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 CUSMPF505A, 'Perform improvisation for audiences'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform improvisation for audiences' 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 |
Prepare for ensemble improvisation | 1. Confirm improvisation requirements in consultation with relevant personnel 2. Agree on strategies for clear communication within the group during the improvisation to allow the music to flow 3. Rehearse aspects of the performance as required |
Contribute to the work of ensemble | 4. Ensure that own contribution extends and enhances the overall piece 5. Support and enhance the contribution of others to achieve best performance outcomes 6. Make improvisation sensitive to the needs of other performers to stimulate the whole ensemble |
Contribute solo improvisation | 7. Respond accurately to starting cues 8. Sustain musical impetus in the solo improvisation through dynamic use of musical elements 9. Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm and musical expression 10. Listen carefully to other performers, respond aurally to their work and adjust own performance appropriately 11. Provide a clear cue to the ensemble to finish the solo section 12. Ensure that the duration of the solo section accords with the custom and practice of the group and/or musical style 13. Acknowledge applause according to the custom and practice of the group and/or musical style |
Evaluate improvisation | 14. Establish measures and methods that contribute to objective assessment for evaluating the success of the work in its context 15. Assess and confirm with appropriate people the extent to which the improvisation has explored fully its potential in terms of content, style and structure 16. Record performances where possible for evaluation purposes 17. Measure performance against previous performances to assess development of self and ensemble 18. Seek and use feedback to adjust performance 19. Analyse performance for its potential contribution to further work 20. Consider strengths and weaknesses to inform future performance |