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 CUSLED501A, 'Provide instrumental or vocal tuition'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide instrumental or vocal tuition' 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 |
Plan and implement individual and small group tuition programs | 1. Develop learning programs that incorporate sound educational principles 2. Assist learners to develop music knowledge appropriate to their level of musical development and requirements in area of specialisation 3. Facilitate the development of learners' memory and aural skills 4. Assist learners to develop technical skills in performance 5. Demonstrate and rehearse techniques with learners for the care and maintenance of equipment, instruments and accessories |
Teach performance skills | 6. Apply a range of techniques to develop expressive skills 7. Where possible, allow time for learners to evaluate and perform music of their own choice in learning programs 8. Encourage students to experiment with technology where appropriate to enhance performance outcomes 9. Apply a range of techniques to develop performance presentation skills 10. Facilitate knowledge of and a positive attitude to OHS 11. Rehearse safe warming up strategies and other OHS techniques specific to the instruments/voice with learners |
Provide effective career advice | 12. Apply current knowledge of the industry and skill requirements in career counselling for learners 13. Apply current knowledge of courses suiting the specific needs of learners when advising on future artistic directions 14. Advise learners on how to prepare and present an appropriate and effective audition program 15. Advise learners how to prepare audition tapes as required 16. Plan and use strategies to assist learners to become self-directed, lifelong learners |
Evaluate own and learners' performance | 17. Plan and use evaluation indicators that are appropriate to the teaching practice and context to continuously evaluate outcomes 18. Allow learners input into the evaluation plan in ways appropriate to their age and performance contexts 19. Use appropriate, fair and consistent criteria to evaluate individual learners 20. Involve individual learners in self-assessment and where appropriate in peer assessment |