• CUFIND402A - Develop screen and media specialist expertise

Assessor Resource

CUFIND402A
Develop screen and media specialist expertise

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to specialist operators working in a wide range of occupations in the screen and media industries, including lighting, camera, sound production, broadcast technology, and film and sound archival services.

This unit requires the application of technical and conceptual skills necessary to operate in a specialist capacity, as well as communication and strategic planning skills in order to work cooperatively in a team environment.

This level of specialist work is usually undertaken with limited guidance and specialists could also be responsible for mentoring others on the job.

This unit describes the performance outcomes, skills and knowledge required to specialise in one or more fields in the film, broadcasting and digital media industries.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains employability skills.




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

ability to evaluate own technical and conceptual skills against planned strategies and career goals

application of planned strategies to develop and enhance own technical and conceptual skills

ability to research trends and emergent technologies within the screen and media industries

use of discussion and evaluation opportunities to inform and develop own technical and conceptual skills.

Context of and specific resources for assessment

Assessment must ensure:

access to an environment where conceptual ideas can be critiqued and reviewed with relevant personnel

access to an environment where technical and conceptual skills can be developed and enhanced

access to appropriate technology and sources of information to research trends and emergent technologies within the screen and media industries

access to appropriate learning and assessment support when required

use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance

direct observation of the candidate developing and enhancing technical and conceptual skills

written or oral questioning to test knowledge of developing screen and media specialist expertise

case studies to assess candidate's ability to research trends and emergent technologies

problem-solving activities to assess candidate's critical thinking skills.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

BSBREL401A Establish networks

BSBOHS407A Monitor a safe workplace

BSBCRT402A Collaborate in a creative process

BSBCRT401A Articulate, present and debate ideas.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

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

research skills sufficient to access information relating to trends, emergent technologies, work opportunities and career planning in the screen and media industries

literacy skills sufficient to interrogate and interpret a broad range of information on new trends and technologies in the screen and media industries

communication skills sufficient to:

critique and discuss new trends and technologies

discern and listen to advice from relevant personnel

transfer newly acquired knowledge to peers and/or employees

use industry and community networks as sources of information

critical thinking skills sufficient to identify work-based opportunities to enhance technical and conceptual skills

learning skills sufficient to seek expert advice when implementing new trends and technologies

planning and organising skills sufficient to plan integration of new technologies into own professional work practices

problem-solving skills sufficient to recognise and resolve workplace issues when implementing new technology into own professional work practices

technology skills sufficient to coordinate the installation of new technology

Required knowledge

commonly used research methodologies

copyright, moral and intellectual property issues associated with research

current trends and emergent technologies in the screen and media industries

OHS requirements relating to specialised screen and media technical skills

organisational implications of adopting trends and emergent technologies

organisational planning and review processes

physical capabilities of materials, tools and equipment and their applications

theoretical and historical contexts relevant to area of specialisation

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.

Technical skills may include:

maintaining broadcast systems

operating film projection and television equipment

operating master control systems

operating sound equipment to record, enhance, mix and amplify sound in support of television, radio, film, video and the performing arts

planning and installing broadcast studios and equipment

positioning and controlling lighting equipment for stage, television, video or film productions

recording, editing, mixing and preparing material for broadcast

restoring and preserving film and sound material

setting up and maintaining broadcast transmission facilities

setting up and operating cameras for film, television and video productions.

Critical thinking techniques may include:

analysing and evaluating actions and policies

clarifying issues, values and standards

comparing analogous situations

comparing and contrasting ideals with practice

comparing and evaluating beliefs, interpretations and theories

developing criteria for evaluation

distinguishing relevant from irrelevant facts

examining and evaluating assumptions

exploring implications and consequences

generating and assessing solutions

making interdisciplinary connections

making plausible inferences and predictions

noting significant similarities and differences

reading and listening critically

recognising contradictions

transferring insights to new contexts

using critical vocabulary.

Sources of information may include:

copyright and legal representatives

discussions with innovative industry practitioners

electronic and print media (e.g. news, reviews and articles)

employee association, union representatives and other sources of industrial relations information

events (industry functions, conferences, trade fairs, community activities, expositions, exhibitions, festivals and social events)

government bodies and associated publications

induction kits

industry associations

internet

libraries and archives

personal observations and experience

policy and procedures manuals

professional development opportunities, such as:

awards

competitions

conferences

exhibitions

master classes

seminars

symposiums

training programs

workshops

reference books, industry information sheets, magazines and journals

retail and wholesale suppliers of products and services

technical publications.

Trends and emergent technologies may include:

advances in equipment and technology, including:

lighting, camera and sound equipment

film projection and television equipment

radio and television broadcast transmitters

broadcast facilities and equipment

film and sound archiving technologies

alliances with allied technologies and businesses

changing nature of the marketplace, including:

business structures and operational strategies

new markets (market contraction or expansion)

new terminology

social, political and environmental developments.

Relevant personnel may include:

broadcasters

camera personnel

designers

directors

editorial staff

floor managers

graphics personnel

legal advisers

lighting personnel

technical staff, e.g. maintenance

producers

production managers

program managers

reporters

sound personnel

special effects staff

station managers

supervisors

technical directors

video operators

volunteers' coordinators

writers.

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

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Plan strategies to develop and enhance technical skills in a specialist screen or media context 
Use critical thinking techniques to identify work-based opportunities to enhance technical skills 
Identify and use feedback, discussion and evaluation techniques to continuously improve technical skills 
Explore capability of materials, tools and equipment as a means to continuously improve technical skills 
Identify and use relevant sources of information to stimulate technical skills and professional development opportunities 
Identify trends and emergent technologies in the screen and media industries using appropriate sources of information 
Examine and clarify implications and consequences of trends and emergent technologies 
Critique and review trends and emergent technologies with relevant personnel to explore, develop and express conceptual ideas 
Explore and use new ideas and emergent technologies to expand own technical and conceptual skills 
Seek and apply constructive criticism from others to improve own technical and conceptual skills 
Continuously evaluate own technical skills against planned strategies and career goals 
Compare and contrast own technical skills to those of other specialist technicians in order to extend and enhance own professional work practices 
Adjust own professional work practices to improve and refine technical and conceptual skills 

Forms

Assessment Cover Sheet

CUFIND402A - Develop screen and media specialist expertise
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CUFIND402A - Develop screen and media specialist expertise

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: