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 CUAPRF201, 'Prepare for performances'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Prepare for performances' 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 Elements describe the essential outcomes. | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify live performance requirements | 1.1 Discuss issues related to performing with relevant personnel 1.2 In consultation with relevant personnel, identify the characteristics and likely causes of performance anxiety 1.3 Identify and implement a range of strategies to overcome performance anxiety to suit own needs and circumstances |
2. Rehearse for performances | 2.1 Maintain personal practice to achieve the required standard for rehearsals and performances 2.2 Participate in rehearsals as required and adjust performance techniques in response to feedback from others 2.3 Critically analyse own performance and the performance of others to inform own work 2.4 Respond to other performers and adjust own performance in an ensemble as required |
3. Use body effectively and safely | 3.1 Observe health and safety principles in private practice and in performances 3.2 Assess and monitor body to realise its own potential and limitations and maximise performance 3.3 Control use of body to maximise performance and avoid risk of injury to self and others 3.4 Note possible stresses and strains of activity on specific parts of the body and take suitable preventative measures to minimise them 3.5 Where damage is done or suspected, seek advice promptly from appropriate sources and take recommended remedial action |
4. Prepare to perform | 4.1 Use appropriate methods to maintain physical and psychological condition for performances 4.2 Undertake appropriate mental preparation and physical warm-up exercises to ensure readiness for performance 4.3 Ensure that personal presentation is appropriate to performance contexts |