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 CUAMCP201, 'Incorporate technology into music making'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Incorporate technology into music making' 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. Explore the potential of technology in music making
1.1 Discuss with appropriate people ways in which music technology can be used in music making
1.2 Use appropriate sources of information to identify various artists, musical genres and styles that incorporate music technology, and discuss with relevant people
1.3 Research and discuss the use of technology for music making in a range of music productions
2. Explore techniques for making music using technology
2.1 Use practice sessions to explore a range of features in standard technology based equipment
2.2 Test a range of ways in which sounds can be produced or combined to achieve music making goals
2.3 Seek and use feedback from others to identify and develop ways to improve own music making skills
3.Use technology to make music
3.1 Confirm with appropriate people technical and creative purpose of musical pieces to be developed
3.2 Identify the instruments and electronic music making tools and materials to suit the musical pieces
3.3 Use music production software to organise musical elements into working versions of musical pieces
3.4 Listen to work in progress with appropriate people, seek feedback against creative and technical goals, and adjust as required
3.5 Present musical pieces in required file format by agreed deadline