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