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 CUALED501, 'Provide instrumental or vocal tuition'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Provide instrumental or vocal tuition' 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. Plan and implement individual and small group tuition programs
1.1 Develop learning programs that incorporate sound educational principles
1.2 Assist learners to develop music knowledge appropriate to their level of musical development and to their area of specialisation
1.3 Assist learners to develop memory and aural skills
1.4 Assist learners to develop technical skills in performance
1.5 Assist learners to develop techniques in the care and maintenance of equipment, instruments and accessories
2. Teach performance skills
2.1 Assist learners to develop expressive skills
2.2 Allow time for learners to evaluate and perform music of their own choice, where possible
2.3 Encourage learners to experiment with technology to enhance performance outcomes, where appropriate
2.4 Assist learners to develop performance presentation skills
2.5 Assist learners to develop work health and safety (WHS) techniques relating to safe rehearsal practices
2.6 Assist learners to develop WHS techniques relating to their area of specialisation
3. Provide effective career advice
3.1 Provide career counselling to learners
3.2 Advise learners on future artistic directions, including courses suited to their specific needs
3.3 Advise learners on how to prepare and present an appropriate and effective audition program
3.4 Advise learners on how to prepare audition recordings, as required
3.5 Assist learners to become self-directed, lifelong learners
4. Evaluate own and learnersâ€™ performance
4.1 Develop evaluation plan and indicators appropriate to teaching practice and context, and use it to continuously evaluate own performance
4.2 Seek learner input into evaluation plan, where appropriate
4.3 Evaluate individual learners against appropriate, fair and consistent criteria
4.4 Encourage learners to participate in self-assessment and peer assessment, where appropriate