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NVQ Information and Library ServicesLevels 2 and 3Centre Guide(Guidance for assessors and internal verifiers)

FINAL DRAFT

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NVQ Information and Library ServicesLevels 2 and 3Centre Guide(Guidance for assessors and internal verifiers)

©2002 City & Guilds 1 Giltspur StreetLondon EC1A 9DD England ST77390 11/02 F-00033305

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Foreword 5

Introduction 7

What are National Vocational Qualifications? 7

The Level 2 NVQ for Information and Library Services 8

The Level 3 NVQ for Information and Library Services 10

What is assessment? 13

People involved in assessment 13

The purpose of assessment 16

The assessment process 17

Assessment planning 23

Assessment planning guide 23

Support and feedback to candidates 24

What is evidence? 25

Collecting and recording evidence 25

Presenting evidence – the portfolio 26

Sample recording forms 29

Level 2 – Unit 1 (sample unit) 59

Level 3 – Unit 1 (sample unit) 65

Appeals and equal opportunities 73

Further information 75

Glossary 77

Contents


Foreword

This Guide aims to provide guidance for approved centres, and the people involved at the centre inthe assessment of candidates. It has been produced with the co-operation of Information Services NTOwho are responsible for the national occupational standards for these NVQs.

City & Guilds has been working with the information and library sector for many years. The revisedqualifications have been developed so as to enable a wider cohort of the employees to gainrecognition for their skills and experience as well as progression.

The qualifications provide progression opportunities for successful candidates:• by facilitating personal development• by enabling candidates to gain an understanding of the processes before and following their work,

thus increasing knowledge of the industry• by achieving the units of their NVQ candidates will become better placed for promotion to NVQ

assessor or on-job trainer• by enabling Level 2 candidates to progress to Level 3 (work circumstances permitting).

Centre and scheme approval

Centres wishing to offer City & Guilds qualifications must gain approval.

New centres must apply for centre and scheme approval.

Full details of the process for both centre and scheme approval are given in ‘Providing City and Guildsqualifications’ (stock code EN-00-1111) available free of charge from the Sales Department or yourregional/national City & Guilds office (see Further information).

Details of administration, general regulations, registration and certification procedures and fees, areincluded in the City & Guilds Directory of N/SVQ Awards. This information also appears on City &Guilds web site http://www.city-and-guilds.co.uk

Centres should also refer to the City & Guilds policy document ‘Ensuring Quality’ – aimed at all thoseinvolved in the assessment and verification of City & Guilds awards and issued 2-3 time per annum(stock reference: FR-00-0013).

Foreword

5

6


Introduction

What are National Vocational Qualifications?

National Vocational Qualifications (NVQs) are fundamental to the drive to increase the skills of peopleworking in a wide range of industries. Developing the skills of each individual, wherever they work,and whatever they do, fulfils a basic individual need for personal growth. Developing individual skillsalso fulfils the need for organisations to be competitive and to succeed. It is a vital component for anybusiness wishing for success, competing in domestic and world markets.

NVQs have been, and continue to be, developed for all industries, and are supported by government.They have been designed to provide valid and relevant vocational qualifications for people at work.

NVQs are about competent performance demonstrated in a particular task or skill, over a period of time.

Competence is being able to do something and understanding why it is done that way. It’s notabout practising something – it’s about doing it! Competence indicates actual, and not potential, abilityand skill.

The achievement of NVQs has been seen to encourage employees to value their contribution to theworkplace, and to develop their own skills and potential.

Each NVQ is made up of a number of units of competence.Each unit describes the standards of a broad area of work that a competent person should be able toperform. A detailed description with each unit explains what is covered by the unit.Each unit is broken down into a number of elements. The elements show what needs to be done toachieve the whole unit.

The elements contain the performance criteria, the related knowledge and understanding andthe evidence required from candidates to demonstrate their capability.

There is also a Notes section in each unit which offers clarification of what is expected in terms ofevidence or defining terms used in the unit.

