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 CUAMPF503, 'Perform accompaniment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Perform accompaniment' 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. Prepare to perform accompaniment
1.1 Discuss and confirm artistic vision and expected performance outcomes with appropriate people
1.2 Confirm own status and contribution to performance concept, ensuring that own artistic and professional integrity are maintained
1.3 Confirm that accompaniment is within own technical and artistic level of ability
1.4 Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins
1.5 Confirm availability and attend scheduled rehearsals punctually
1.6 Take direction from and maintain support for the principal artist(s) in rehearsals
1.7 Establish rehearsal and performance conditions that are ergonomically appropriate and allow for reasonable rest breaks in line with work health and safety (WHS) principles
1.8 Develop and use strategies to overcome the effects of performance anxiety
2. Provide accompaniment for performers
2.1 Collaborate with appropriate people, and apply music knowledge to adapt music appropriately for the content and context of the performance
2.2 Ensure that musical emphasis of the accompaniment underpins and enhances the performance
2.3 Play and replay accompaniment exactly to guide performers as required
2.4 Maintain energy levels, concentration and focus throughout rehearsals and performances
3. Interact with performers
3.1 Take and give cues to contribute to a coherent performance
3.2 Listen, monitor and adjust playing to the needs of performer(s) and the context of activity, and to maintain balance throughout the performance
3.3 Respond sensitively to performersâ€™ emotional states and artistic requirements to ensure planned performance outcomes are achieved
3.4 Support performer(s) to deal with contingencies during performances by altering accompaniment to cover any irregularities
3.5 Maintain own conduct and appearance appropriate to the performance context
4. Evaluate performance
4.1 Contribute to evaluation of the performance
4.2 Evaluate own performance as accompanist, and note areas for future improvement
4.3 Seek feedback on own performance from appropriate people, and incorporate suggestions into strategies for improving own accompaniment skills