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Evidence Guide: CULCNM501A - Assess the significance of collections

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

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CULCNM501A - Assess the significance of collections

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare to assess the significance of collections

  1. Determine purpose for undertaking significance assessment
  2. Identify organisational policies that relate to significance assessment
  3. Identify collections to be assessed
  4. In consultation with colleagues, identify factors that may impact on the assessment and take these into account when planning work
Determine purpose for undertaking significance assessment

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify organisational policies that relate to significance assessment

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Identify collections to be assessed

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

In consultation with colleagues, identify factors that may impact on the assessment and take these into account when planning work

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply assessment methodology

  1. Research the history and wider context of collections using sources of information
  2. Review the scope and themes of collection and compare to organisational mission, purpose and key themes
  3. Consult with relevant personnel to determine the social value of collection
  4. Analyse and describe the condition of collection
Research the history and wider context of collections using sources of information

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review the scope and themes of collection and compare to organisational mission, purpose and key themes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Consult with relevant personnel to determine the social value of collection

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Analyse and describe the condition of collection

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop statements of significance

  1. Identify and compare collection with similar collections
  2. Assess significance against primary and comparative criteria
  3. Write statements of significance that describe the value and meaning of collection
  4. Seek feedback from colleagues on statement of significance
  5. Enter significance assessment into organisational records
Identify and compare collection with similar collections

Completed
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Evidence:

 

 

 

 

 

 

 

Assess significance against primary and comparative criteria

Completed
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Write statements of significance that describe the value and meaning of collection

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek feedback from colleagues on statement of significance

Completed
Date:

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Enter significance assessment into organisational records

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Review assessments of collections

  1. Reassess significance of collection
  2. Update statement of significance to reflect reassessment
  3. Amend organisational records
  4. Prepare recommendations for further action as required
Reassess significance of collection

Completed
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Teacher:
Evidence:

 

 

 

 

 

 

 

Update statement of significance to reflect reassessment

Completed
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Amend organisational records

Completed
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Evidence:

 

 

 

 

 

 

 

Prepare recommendations for further action as required

Completed
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Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

apply knowledge about undertaking a significance assessment of collections

consult effectively with relevant people about the significance of collections

complete a significance assessment for a collection.

Context of and specific resources for assessment

Assessment must ensure access to:

information sources

collections, or a subset of a collection in situ

organisational policies and procedures related to significance assessments.

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 onthejob performance

application of the significance assessment process to collections

verbal or written questioning to assess knowledge of significance assessment of collections

review of a statement of significance

responses to a case study.

Assessment methods should closely reflect workplace demands and the needs of particular client groups (consider the requirements of different age groups, clients with English as a second language, clients with disabilities, remote library users, etc.).

Guidance information for assessment

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

CULCNM503A Manage the development of collections.

Required Skills and Knowledge

Required skills

communication skills to:

consult with relevant personnel regarding the provenance of objects in collections

initiate discussions in the workplace and in the wider community about the significance of collections

initiative and enterprise skills to identify comparative examples of collections

learning skills to seek assistance from technical specialists

literacy skills to:

take notes

read and interpret information

prepare statements of significance

planning and organising skills to:

sort information and sources

establish timelines for significance assessments

problem-solving skills to:

identify information useful in determining the significance of collections

verify information sources

research skills to:

access and interrogate sources of information to determine the significance of collections

research history and provenance information

self-management skills to:

follow workplace procedures

prioritise work tasks and meet deadlines

teamwork skills to:

respond appropriately to feedback from others on information presented in formal and informal discussions

work collaboratively with others.

Required knowledge

organisational strengths, goals, policies and strategies in relation to collection management

collection management policies

primary and comparative criteria

process to access technical specialists

sources of information relating to assessing the significance of collections

significance assessment methodology.

Range Statement

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.

Purpose might include:

deaccession objects from collections

establishing provenance of collections

guiding collection strategies and policies

guiding and supporting acquisition decisions

guiding conservation policies and treatment

informing strategic planning

supporting funding applications

taking stock of collections.

History may relate to:

published histories

role of former directors, curators and scientists in developing collections

significant gifts, acquisitions, buildings and renovations.

Wider context of collectionsrelates to:

buildings in which collections are housed

environment and use

historical context in communities

items to be accessioned

period when collections were developed.

Sources of information may include:

Australian War Memorial

database of Collections Australia Network (CAN) collections

Heritage Collections Council, Commonwealth of Australia

historical societies

Museums Australia

National Archives of Australia

online collections database of National Museum of Australia

national, state and local government public records

online databases

organisational policies and procedures

Picture Australia

Powerhouse Museum.

Consultmay relate to:

community values

important items or themes for communities

people to whom collections are important

role organisations play in communities.

Relevant personnel may include:

associations or trades

donors

ethnic communities

office bearers

owners

special interest community associations

technical specialists

users

volunteers.

Similar collections may relate to:

size

subject

type.

Primary criteria may relate to:

aesthetic considerations, such as:

balance

colour

design or technical excellence

form

harmony and beauty

originality or innovation in design or execution

skill in quality of workmanship or execution

historical considerations, such as association with:

event or activity

person

place

process

theme

scientific or research significance, such as:

collection history

documented context

social or spiritual significance, such as:

association with communities

public display.

Comparative criteria may relate to:

condition, intactness or integrity, such as:

alterations

disturbed or altered components or composition

evidence of use

missing components

original or copy

repairs

still working

unrestored

unusually good condition for its type

interpretive potential of contribution to collections and museum

provenance, including:

place of origin

where and how objects were used

who owned, used or made objects

rarity, including:

distinguishing qualities

uniqueness

unusualness

representativeness, such as:

good example of its type

typical or characteristic of material, style or design.

Statements of significance may provide:

a brief, considered assessment of the values, meaning and importance of objects

a collection of knowledge and ideas about objects

a summary of the process of investigation and assessment

benchmarks for future use

communication of values for interpretive programs

images of collections being assessed and other comparative collections

record of the crucial provenance details and association of objects

summary of the meaning and importance of objects.

Records may include:

catalogues

objects

online records.

Reassess may relate to:

changes in organisational strategy

changes in collection policy

new information.