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 CUAAIR301, 'Present programs on air'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Present programs on air' 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. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare for broadcasts | 1.1 Organise presentation material so it can be accessed easily during on-air sessions 1.2 Exercise voice to prepare for on-air sessions 1.3 Check equipment is fully operational and refer faults or problems to relevant personnel 1.4 Make a smooth transition from previous program, if required |
2. Mix audio inputs | 2.1 Mix audio inputs correctly using the studio mixing panel, taking sound characteristics of studio into account 2.2 Prevent extraneous sounds from going to air 2.3 Cue and play presentation material according to program running sheets 2.4 Handle equipment operational problems safely, promptly and effectively throughout on-air sessions 2.5 Brief and cue studio guests as required |
3. Present programs | 3.1 Use presentation style consistent with radio conventions and enterprise requirements 3.2 Present material in a natural and conversational manner and interact with studio guests in a way that engages listeners 3.3 Recover from presentation errors and respond to equipment malfunctions with minimum disruption to program flow 3.4 Respond to studio directions as required |
4. Wrap up broadcast session | 4.1 Time presentation material to transition smoothly to next program, if required 4.2 Save, archive and document relevant material according to enterprise procedures 4.3 Leave studio in an orderly state 4.4 Reflect on own performance and identify areas for improvement |