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 CUAMLT202, 'Apply knowledge of music culture to music making'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply knowledge of music culture to music making' 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 |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Research information on the contexts of musical styles | 1.1 Seek information on the historic, economic and cultural significance of one or more musical styles using appropriate information sources 1.2 Identify, at the individual and societal level, the influences of one or more musical styles, using appropriate information sources 1.3 Check the credibility and reliability of information sources with appropriate people 1.4 Comply with copyright and cultural requirements when accessing information 1.5 Discuss musical styles in relation to own plans for music making |
2. Develop own knowledge of music culture in Australian society | 2.1 Identify the repertoire of one or more musical styles 2.2 Seek information on the use of technology in one or more musical styles 2.3 Identify the challenges faced by musicians working in one or more musical styles 2.4 Seek information on the way in which one or more musical styles is/are portrayed in the media 2.5 Seek information on further training and educational opportunities in one or more musical styles |
3. Maintain currency of information and sources | 3.1 Update information sources on a regular basis 3.2 Monitor changes in the use of technology 3.3 Document and store information in an easily accessible format 3.4 Share and discuss information with colleagues and peers 3.5 Incorporate information on music culture into own music making |