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 CUAMPF406, 'Perform music as a soloist'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Perform music as a soloist' 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. Perform warm-up routine
1.1 Ensure that music is fully rehearsed to the required performance standard
1.2 Check instrument or voice and other equipment required for the performance to ensure their reliability in performance
1.3 Ensure accurate tuning of instrument or voice where relevant
1.4 Warm up for the performance to ensure that sound production is secure from the beginning of the performance in line with work health and safety (WHS) principles
1.5 Use relaxation techniques to overcome performance anxiety as required
2. Execute solo elements of performance
2.1 Apply knowledge of the music, including musical elements and underlying intention, to enhance performance outcomes
2.2 Demonstrate imagination and innovation in the musical interpretation to maintain audience focus and attention
2.3 Use appropriate techniques to effectively realise performance style
2.4 Focus expressive skills to engage self, accompanist and audience in the performance
2.5 Respond to musical and stage or studio direction as required
2.6 Listen critically to own and othersâ€™ performance, and adjust own performance to produce the required sound
2.7 Demonstrate appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound
2.8 Sustain the musical line and/or harmony as required in the style and context of performance
2.9 Maintain artistic and technical communication with musical director and/or accompanist(s) where relevant
3. Evaluate performance
3.1 Assess the success of the performance in achieving its potential, and incorporate evaluation into future performances
3.2 Measure performance against previous work to assess own technical and artistic development
3.3 Identify and note weaknesses and errors in the performance to improve future performances
3.4 Assess feedback from others, and use for possible adjustment to future work
3.5 Plan strategies for refining solo performance and technical skills based on outcome of evaluations