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 CUAMPF302, 'Prepare for performances'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Prepare for performances' 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. Clarify performance requirements and develop own performance pieces | 1.1 Discuss performance requirements with appropriate people 1.2 Confirm own role and level of responsibility in relation to performances 1.3 Obtain required resources in time and in line with level of responsibility 1.4 Listen to recordings of professionals to inform own knowledge of beginning level repertoire as recommended by appropriate people 1.5 Determine suitable performance pieces in consultation with appropriate people and accompanist(s) as applicable |
2. Practise instrument and/or voice | 2.1 Maintain personal practice to achieve the required standard for rehearsals and performance 2.2 Develop technical facility, and address performance issues and weaknesses during private practice sessions 2.3 Develop interpretation of performance pieces in consultation with appropriate people 2.4 Participate in rehearsals as required, adjusting performance techniques in response to feedback from others 2.5 Listen critically to own performance and the performance of others to inform own work 2.6 Respond to other players, and adjust own performance in ensemble as required |
3. Observe work health and safety (WHS) principles in private practice, rehearsals and performance | 3.1 Perform warm-up exercises as part of practice routines 3.2 Apply correct physical stance, posture and movement during practice sessions and performance 3.3 Ensure that practice sessions are of a suitable length by planning reasonable breaks to avoid fatigue and mental or physical stress 3.4 Assess and monitor possible stresses and strains of activity on specific parts of the body and take suitable preventative measures 3.5 Seek advice promptly from appropriate sources and take recommended remedial action where damage is done or suspected |
4. Implement strategies to overcome the effects of performance anxiety | 4.1 Identify the symptoms and likely causes of performance anxiety in consultation with appropriate people 4.2 Identify and implement a range of strategies to overcome performance anxiety to suit own needs and circumstances 4.3 Evaluate the effectiveness of strategies used to overcome performance anxiety and modify those strategies as required |