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 CUAIND302A, 'Develop and maintain relationships with Indigenous Australian performance mentors'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop and maintain relationships with Indigenous Australian performance mentors' 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
1. Establish and confirm links with own heritage or Indigenous Australian traditions | 1.1. Collect appropriate information on features of family, culture and knowledge of own language, region or country from identified holders and custodians of information 1.2. Approach community members and custodians or elders in culturally appropriate ways showing respect for local Indigenous culture and customs 1.3. Determine own Aboriginal and Torres Strait Islander identity in relation to ways in which culture and family may inform performing arts practice 1.4. Explore past and present roles of individuals, families and communities or societies in performing arts practice 1.5. Document cultural beliefs and values related to artistic performance, including cultural significance, economic significance and nature of performing arts within the community 1.6. Develop and document, in consultation with elders, custodians and mentors, a connection to cultural tradition and current practice 1.7. Identify methods to demonstrate the compliance of cultural maintenance against theft and exploitation in relation to performing professional Australian Indigenous dance |
2. Negotiate the terms of relationships with mentors | 2.1. Determine benefits of, and need for, a mentoring plan between the mentor and mentee 2.2. Negotiate timeframes and outcomes for each party and rules of interaction for the mentoring program 2.3. Agree on reporting methods or reporting technology and collate negotiated outcomes for the mentoring relationship 2.4. Evaluate and document mentoring program against agreed outcomes |
3. Maintain good professional relations with mentors | 3.1. Communicate in culturally appropriate ways that show respect for local Aboriginal and Torres Strait Islander culture and customs 3.2. Behave consistently and with respect for mentors, those in cultural authority and those with expertise 3.3. Perform dance movements and activities which appropriately express cultural context and according to cultural, copyright and intellectual property requirements 3.4. Adhere to cultural, professional and performance direction from the mentor or cultural custodians 3.5. Respond to opportunities to enhance cultural and technical skills and knowledge |