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 CUAMPF101, 'Develop skills to play or sing music'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Develop skills to play or sing 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. Become familiar with chosen instrument or voice
1.1 Use appropriate methods and cleaning products to care for, move and store instrument and accessories
1.2 Identify how the physical characteristics of the instrument or voice, and the performer, affect the sound they produce, in consultation with colleagues or teachers
1.3 Explore the range, capability and sound characteristics of chosen instrument or voice
1.4 Listen to live or recorded music featuring the chosen instrument or voice, and discuss with colleagues and/or teacher how sounds and effects are achieved
1.5 Set goals for own skill development in consultation with relevant people
2. Prepare to play instrument or sing
2.1 Set up instrument or warm up voice as required
2.2 Tune instrument with assistance from relevant people as required
2.3 Experiment with different techniques to adjust the elements of pitch, rhythm, volume and sound colour (including timbre, articulation and production techniques) to produce the required sound during practice sessions
2.4 Develop listening skills in the process of producing a range of notes, rhythms and/or chords
2.5 Use correct posture to develop technique and healthy performance habits in line with particular instrument or voice
2.6 Consult with relevant people to choose simple pieces suitable for own stage of skill development
3. Play or sing simple pieces
3.1 Use listening skills while playing or singing selected pieces to adjust intonation, use appropriate sound and tone production, and reproduce basic musical patterns.
3.2 Listen and recognise simple musical elements including melodies, rhythms, and/or chords
3.3 Seek feedback on own skill development from relevant people, and evaluate progress against personal goals