Candidates will be expected to show competence in the appropriate mandatory and optional units ofthe NVQ depending on where they work.

When candidates have successfully completed the relevant units, the Centre will be able to claim theirNVQ. The Certificate will be awarded by City & Guilds and candidates will also receive a Certificate ofUnit Credit listing all the units they have achieved. For candidates only completing some units, theywill still be able to claim unit certification on a Certificate of Unit Credit.

The NVQ for Information and Library Services at Level 2 is a work-based qualification, designed forthose who work under supervision, supporting senior librarians. This includes customer serviceassistants, library assistants and information assistants.

The NVQs for Information and Library Services at Level 3 are work-based qualifications, designed forinformation executives, information officers and senior library assistants.Every centre (training providers, training centres, colleges) must ensure that each candidate, traineeand student is enrolled for qualifications and programmes in which they stand every reasonablechance of succeeding.

Introduction

7

The Level 2 NVQ Information and Library Services

What is Level 2?

The Qualifications and Curriculum Authority (QCA) has defined a Level 2 qualification as follows:

Level 2 denotes competence in a significant range of varied work activities, performed in a variety ofcontexts.

Some of the activities are complex or non-routine, and there is some individual responsibility orautonomy.Collaboration with others, perhaps through membership of a work group or team, may often be arequirement.The candidate must take some responsibility for his/her actions and can report accurately to thosewith a higher qualification or more experience.

The Structure of the Level 2 NVQ Information and Library Services

The Level 2 NVQ Information and Library Services is a six unit qualification.

Candidates must achieve all of the mandatory units (units 1-3) together with one optional unit fromeach of the option groups (units 4-8 and units 9-12) plus one other unit.

Mandatory units (1 to 3)

City & GuildsReference

IL2/1 Maintain the arrangement of material to facilitate retrieval Unit 201IL2/1.1 Sort and re-place material Element 201.1IL2/1.2 Check the condition and arrangement of material Element 201.2

IL2/2 Identify and provide information and material required by users Unit 202IL2/2.1 Identify users’ needs for information and material Element 202.1IL2/2.2 Obtain information and material to meet users’ needs Element 202.2IL2/2.3 Give information and material to users to meet their needs Element 202.3IL2/2.4 Maintain positive working relationships with users Element 202.4

IL2/3 Solve problems for customers (CSLB Unit 4 Level 2) Unit 203IL2/3.1 Gather information on customer problems Element 203.1IL2/3.2 Propose solutions for customers Element 203.2IL2/3.3 Take action to deliver solutions Element 203.3

Optional units

Option Group 1 – User services

IL2/4 Direct users Unit 204IL2/4.1 Provide and maintain written directions to the location and use of facilities Element 204.1IL2/4.2 Provide verbal directions to the location and use of facilities Element 204.2

IL2/5 Issue and recover loan material Unit 205IL2/5.1 Identify users’ eligibility for loan material Element 205.1IL2/5.2 Make and progress reservations Element 205.2IL2/5.3 Lend material Element 205.3IL2/5.4 Recall material Element 205.4IL2/5.5 Recover loan material Element 205.5

IL2/6 Enable the use of Information Technology (ITNTO 201) Unit 206IL2/6.1 Prepare for the use of Information Technology Element 206.1IL2/6.2 Follow procedures when using Information Technology Element 206.2IL2/6.3 Conclude the use of Information Technology Element 206.3

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NVQ Information and Library Services Levels 2 and 3 – Centre Guide

IL2/7 Provide and maintain information for clients (CAMPAG A10) Unit 207IL2/7.1 Provide information to clients Element 207.1IL2/7.2 Maintain information for providing to clients Element 207.2

IL2/8 Process payments for purchases (DNTO 2/19) Unit 208IL2/8.1 Calculate the price of customers’ purchases Element 208.1IL2/8.2 Process sales payments Element 208.2

