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 CHCCEL004, 'Prepare for, present and evaluate ceremonies'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Prepare for, present and evaluate ceremonies' 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 define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare for ceremonies | 1.1 Organise running sheet and document specific stage directions, tasks and resources for different ceremony stages 1.2 Rehearse and review own ceremony presentation in advance of the ceremony based on review of prepared ceremony 1.3 Organise and conduct rehearsals with others according to plans and agreements with clients 1.4 Identify and organise strategies to prepare other participants when there is no rehearsal 1.5 Identify and respond to any problems in consultation with the client 1.6 Obtain, prepare and confirm ceremony resources and requirements, according to agreed ceremony plans 1.7 Complete ceremony preparations according to the agreed scope of the celebrant’s role |
2. Present ceremonies | 2.1 Liaise with other service providers at the ceremony to support smooth running of ceremony 2.2 Organise the gathering to minimise distractions, within the constraints of the venue, occasion and client needs 2.3 Facilitate and lead the orderly progression of the ceremony according to the ceremony design and provide clear directions as required 2.4 Prepare self for ceremony presentation and use techniques for overcoming performance anxiety 2.5 Apply presentation, ceremonial delivery and performance techniques suited to the occasion, venue and audience and as agreed with the client 2.6 Enhance the ceremony through use of resources and aids 2.7 Adapt presentation to suit the size and nature of the venue and to match audience characteristics 2.8 Interact effectively with participants and the audience to engage them in the ceremony as agreed with client 2.9 Respond flexibly to unexpected events in ways that maintain the flow and integrity of the ceremony |
3. Evaluate ceremonies | 3.1 Seek client feedback, and take advice on presentation and performance to continuously improve service 3.2 Establish and action strategies to observe and listen critically to own ceremonial delivery 3.3 Continuously evaluate ceremonial delivery for technical strengths and weaknesses 3.4 Access and use celebrant support services and professional development opportunities in response to evaluation 3.5 Use collaboration as a tool to develop, maintain and improve own skills and resources 3.6 Document evaluation outcomes and use to enhance future practice |