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 CUFDRT602A, 'Audition and select performers'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Audition and select performers' 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. Prepare for auditions.
1.1. Clarify production requirements in consultation with relevant production personnel.
1.2. Develop comprehensive character profiles from script materials to facilitate selection of appropriate performers.
1.3. Obtain and assess resume's of potential performers that may match character profiles.
1.4. Schedule and advertise auditions at varying times where possible to maximise availability of potential performers.
1.5. Ensure auditioning applicants are supplied with relevant audition information prior to or at auditions.
1.6. Arrange for relevant facilities to be available for conducting auditions and recording performers.
2. Audition performers.
2.1. Conduct audition process in a manner that facilitates comparative assessments of performers according to specific performance elements.
2.2. Establish an environment conducive to achieving optimum performance from those auditioning.
2.3. Brief performers on required characterisation and scene context to assist them in their performance.
2.4. Require performers to provide relevant slate details for audition tape, including nominating part for which they are auditioning.
2.5. Allow performers sufficient time and repeats to develop character and subsequently their performance.
3. Select performers.
3.1. Review screen tests and notes to determine most suitable performers for the production.
3.2. Consider relevant previous body of work that may influence selections.
3.3. Organise additional auditions or call backs where necessary, including assessing ability of performers to interact with others.
3.4. Select performers most suited to required roles and ensure all performers are notified of audition outcomes.
3.5. Organise to contract selected performers in collaboration with relevant production personnel.