Option Group 2 – Activities

IL2/9 Process and secure information and material Unit 209IL2/9.1 Mark and protect material Element 209.1IL2/9.2 Assess material for cleaning and repair Element 209.2IL2/9.3 Operate and monitor systems to secure information and material Element 209.3IL2/9.4 Monitor user’s treatment of material Element 209.4

IL2/10 Contribute to the maintenance of a supportive environment for users Unit 210IL2/10.1 Monitor the appearance of facilities and the physical environment Element 210.1IL2/10.2 Assist in minimising disruption to users Element 210.2IL2/10.3 Collect and action comments from users Element 210.3

IL2/11 Display stock to specification to attract customer interest Unit 211and promote sales (DNTO 2/1)

IL2/11.1 Plan to set up displays to specification Element 211.1IL2/11.2 Set up, maintain and dismantle display areas Element 211.2IL2/11.3 Label displays of stock Element 211.3

IL2/12 Produce documents using word processing software (ITNTO 202) Unit 212IL2/12.1 Retrieve and enter data to create and update files Element 212.1IL2/12.2 Produce the required documents by manipulating data Element 212.2IL2/12.3 Output the document to the required destination Element 212.3

Introduction

9

The Level 3 NVQ Information and Library Services

What is Level 3?

The Qualifications and Curriculum Authority (QCA) has defined a Level 3 qualification as follows:

Level 3 denotes competence which involves the application of knowledge and skills in a broadrange of varied work activities, performed in a variety of contexts, most of which are complex andnon-routine.

There is considerable responsibility and autonomy, and control or guidance of others is oftenrequired.

The Structure of the Level 3 NVQ Information and Library Services

The Level 3 NVQ Information and Library Services is an eight unit qualification.

Candidates must achieve all of the mandatory units (1 – 4), plus one optional unit from each of theoption groups (5-9, 10-17 and 18-22) plus one other unit from any option group.

The optional units are in three groups, 1 to 3, and candidates must select ONE unit from EACH groupplus any ONE other.

Mandatory units (301 to 304)

City & Guilds Reference

IL3/1 Provide information and material to users Unit 301IL3/1.1 Retrieve information and material Element 301.1IL3/1.2 Obtain information and material from external providers Element 301.2IL3/1.3 Deliver information and material to user Element 301.3

IL3/2 Identify information and material required by user and its availability Unit 302IL3/2.1 Establish the users needs Element 302.1IL3/2.2 Conduct search Element 302.2IL3/2.3 Select methods of supply Element 302.3IL3/2.4 Refer the user to more appropriate provider Element 302.4

IL3/3 Solve problems on behalf of customers (CSLB Level 3 Unit 4) Unit 303IL3/3.1 Identify and interpret problems affecting customers Element 303.1IL3/3.2 Generate solutions on behalf of customers Element 303.2IL3/3.3 Take action to deliver solutions Element 303.3

IL3/4 Manage yourself (MCI C1) Unit 304IL3/4.1 Develop your own skills to improve your performance Element 304.1IL3/4.2 Manage your time to meet your objectives Element 304.2

Optional units – you must achieve one of these units from each Option group:

Option Group 1 – Organising information

IL3/5 Organise information and material Unit 305IL3/5.1 Classify information and material Element 305.1IL3/5.2 Catalogue information and material Element 305.2

IL3/6 Index information Unit 306IL3/6.1 Identify and locate information Element 306.1IL3/6.2 Analyse and describe information Element 306.2IL3/6.3 Arrange information into an entry Element 306.3IL3/6.4 Arrange entries into an index Element 306.4

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IL3/7 Create new material to preserve information Unit 307IL3/7.1 Identify requirements for new material Element 307.1IL3/7.2 Collect and evaluate information Element 307.2IL3/7.3 Create records of new information Element 307.3

IL3/8 Design and Produce Spreadsheets (ITNTO 306) Unit 308IL3/8.1 Design the layout and presentation of spreadsheets Element 308.1IL3/8.2 Create the required spreadsheet Element 308.2IL3/8.3 Produce graphical representation of numerical information Element 308.3IL3/8.4 Output spreadsheet to the required destination Element 308.4

