- CULLB307C - Use multimedia
Assessor Resource
CULLB307C
Use multimedia
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to individuals working in any industry context who need a general understanding of different multimedia equipment and software. The unit is general and introductory in nature and does not include detailed operational knowledge of technologies required by audio-visual technicians or multimedia specialists.
Work is undertaken autonomously within overall guidelines where the individual is working in an organisational context.
This unit describes the performance outcomes, skills and knowledge required to use a range of multimedia equipment/programs at a non-specialist level.
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)
Prerequisites
Nil
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. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: knowledge of the current range of multimedia options commonly used in the relevant work context safe and correct operation of equipment and programs demonstration of skills using multiple types of equipment/programs. |
Context of and specific resources for assessment | Assessment must ensure: access to a current range of multimedia equipment/programs, associated software and audiovisual equipment. |
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 by the candidate direct observation of the candidate using multimedia oral or written questioning to assess knowledge of OHS issues or equipment/program features. |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CULLB401C Assist customers to access information BSBCMN205A Use business technology. | |
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.
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Required skills |
communication skills to seek assistance from multimedia specialists technology skills to use the general features of multiple types of programs/equipment literacy skills to interpret equipment information manual 'help' instructions. |
Required knowledge |
range of current multimedia options used in the relevant work context at a generalist level features and general operating functions of different multimedia options common faults and ways of rectifying these in multimedia equipment/programs used scope of repair and maintenance activities which can be undertaken without specialist assistance sources of information on multimedia equipment and programs. |
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. | |
Multimedia equipment/programs are constantly changing, and the range used will depend on the workplace. It may include both hardware and software: | personal computers and laptops software programs e.g. Adobe, Powerpoint TVs and videos microphones/amplifiers audio cassettes compact discs DVDs projectors CD burners Scanners digital cameras |
Occupational health and safety issues may relate to: | use of safety clothing/equipment manual/material handling storing chemicals/harmful substances ergonomic working arrangements |
General features and functions of multimedia equipment are those which are: | frequently used by the non-specialist accessible to the general user without a high level of specialist knowledge |
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 |
|---|---|---|---|
Forms
Assessment Cover Sheet
CULLB307C - Use multimedia
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
CULLB307C - Use multimedia
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: