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 CUSMLT501A, 'Refine aural-perception skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Refine aural-perception skills' 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 |
1. Set personal goals for extending own aural-perception skills | 1.1 In consultation with appropriate personnel, identify the applications of aural-perception skills most relevant to own music practice 1.2 Determine how own mastery of rhythmic, melodic and harmonic music structures can be improved 1.3 Identify the genres and styles in own music practice that need attention in the context of refining aural-perception skills 1.4 Prepare a plan for own skill development, including a timeline and criteria for measuring improvements 1.5 Discuss plan with appropriate personnel and incorporate feedback as required |
2. Expand methods for the aural recognition of music | 2.1 Analyse conventions of language and terminology in the context of improving own aural-perception skills 2.2 Expand ways of hearing music, as well as listening for and naming relevant music structures 2.3 Expand knowledge of music-writing conventions connected with aural skill development 2.4 Explore more advanced rhythmic, melodic and harmonic structures connected with aural skill development |
3. Apply improved aural-perception skills to own music practice | 3.1 Focus on applying improved aural-perception skills in rehearsals or other practice activities 3.2 Adhere to conventions of language and terminology 3.3 Discuss application of aural-perception skills with peers and incorporate new ideas and techniques into own music practice |
4. Evaluate own skill development | 4.1 Monitor own progress against personal goals and skill-development plan 4.2 Discuss progress of skill development with appropriate personnel and act on feedback as required 4.3 Identify personal strengths and weaknesses as a means of improving own work 4.4 Evaluate overall effectiveness of learning methods in the expansion of aural-perception skills |