Assessor Resource

CULMS004B
Integrate knowledge of education and learning into museum activities

Assessment tool

Version 1.0
Issue Date: May 2024


Education is a key focus for many cultural institutions. This unit concentrates on knowledge of educational structures, different learning styles and general educational issues as they apply to museum activities. This unit applies to visitor services staff such as guides and education activity coordinators who work autonomously with some guidance from others, and within established organisational procedures.

This unit describes the performance outcomes, skills and knowledge required to use knowledge of education and learning to develop and enhance museum activities.

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:

knowledge of current educational structures and processes in the relevant state/territory

knowledge of current philosophies and trends in relation to learning and learning styles

effective use of knowledge in the development of a range of museum activities.

Context of and specific resources for assessment

Assessment must ensure:

access to a collection/site for which educational activities/programs can be developed.

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 education programs developed by the candidate

evaluation of programs developed by the candidate to meet a range of different educational needs and scenarios

oral or written questioning to assess knowledge of educational structures, processes and procedures.

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

communication skills to liaise and consult with colleagues on educational issues as they relate to other areas of work within the museum

learning skills to pro-actively expand and update education and learning knowledge

literacy skills to interpret a wide range of educational information dealing with complex ideas.

Required knowledge

educational role of museums in the community (past, current and emerging) including the link between education and sustainable museum practice

relevant state/territory educational structures, processes and procedures

education networks and support services available to the museum professional

current and emerging philosophies of learning

principles of interpretation as they apply to museum education and visitor services

principles of communication as they apply to different visitor groups.

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.

Role of education in the organisation may relate to:

nature of audiences for different activities

role of the organisation within the community

positioning of the organisation

organisational mission and objectives

historical precedent

availability of expertise

links with educational institutions

level of commercial involvement

collection management

exhibition development

visitor services

Ways in which educational focus may enhance the quality of services may relate to:

enhanced audience development

enhanced visitor experience

improved links with local community

enhanced accountability for public funding

sustainability

Knowledge of educational structures, processes and procedures may relate to:

structure of education system in relevant state/territory

operating structures of schools, colleges etc.

key education networks

curriculum development

curriculum interpretation

training delivery

assessment procedures and processes

National Curriculum Framework and Key Learning Areas and Outcomes by Stages

Learning styles and principles may relate to:

principles of adult learning

principles of young children's learning

different learning styles of particular groups (families, tourists, adults, culturally diverse, young children, people with disabilities)

key principles in developing learning materials and designing educational experiences

interpretive techniques

interactive teaching - learning behaviours in museums

Opportunities to update knowledge may include:

informal discussions with colleagues

seminars

formal training programs

formal and informal research

educational or industry journals

further study

Internet

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

CULMS004B - Integrate knowledge of education and learning into museum activities
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

CULMS004B - Integrate knowledge of education and learning into museum activities

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: