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 CUAMPF301, 'Develop technical skills in performance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop technical skills in performance' 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
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Explore the range and scope of instrument or voice | 1.1 Develop control of the physical characteristics of instrument or voice, and apply to performance 1.2 Extend control over the range and scope of instrument or voice 1.3 Explore capability of instrument or voice in line with repertoire requirements |
2. Maintain and care for instrument or voice | 2.1 Use appropriate methods and cleaning products to care for, safely move and store instruments and accessories 2.2 Set up and/or warm up the instrument or voice as required 2.3 Tune the instrument appropriately to the required standard and in line with tuning conventions |
3. Use personal practice time to extend technical skills | 3.1 Listen to own work to identify technical deficiencies, and monitor and adjust intonation, harmonies, sound colour and rhythm 3.2 Plan and use personal practice time to achieve performance goals 3.3 Play or sing a set of technical exercises and/or studies appropriate to the instrument or voice and selected repertoire as advised by teacher or mentor 3.4 Practise and perform using correct posture and techniques to avoid injuries in line with health and safety principles 3.5 Seek and integrate feedback from relevant people to guide practice |
4. Perform pieces | 4.1 Play or sing pieces and/or accompaniments from a range of repertoire, ensuring that technical requirements are met 4.2 Perform all work following agreed tempi and musical markings where relevant 4.3 Listen and adjust techniques to improve sound control and intonation, and to achieve variation in sound and tone |
5. Evaluate own performance | 5.1 Listen to the work of professional musicians to set performance goals, and evaluate own performance against those goals 5.2 Integrate feedback from others with own observations to improve own performance and level of skill development |