Assessor Resource

CULLB602C
Use, evaluate and extend own information literacy skills

Assessment tool

Version 1.0
Issue Date: May 2024


This unit may apply to individuals working in any industry sector and more broadly beyond the world of work. It has particular relevance to those working as professionals in the information services sectors and other occupations where the ongoing development and extension of information literacy skills is required.

The unit focuses on research, analysis and communication of information, ideas and concepts at a complex level, plus the evaluation and extension of one's own information literacy skills. It is therefore undertaken by individuals operating autonomously, with limited guidance from others.

This unit describes the performance outcomes, skills and knowledge required to use, evaluate and extend one's own information literacy skills at a complex 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

The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary for the qualification in which this unit of competency is packaged, will assist in identifying Employability Skills requirements.



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:

application of research, analysis and communication skills to the sourcing and presentation of varied complex information, ideas or concepts

application of planned strategies to develop and extend information literacy skills

effective use of technology in the development of skills.

Context of and specific resources for assessment

Assessment must ensure:

access to information sources, including technological options.

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

evaluation of research conducted by the candidate

evaluation of presentations made by the candidate

evaluation of reports prepared by the candidate detailing strategies for personal skill development

review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.

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

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 to source, analyse, interpret and apply complex and varied information references

literacy skills to critically evaluate complex and varied information, ideas and concepts

learning and self-management skills to take responsibility for one's own ongoing learning and professional development

technology skills to undertake research using automated systems.

Required knowledge

range of information sources and technologies actually and potentially available to meet a wide range of information needs

copyright, moral rights and intellectual property issues and legislation that impact on the research, use and distribution of information

information and resources available for the development of information literacy skills

professional development opportunities and career development strategies in the relevant work context

principles of lifelong learning and how it relates to information literacy

role of information literacy in different occupations.

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.

References may include:

texts

Web

images

colleagues

other individuals

Critical analysis of references/information may involve:

comparing

contrasting

reflecting

critiquing

considering merit

discussion and debate

Communication methods may be:

face-to-face (individual or group)

written

oral

electronic

visual

Format and manner of communication may be influenced by:

people to whom the information is being presented

how the information is being presented

why the information is being presented, e.g. in response to a brief

cultural issues surrounding presentation

physical limitations

Strategies to develop information literacy may include:

reading current literature, including specialist journals and industry magazines

participating actively in relevant industry associations

participating in professional development and other learning opportunities

participating in, and contributing to, discussion through conferences, meetings, seminars, courses and journals

supporting the development of information literacy skills in the workplace

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

CULLB602C - Use, evaluate and extend own information literacy skills
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

CULLB602C - Use, evaluate and extend own information literacy skills

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: