listen critically to what interviewees say and respond creatively with questions to elicit further information/opinions from interviewees

moderate discussions where participants have differing points of view

project a positive and professional image on air

work collaboratively with production personnel

analytical and literacy skills sufficient to:

interpret research findings

formulate questions aimed at stimulating debate

summarise information quickly and effectively during the course of interviews and discussion forums

initiative and flexibility sufficient to respond effectively to equipment malfunction and unforeseen discussion issues

willingness to receive and act on feedback about own performance

self-management skills sufficient to work under pressure and meet deadlines

Required knowledge

industry knowledge, including:

roles and responsibilities of production team members

broadcast language and terminology

issues and challenges that arise in the context of moderating on-air discussion forums

effective communication techniques, including listening, questioning and non-verbal communication

dynamics of group discussions, including techniques for facilitating contributions from participants

understanding of how to use the media to explore issues

understanding of common law and broadcasting codes of practice sufficient to identify and seek expert advice on issues that could lead to legal action

OHS requirements as they relate to the operations of a broadcast facility

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.

Production personnel may include:

associate producers

content specialists

floor managers

legal advisers

producers

reporters

researchers

technical crew.

Laws and regulations may include:

contempt of court and parliament

copyright

defamation

obscenity

privacy legislation

racial vilification.

Types of questions may include:

basic, e.g. what, who, where, why, how

clarifying

closed

hypothetical

leading

open-ended.

Interview styles may include:

comic

conversational/casual

dramatic

objective

probing/challenging

psychological

serious

supportive.

Cues from production personnel may include:

instructions/advice received through an earpiece

non-verbal signals

screen-based.

Audio and visual material may include:

animated sequences

audio recordings

music

still images

video clips.

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
Prepare lines of questioning based on thorough analysis of research undertaken by production personnel 
Where appropriate, discuss forum topics in advance with key participants to identify directions in which on-air discussion might go 
If necessary, undertake further research to cover additional angles revealed in preliminary discussions with key participants 
Ensure that participants are briefed about laws and regulations that may have an impact on what they say on air 
In consultation with production personnel, identify where key participants will be seated in discussion forums that involve audience participation 
Rehearse or role-play discussions with production personnel to identify gaps in preparation and refine proposed line of questioning accordingly 
If appropriate, do a warm-up session to prepare an audience prior to the start of a discussion forum 
Introduce topic and follow a line of questioning that allows differing opinions to be aired in a way that stimulates constructive debate among participants 
Chair the discussion in the planned direction, but at the same time, ask questions that allow participants freedom to express their views 
Identify additional lines of questioning by listening carefully to participants' comments and follow-through with questions that demonstrate thorough understanding of the topic under discussion 
Resolve conflicts that arise between participants in a way that moves the discussion forward while acknowledging the validity of differing viewpoints and paying due respect to the public profile of individual participants 
Adopt an interview style that elicits the best possible response from participants 
Respond to cues from production personnel without disrupting the flow of discussion 
Link audio and visual material as required 
Wrap up discussions by summarising key points succinctly and clearly, and thanking participants for their contribution 
Participate in debriefing sessions with production personnel to identify strengths and weaknesses of discussion forums 
Document the outcome of debriefing sessions according to enterprise procedures 
Reflect on own performance and note areas for improvement 

Forms

Assessment Cover Sheet

CUFAIR501A - Explore issues on air
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

CUFAIR501A - Explore issues on air

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: