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 CUFAIR302A, 'Develop techniques for presenting information to camera'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop techniques for presenting information to camera' 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
ELEMENT | PERFORMANCE CRITERIA |
Identify the elements of effective television presentation | 1. Watch a range of television programs and identify factors that might attract or alienate viewers 2. Discuss ideas about effective presentation styles with colleagues and/or mentors 3. Identify factors that foster a positive relationship between presenter and viewers |
Develop techniques for reading scripted material. | 4. Use full vocal range and vary the pace of delivery as an aid in reading scripted material in a natural way 5. Use loudness and softness as an aid in communicating a message 6. Break sentences into logical chunks based on content as a way of emphasising key information 7. Check and use the correct pronunciation of words |
Develop techniques for communicating effectively on camera | 8. Look viewers directly in the eye through the lens of the camera 9. Use own personality to create rapport with, and respect of, viewers 10. Maintain a natural, steady eye-line while reading from an autocue 11. Minimise body movements to avoid creating visual distractions 12. Dress in a manner appropriate to the program, avoiding clothes that might create a visual distraction 13. Imagine yourself as a viewer and present information in a way that would draw you into the message being conveyed 14. Recover presentation errors and respond to equipment malfunction with minimum disruption to program flow |
Record scripted material for broadcast | 15. Rehearse piece to camera with production personnel to check that sound and vision quality meets production requirements 16. Record scripted material according to production requirements 17. Record material again if required, incorporating feedback on performance from production personnel 18. Evaluate own performance to identify areas for improvement |