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 CUAPRF501A, 'Refine performance skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Refine performance skills' 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
1. Display professionalism in performance practice | 1.1. Anticipate and prepare in advance for production requirements 1.2. Demonstrate increasing responsibility in working on solo or extra group sections 1.3. Devote extra time and show initiative in working towards cohesive group performances 1.4. Contribute to the advancement of creative and artistic goals with increasing confidence and skill 1.5. Develop a professional work ethic |
2. Explore and conceptualise performance skills | 2.1. Discuss with relevant personnel complex understanding of the principles and characteristics of technique 2.2. Explore and evaluate a range of advanced approaches to technique 2.3. Explore ways to extend improvisations into a number of situations as required 2.4. Evaluate a range of ways in which technique can be used to create complex sequences 2.5. Apply advanced critical skills to inform own technique 2.6. Receive and integrate constructive criticism into performance of technique |
3. Prepare to perform complex roles before audiences | 3.1. Ensure that performance is well-rehearsed to ensure clarity and confidence 3.2. Design and conduct relevant warm-up techniques in an appropriate space without causing undue distraction to self and others 3.3. Ensure relevant materials are available and in good working order according to performance requirements 3.4. Identify and implement a range of strategies to overcome performance anxiety and to relax self and other performers |
4. Perform complex roles for audiences | 4.1. Adapt performances to the scale and nature of venues and audience requirements 4.2. Control concentration and focus throughout performances 4.3. Implement principles and characteristics of various performance techniques 4.4. Maintain optimum performance standards for the duration of performances 4.5. Effectively communicate the interpretive requirements of other performers as required 4.6. Perform in a style appropriate to the context of performances 4.7. Respond promptly, flexibly and effectively to contingencies as required to maintain the integrity of performances |
5. Analyse and evaluate performances | 5.1. Analyse and assess performances against previous work to assess own technical and artistic development 5.2. Identify and observe weaknesses and errors in performances and develop strategies to improve performance 5.3. Analyse and evaluate feedback and criticism and develop strategies for possible adjustments to future work |