Assessor Resource

CULINM501A
Analyse and describe information resources

Assessment tool

Version 1.0
Issue Date: April 2024


This unit applies to individuals who possess significant technical skills and knowledge to analyse and describe information materials according to national and international standards.

Work is undertaken autonomously, within established guidelines.

This unit describes the performance outcomes, skills and knowledge required to analyse and describe information resources in a range of formats so that customers can easily retrieve information.

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

Prerequisites

Not applicable.

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 ability to:

use tools, standards and communication skills to analyse and describe resources appropriately

demonstrate use of current industry systems to analyse and describe a range of different resources.

Context of and specific resources for assessment

Assessment must ensure access to:

relevant policies and procedures manuals

relevant thesauruses and database programs

resources to index and abstract.

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 onthejob performance

evaluation of appropriateness of descriptions created by the candidate and adaptation to suit different types of information

verbal or written questioning to assess knowledge of tools and standards.

Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).

Guidance information for assessment

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

CULINM502A Provide subject access and classify material.

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

communication and teamwork skills to:

describe a wide range of potentially complex information

work collaboratively with others

critical thinking skills to:

apply analysis and description tools to a wide range of information types of varying complexity

distinguish significant information from minor references

develop reference structures

initiative and enterprise skills to create descriptions that anticipate and accommodate the ways customers may search for resources

literacy skills to interpret and analyse a wide range of references

numeracy skills to work with indexing concepts

self-management skills to:

prioritise work tasks and meet deadlines

follow workplace procedures.

Required knowledge

principles of subject access

principles of thesauruses used in indexing

types of indexes and abstracts

abstracting and indexing standards and methods, including descriptions and crossreferencing of access points and descriptors

methods for allocating major and minor descriptors to information resources

methods for matching reference structure to suit customer needs

methods for enhancing subject access through indexing

monitoring and review processes for indexes and abstracts

copyright, moral rights and intellectual property issues and legislation that impact on indexing and abstracting activities.

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.

Scope and likely use of resources may relate to:

available space

available time

document format

purpose, such as:

educational

professional

recreational

subject matter.

Customer requirementsmay include:

access

current awareness

description of contents of materials

enquiry

translation from one language to another.

Descriptions may be:

assigned from a prescribed list or thesaurus, such as:

Education Resources Information Centre (ERIC)

Australian Education Index (AEI)

critical

derived from text or context

formulated to meet identified customer needs

indicative

informative

taken from pre-existing formulations.

Analysis and description tools and standards may include:

Library of Congress Subject Headings (LCSH)

Schools Cataloguing Information Service (SCIS) subject headings and thesauruses.

Manual index entries may be ordered:

according to traditional rules or conventions

alphabetically

alphanumerically

chronologically

numerically

taxonomically.

General conventions may include:

bibliographic organisation and descriptions

geographic descriptions.

Reviewmay involve:

customer feedback

statistics

surveys.

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
Identify scope and likely use of resources 
Assess customer requirements and expectations, including special needs 
Determine appropriate type and structure of descriptions 
Use analysis and description tools and standards, precedents and techniques appropriate to the nature of the resources, including manual indexes 
Analyse subject content of resources to clearly distinguish significant information from minor references 
Integrate established general concepts and principles of description and knowledge of relevant standards and authorities 
Ensure concepts derived from analysis of resources are appropriate in the context of the subject field 
Create descriptions that represent concepts appropriately and reflect the overall purpose and intended use of the description 
Conform format of description to general conventions 
Develop a reference structure of descriptors to display relationships to assist customers 
Enhance description to meet identified customer needs 
In consultation with colleagues, review description practices and procedures to ensure they take account of industry developments and that customer needs are being met 
Take appropriate action within scope of individual responsibility to enhance description practices and procedures 
Check descriptions regularly for internal consistency and compliance with established structure, rules and authorities 

Forms

Assessment Cover Sheet

CULINM501A - Analyse and describe information resources
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

CULINM501A - Analyse and describe information resources

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: