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 CUADLT401, 'Document dance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Document dance' 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 describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare to document dance sequences
1.1 Discuss with relevant personnel the reasons for documenting dance sequences and the range of components to be documented
1.2 Clarify elements of dance sequences that need special emphasis in documentation
1.3 Organise materials and resources required to document dance sequences
2. Apply basic notation skills
2.1 Agree on the form of basic written notation to be used
2.2 Practise using the symbols and terminology associated with agreed notation method
2.3 Notate aspects of dance sequences in line with requirements
2.4 Notate aspects of music as required
2.5 Review notation with relevant personnel to identify adjustments that need to be made
2.6 Finalise notation and submit to relevant personnel as required by agreed deadline
3. Record dance sequences
3.1 Set up basic recording equipment and accessories to accommodate angles, perspectives and sound quality required for documentation purposes
3.2 Coordinate recording of dance sequences and any commentary required
3.3 Review recordings progressively and request repetition of sequences as required
3.4 Interact with dancers and others involved in the recording process in ways that create goodwill, trust and respect
3.5 Carry out all recording activities according to safety requirements
4. Finalise documentation
4.1 View raw footage of recordings with relevant personnel to determine editing requirements
4.2 Use standard features of basic digital imaging and video editing software to produce first cut of video clips
4.3 Review first cut with relevant personnel and incorporate feedback and suggestions into final version as required
4.4 Output files in the required format and ensure that backup copies are made according to organisational procedures
4.5 Check that documentation material meets requirements and submit complete package to relevant personnel within agreed timeframe
4.6 Use feedback from relevant personnel and self-reflection to identify ways to improve documentation process