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 CUARES501, 'Refine conceptual understanding of dance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Refine conceptual understanding of dance' 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. Select a focus for research | 1.1 Consult with relevant personnel and select a focus for research based on individual needs and perspectives 1.2 Make an initial determination of the information and ideas to be researched 1.3 Challenge own assumptions and preconceptions about the research process and potential information sources 1.4 Select historical and contemporary sources for investigation 1.5 Locate recordings of dance sequences and other documentary material to enable interpretation of movement material as part of research and analysis 1.6 Take account of copyright, intellectual property and moral rights when planning research projects |
2. Conduct critical analysis | 2.1 Seek out and compare the critical views of others in chosen area of enquiry 2.2 Investigate issues around the historical and contemporary production, interpretation and promotion of dance 2.3 To aid analysis, place dance in a range of cultural contexts and consider how dance influences culture 2.4 Allow the process of analysis to move in new and potentially unintended directions |
3. Present research findings | 3.1 Develop substantiated opinions and ideas in relation to research topic 3.2 Take account of the diversity of dance in different historical periods and cultural contexts 3.3 Discuss issues associated with research findings with colleagues and incorporate new ideas as appropriate 3.4 Present findings to colleagues in a format appropriate to the research topic within agreed timeframe |