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 CUAMPF403, 'Develop repertoire as part of a backup group'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop repertoire as part of a backup group' 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 backup requirements | 1.1 Confirm overall performance requirements in consultation with appropriate personnel 1.2 Develop familiarity with work of solo artist for whom backup is being provided 1.3 Discuss and clarify number and type of performers required in the backup group with the solo artist 1.4 Confirm nature and extent of own contribution to the backup group 1.5 Confirm timetable leading up to performance, and allocate private practice and rehearsal times |
2. Select repertoire | 2.1 Collaborate with appropriate people to select a range of items suited to the purpose of the performance and solo artist’s style 2.2 Discuss pros and cons of items, and agree on a program that provides balance and variety in line with performance requirements 2.3 Obtain final sign off on program as required |
3. Rehearse repertoire | 3.1 Use personal practice time to develop own accompaniment performance skills to achieve the required performance standard of the repertoire 3.2 Attend rehearsals punctually, and bring required materials. 3.3 Setup and warmup in group rehearsal, paying attention to work health and safety (WHS) principles to avoid injury 3.4 Rehearse repertoire pieces together as a group, with solo artist as required, listening critically and adjusting playing and volume to achieve the required sound and balance between lead and backing players 3.5 Discuss stylistic and interpretive issues appropriately so as to maintain the flow of rehearsals and quality of performance 3.6 Identify and resolve technical or stagecraft issues in collaboration with other members of the group 3.7 Incorporate relevant feedback to advance quality of own performance |