Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills
communication skills to:
articulate complex arguments
participate in debate and discussion of cultural history and theory
analytical and literacy skills to:
examine the nature of own practice and its place in the wider context
analyse varied information sources dealing with complex ideas
initiative and enterprise skills to seek proactive involvement in cultural debate
planning and organising skills to set up and undertake a research process
learning and self-management skills to extend individual research capability through self-directed projects
technology skills to:
present information in appropriate formats
use the web as a research tool.
Required knowledge
potential research opportunities for individual cultural practice
range of historical and contemporary critical writing relevant to individual research focus
conventions for the presentation of information and ideas
intellectual property issues and legislation and how they relate to the research process.
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Broader contemporary cultural context may be: | economic environmental geographic heritage historical local, national and international political philosophical social and cultural style or design related. |
Ways to extend individual research may involve: | community engagement connecting to areas of research beyond the obvious further study greater levels of specialisation and depth in research mentored reflection self-analysis. |
Critical analysis may involve: | adapting analysing and evaluating actions and policies challenging clarifying issues, values and standards comparing similar situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories critical path process debate and discussion developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions judging leap of faith making connections between seemingly unrelated information making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences openness questioning reading and listening critically reflecting. |
Current cultural debate may relate to: | arts education arts funding artists’ rights emerging trends and practices government policy philosophical issues. |
Substantiated ideas are: | grounded in appropriate research the result of rational and logical thought supported by relevant information subjected to the analysis of others (e.g. peer review). |
Professional and relevant academic standards and conventions may relate to: | copyright and intellectual property cultural considerations presentation of work referencing protocols report writing use of terminology. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist