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 CUAMPF409, 'Perform music using digital media'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform music using digital media' 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 digital media for performance ideas | 1.1 Listen to or view recordings of performances that use digital media as the performance instrument 1.2 Experiment with a range of improvised and composed musical works, and plan scope of use in performance 1.3 Discuss and evaluate the musical effectiveness of work in progress with appropriate people 1.4 Incorporate feedback into preparation of digital media performance |
2. Develop facility with digital media | 2.1 Investigate and apply a range of digital techniques in musical ways 2.2 Experiment with a range of sounds for incorporation into improvisations and compositions 2.3 Consult with appropriate people to identify factors that may affect use of digital media in performance 2.4 Extend control over the technology to create new ways to use digital media as the performance instrument and to perform planned sound consistently 2.5 Use practice sessions to develop technical facility for using digital media in performance |
3. Develop appropriate notation | 3.1 Investigate ways in which music is notated for performance using digital media 3.2 Notate digital media performance pieces |
4 Perform a range of pieces | 4.1 Set up and test instruments and equipment following safe work practices 4.2 Play pieces and/or accompaniments with appropriate attention to rhythmic detail, dynamic range and variations in technique as required 4.3 Use technical facility to achieve variations in sound and/or tone as appropriate 4.4 Perform all work following notated instructions where relevant 4.5 Use feedback from relevant others and own observations of performance to identify areas for future improvement |