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 CUADTM401, 'Plan and organise dance classes'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Plan and organise dance classes' 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
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Analyse learning environment and session requirements
1.1 Establish learning context and organisational arrangements
1.2 Access and review learning program documentation to determine delivery requirements
1.3 Use available information and documentation to identify group and individual learner needs and learner characteristics
1.4 Follow processes to identify learner support requirements
1.5 Identify and assess constraints and risks to delivery
1.6 Confirm personal role and responsibilities in planning and delivering training with relevant personnel
2. Prepare session plans
2.1 Refine specific learning objectives and assessment activities according to learning program requirements, and specific needs of individual learners or target group
2.2 Generate ideas for teaching strategies using knowledge of learning principles and learning theories that reflect the requirements of classes
2.3 Evaluate existing learning resources and documented learning activities identified in learning programs for use in the specific teaching context
2.4 Develop and document session plans for each segment of learning programs to be addressed
3. Prepare resources for sessions
3.1 Modify and contextualise existing learning resources and learning activities to cater for particular individual learners and groups
3.2 Develop and document additional learning activities to meet specific session requirements based on the application of learning principles and individual and group learner styles
3.3 Organise and finalise learning materials required by learners in time for delivery
3.4 Identify and organise specific skills, technology and equipment needed in time for classes
3.5 Identify and organise additional resourcing to meet identified learner support as required
3.6 Confirm overall teaching plan with relevant personnel