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 CUARES601A, 'Research and apply concepts of live performance practice'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Research and apply concepts of live performance practice' 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. Research current concepts and theories of live performance
1.1. Use a range of research techniques to source information about current performers and performance companies
1.2. Identify and explore new and emerging sources of ideas and thinking about performance
1.3. Expand own understanding of the potential of performance through critical analysis of research findings
1.4. Analyse, compare and contrast a range of theoretical approaches to performance
1.5. Explore ways in which companies and artists operate within the advantages and restraints of globalisation
1.6. Consider issues of sustainability for cultural practices in the 21st century
1.7. Explore new and emerging possibilities for live performance in the digital age
2. Apply theories of performance to one’s own practice
2.1. Evaluate the relevance of different theories and practice of performance through an evaluation of one’s own performance and life experience
2.2. Analyse the ways in which different aspects of history, theory and other influences are applied, adapted or challenged in practice
2.3. Assess ways in which changes to performance might have broader benefits to individuals or the community
3. Develop and articulate own perspectives of performance
3.1. Take a critical approach to different theories and reflect on own ideas and responses
3.2. Develop own substantiated positions in response to research and analysis
3.3. Articulate own positions in manner that demonstrates clarity of thought and conceptual understanding of different theories and thinking
3.4. Debate own positions on performance ideas with peers and colleagues with a view to developing new directions
3.5. Present findings to colleagues in a format appropriate to research undertaken within agreed timeframe