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 CUASMT502, 'Call performances'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Call 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 describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for performances
1.1 Check production call reference material to ensure information is up-to-date and correct
1.2 Monitor schedules and passage of time to determine correct time to make announcements and time calls
1.3 Check that communication equipment is fully operational and take action to restore functionality prior to start of performances as required
1.4 Prepare scripts for emergency procedures and other public announcements
2. Make announcements
2.1 Make clear and accurate backstage time calls to ensure pre-performance work is carried out according to schedules
2.2 Identify and promptly communicate changes to pre-performance routine or performances as required
2.3 Liaise with front of house staff to ensure they are ready to act on public announcements and to open the house to audiences
2.4 Make appropriate checks prior to making public announcements
2.5 Make clear and accurate public announcements in a manner that appropriately represents production company and venue management
3. Make calls during performances
3.1 Use calling reference material to call cues for performers in a timely and appropriate manner
3.2 Make backstage calls to ensure performers and technicians are in place and ready to receive cues on time
3.3 Provide clear and accurate standbys and cues, using the most appropriate methods for communicating
3.4 Call cues according to plotting notation and in a manner that ensures timing is maintained
3.5 Monitor the performance, recognise variations in performersâ€™ work and performances, and adjust calling appropriately
3.6 Identify problem situations promptly and respond appropriately to minimise negative impact on performances
3.7 Note aspects of own performance that could be adjusted to improve effectiveness in future productions