Assessor Resource

CULMS504C
Organise and monitor exhibition installation_dismantling

Assessment tool

Version 1.0
Issue Date: May 2024


Exhibitions take place in many different contexts and environments across both businesses and the community. This unit allows for broad application and work may be undertaken by exhibition venue staff or by independent exhibition contractors. Exhibitions may be temporary or permanent in nature. The unit requires the application of planning and organisational skills in a team leadership or managerial capacity. Work is undertaken autonomously in consultation with various exhibition stakeholders.

Operational level exhibition installation and dismantling skills are covered in CULMS407C Install and dismantle exhibition elements.

This unit describes the performance outcomes, skills and knowledge required to plan and oversee the installation and dismantling of physical exhibition elements.

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:

demonstration of skills through the coordination of installation/dismantling process

detailed knowledge of the exhibition set-up process in the relevant industry context

application of organisational, planning and problem-solving skills.

Context of and specific resources for assessment

Assessment must ensure:

involvement of and interaction with a team for whom the candidate can plan and organise work

access to an exhibition and exhibition venue

access to physical exhibition elements

access to exhibition documentation.

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 an installation coordinated by the candidate

evaluation of reports prepared by the candidate detailing methods used to organise installation/dismantling, challenges faced and how these were resolved

evaluation of candidate responses to case studies and problem-solving exercises to assess ability to plan for different situations and contexts.

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

BSBFLM412A Promote team effectiveness.

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 consult with various stakeholders and exhibition participants and to lead an installation team

planning and organisational skills to plan, coordinate and monitor the interrelated elements of exhibition installation/dismantling

literacy skills to interpret and develop operational documentation

numeracy skills to interpret budgets, estimate costs and work with concepts around dimensions and location capacities.

Required knowledge

installation/dismantling process

planning and organisational requirements for exhibition installation/dismantling, roles of key personnel and typical issues and problems encountered

inventory systems and procedures used for equipment and materials in an exhibition's context

sources of additional equipment and supplies for different exhibition elements

sources of specialist assistance relevant to the work context

occupational health and safety requirements that affect the allocation of work and the movement of physical elements

environmental and other risk factors for people and physical elements

principles of universal access and impact on installation

technical procedures for handling physical elements in the relevant work context, e.g. artworks, historical objects

cultural protocols that impact on installation/dismantling, including those for Aboriginal or Torres Strait Islander material.

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.

An exhibition may be held in many different contexts /environments, and these may include:

museums

galleries

libraries

other visitor attractions

theme parks

corporate events

festivals

An exhibition may be:

temporary

permanent

travelling

developed in-house or externally

hired, borrowed or presented on behalf of another organisation or community group

Exhibition documentation may include:

site plans

floor plans

event orders

concept documentation

Appropriate input to overall exhibition development may relate to:

operational feasibility of ideas

own ideas for enhancement of concept or design

safety issues

Additional resources may include:

lighting

audio

vision systems

display or other furniture

costumes

scenic items

Organisation of physical resources may relate to:

preparation of the site

transportation

packing, moving and handling of objects or other display items

security

safety

waste management

storage

disposal

recruitment/rostering of additional staff

Specialist or external assistance may include:

designers

artists

preparators

printers

conservators

builders

electricians

other trades people

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

CULMS504C - Organise and monitor exhibition installation_dismantling
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

CULMS504C - Organise and monitor exhibition installation_dismantling

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: