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 CUAMPF502, 'Incorporate interactive technology into performance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Incorporate interactive technology into 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
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Generate ideas for enhancing performances
1.1 Research ways in which interactive technologies can be applied to music performances
1.2 Listen to or view recordings of performances where interactive technologies have been used, as a way of generating ideas in relation to own music practice
1.3 Collaborate with appropriate people to explore ideas for incorporating interactive technology into planned performances
1.4 Identify factors that may affect how interactive technology can be incorporated into planned performances, and adjust ideas accordingly
2. Prepare interactive elements
2.1 Set up instruments and equipment in accordance with work health and safety (WHS) principles and product instructions
2.2 Use features of relevant software and/or electronic devices to generate a sample of interactive elements required for performances
2.3 Discuss and evaluate the effectiveness of work in progress with appropriate people
2.4 Incorporate feedback and new ideas into the preparation of interactive elements as required
2.5 Review and test interactive elements, and make necessary adjustments
2.6 Confirm plan for use of interactive technology in own performance
3. Integrate interactive elements
3.1 Implement plan for incorporating interactive technology elements in performance
3.2 Respond to contingencies to maintain the integrity of the performance
3.3 Interact professionally with fellow performers, stage management and other artistic, venue, studio and organisational staff as required
3.4 Take and give cues to contribute to a cohesive performance
4. Review performances
4.1 Assess contribution of interactive technology to performance in discussion with appropriate people
4.2 Develop strategies for improving application of interactive technology in future performances