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 CUAMPF505, 'Develop technical skills and expand repertoire'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop technical skills and expand repertoire' 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. Apply technical control in performing music | 1.1 Use control of the physical characteristics of chosen instrument to perform music 1.2 Exploit the expressive qualities of chosen instrument using technical control in performance 1.3 Control sound production to achieve consistency and reliability in performance across a wide range of repertoire in selected musical style |
2. Maintain and care for the instrument | 2.1 Use appropriate methods to care for, move, use and store the instrument securely 2.2 Set up and/or warm up the instrument in preparation for practice or performance 2.3 Use instrumental accessories, fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes 2.4 Tune the instrument appropriately to the required standard and tuning conventions |
3. Develop techniques and expand repertoire | 3.1 Plan practice sessions, strategies and exercises aimed at extending techniques and expanding repertoire in consultation with appropriate people 3.2 Practise technical exercises and/or studies as applicable to instrument to address specific technical needs 3.3 Cultivate individual style, and extend musical expression in selected repertoire, using the physical and acoustic capabilities of the selected instrument 3.4 Listen to own work critically to produce accurate intonation and tone colour across a wide dynamic range 3.5 Maintain correct posture and appropriate finger, hand and/or body positions to perfect technical facility and to protect against overuse injury in line with work health and safety (WHS) principles 3.6 Monitor progress in skill development against personal goals, and adjust practice sessions accordingly |
4. Apply refined skills to perform a wider range of pieces | 4.1 Interpret music to play a range of repertoire for a solo and/or ensemble performance program in the selected area of music specialisation 4.2 Use a variety of instrumental techniques in performance, demonstrating fluency, individual style and appropriate musical expression 4.3 Control intonation, rhythm, tempo, expression, phrasing and nuance appropriate to the instrument or voice, repertoire and musical style 4.4 Evaluate own performances, and note areas for future improvement 4.5 Seek feedback on own performance from appropriate people, and incorporate their suggestions into strategies for improving own skills and knowledge |