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 CUAMLT402, 'Articulate ideas about music'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Articulate ideas about music' 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. Clarify scope of music exploration
1.1 Discuss the purpose and scope of the music study and required format for communication with appropriate people
1.2 Identify appropriate methodologies for exploring and interpreting the aesthetic, technical and expressive aspects of music
1.3 Identify musical styles, genres or pieces to be examined
1.4 Clarify timelines for completion of study and factors that may impact on it
2. Identify aesthetic and expressive elements of music
2.1 Assess musical examples to determine the overall style, character and genre of the music
2.2 Listen critically and/or review notation/scores to analyse expressive, aesthetic and technical qualities of musical elements
2.3 Examine a range of musical elements to confirm the analysis
2.4 Investigate the historical, cultural and social circumstances under which the musical pieces were written
2.5 Discuss aspects of work with peers, and incorporate different perspectives or ideas about music as appropriate
3. Convey ideas about music
3.1 Organise and document information on the aesthetic, technical and expressive characteristics of the music, its context and related music terminology
3.2 Compile and articulate ideas about the music in required format within agreed timelines and in a style suited to the target audience
3.3 Seek feedback on developed music perspectives from appropriate people, and adjust conclusions as required
3.4 Evaluate the processes followed for exploring and interpreting ideas about music, and note areas for future improvement