Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CULLB506C, 'Catalogue and classify material'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Catalogue and classify material' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA | ||
1 | Analyse content and format of material | 1.1 | Undertake appropriate checking of material in accordance with organisational procedures |
1.2 | Analyse subject content of material to reflect knowledge of general concepts and principles of bibliographic control, relevant standards and customer needs | ||
1.3 | Ensure analysis is suited to the needs of the organisation and its customer group/s | ||
1.4 | Determine priority of material to be catalogued/classified, identify urgent cataloguing/classification and take appropriate action promptly | ||
2 | Catalogue material | 2.1 | Create accurate records according to the standards, precedents and techniques adopted by the organisation and in accordance with industry standards |
2.2 | Select, evaluate and adapt precedents to meet specified needs | ||
2.3 | Ensure cataloguing reflects knowledge of, and meets, specified customer needs | ||
2.4 | Ensure choice of subject headings reflects content of material, knowledge of structure of chosen thesaurus, authorities, appropriate cataloguing tools and standards | ||
2.5 | Construct headings for more access points using standards and authorities lists | ||
2.6 | Format description in a standard way to enable easy identification of elements within the record | ||
2.7 | Take a systematic approach to material for which there are no precedents, or other complex material, and approach is reasonable given the nature of the material, and/or refer appropriately | ||
2.8 | Ensure cataloguing reflects awareness of changes in relevant cataloguing systems, tools and standards | ||
3 | Classify material | 3.1 | Use classification systems to reflect knowledge of their principles of organisation |
3.2 | Ensure choice of classification number reflects understanding of subject content and correct application of classification system | ||
3.3 | Use standard shelf-listing techniques correctly | ||
3.4 | Ensure classification enables customers and staff to locate material readily | ||
4 | Contribute to maintenance and development of cataloguing practices | 4.1 | Monitor work of self and others, and take appropriate action to enhance cataloguing consistency and quality |
4.2 | Monitor cataloguing system operation and take appropriate action to address problems | ||
4.3 | Create and/or maintain accurate records of materials/holdings in accordance with relevant national and organisational procedures | ||
4.4 | Ensure cataloguing systems reflect awareness of changes affecting relevant national and local networks and systems | ||
4.5 | Make constructive contributions to computer system selection, design, evaluation and implementation, in relation to cataloguing | ||