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 CUAPRF305, 'Perform in ways that respect customary law, ethics and traditions'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform in ways that respect customary law, ethics and traditions' 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. Liaise with Indigenous communities in ethical and culturally appropriate ways | 1.1 Seek advice from relevant personnel to establish how principles of customary law affect own dance practice 1.2 Take guidance and direction from cultural mentors 1.3 Seek advice regarding reasons for liaison to be undertaken and protocols followed 1.4 Make ethical arrangements for contact that respect and support cultural needs 1.5 Determine own rights and responsibilities in specific situations |
2. Behave ethically and with respect for tradition | 2.1 Investigate reasons for and scope of code of ethics in own sector of the arts 2.2 Determine parameters of and content for a code of ethics, consulting with others as required 2.3 Apply code of ethics and test it in the community to determine its workability 2.4 Act according to personal, professional and cultural values and principles 2.5 Advocate for and support the maintenance and renewal of traditions in appropriate ways 2.6 Apply knowledge of copyright requirements to ensure protection of cultural heritage and seek advice where required |
3. Follow cultural protocols when rehearsing and performing | 3.1 Comply with customary law and cultural protocols as they relate to performance 3.2 Implement strategies to accommodate cultural differences during performances 3.3 Interact with and acknowledge directors, performers and audiences in appropriate ways 3.4 Seek feedback from relevant community members to identify ways in which own observation of cultural protocols could be improved |