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 CUSMPF501A, 'Prepare a program for performance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Prepare a program for performance' 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. Plan performance program | 1.1 Confirm performance requirements in consultation with appropriate personnel 1.2 Apply comprehensive repertoire knowledge to select items that provide a balanced program suited to the purpose of the performance 1.3 Select items that are appropriate to performers' level of artistic and technical ability and personal style 1.4 Confirm timetable leading up to performance so that sufficient notice is given to colleagues and adequate private practice and rehearsal time is allocated 1.5 Discuss draft program with appropriate personnel, incorporate feedback as required and obtain final sign-off on program for performance |
2. Prepare for performances | 2.1 Confirm nature and extent of own contribution to the performance 2.2 Obtain required resources in line with allocated budget 2.3 Maintain contact with the venue to ensure mutual understanding of each other's requirements 2.4 Ensure that where required, promotional material communicates the desired impression, and is accurate, current and well-presented 2.5 Make all arrangements in good time and as efficiently as constraints allow 2.6 Isolate technically difficult sections of the music and practise systematically, both privately and in rehearsal, to obtain the required standard prior to performance 2.7 Acquire the required level of familiarity with material prior to performance |
3. Develop interpretation | 3.1 Analyse the music to understand its scope, possibilities and underlying intention 3.2 Explore a variety of possible interpretations and develop the one most suited to the music and performance context 3.3 Refine and develop interpretation in ensemble, where required, through affinity in rehearsal with other performers 3.4 Listen critically to own and others' performance and adjust playing to achieve the required sound 3.5 Develop interpretation that is capable of expression within the constraints of own technical ability 3.6 Demonstrate awareness of the performing space and the audience in interpreting and performing the music 3.7 Practise techniques for sustaining expressive communication with an audience 3.8 Seek feedback on own performance from appropriate personnel and adjust practice sessions accordingly |