IL3/9 Control the use of Electronic Communication (ITNTO 327) Unit 309IL3/9.1 Select and configure electronic communications for use Element 309.1IL3/9.2 Transmit data using electronic communications Element 309.2IL3/9.3 Receive data using electronic communications Element 309.3IL3/9.4 Retrieve data using electronic communications Element 309.4

Option Group 2 – User Services

IL3/10 Provide displays Unit 310IL3/10.1 Set up displays Element 310.1IL3/10.2 Maintain and dismantle displays Element 310.2

IL3/11 Maintain a supportive environment for users Unit 311IL3/11.1 Maintain optimum standard of organisational physical appearance and facilities Element 311.1IL3/11.2 Minimise disruption to users Element 311.2IL3/11.3 Deal with users’ comments Element 311.3

IL3/12 Evaluate and monitor the receipt of payments from customers Unit 312for the purchase of goods and services (DNTO 3/7)

IL3/12.1 Monitor takings practices and processes at a cash point Element 312.1IL3/12.2 Evaluate takings practices and procedures Element 312.2

IL3/13 Provide induction and orientation activities for users Unit 313IL3/13.1 Plan induction and orientation activities for users Element 313.1IL3/13.2 Provide induction and orientation activities Element 313.2IL3/13.3 Evaluate induction and orientation activities Element 313.3

IL3/14 Collect and process information for use with clients (CAMPAG A8) Unit 314IL3/14.1 Gather and update information for use with clients Element 314.1IL3/14.2 Modify information for client use Element 314.2

IL3/15 Enable clients to access and use information (CAMPAG B1) Unit 315IL3/15.1 Identify information required with clients Element 315.1IL3/15.2 Provide information to meet clients’ requirements Element 315.2

IL3/16 Store and display information and material Unit 316IL3/16.1 Assess the quality of information and material Element 316.1IL3/16.2 Arrange information and material Element 316.2

IL3/17 Provide customers with Information Technology support (ITNTO 317) Unit 317IL3/17.1 Provide customers with agreed levels of support Element 317.1IL3/17.2 Maintain positive working relationships with customers Element 317.2IL3/17.3 Evaluate the effectiveness of customer support Element 317.3

Option Group 3 – Supervising Activities

IL3/18 Support the efficient use of resources (MCI B1) Unit 318IL3/18.1 Make recommendations for the use of resources Element 318.1IL3/18.2 Contribute to the control of resources Element 318.2

Introduction

11

IL3/19 Maintain activities to meet requirements (MCI A1) Unit 319IL3/19.1 Maintain work activities to meet requirements Element 319.1IL3/19.2 Maintain healthy, safe and productive working conditions Element 319.2IL3/19.3 Make recommendations for improvement to work activities Element 319.3

IL3/20 Create effective working relationships (MCI C4) Unit 320IL3/20.1 Gain the trust and support of your colleagues and team members Element 320.1IL3/20.2 Gain the trust and support of your manager Element 320.2IL3/20.3 Minimise conflict in your team Element 320.3

IL3/21 Assess candidate performance (ENTO D32/A1) Unit 321IL3/21.1 Agree and review a plan for assessing performance Element 321.1IL3/21.2 Collect and judge performance evidence against criteria Element 321.2IL3/21.3 Collect and judge knowledge evidence Element 321.3IL3/21.4 Make assessment decision and provide feedback Element 321.4

IL3/22 Assess candidate using differing sources of evidence (ENTO D33/A1) Unit 322IL3/22.1 Agree and review an assessment plan Element 322.1IL3/22.2 Judge evidence and provide feedback Element 322.2IL3/22.3 Make assessment decision using differing sources of evidence and Element 322.3

provide feedback

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What is assessment?

People involved in Assessment

It is important that all the people involved in the delivery and assessment of the NVQ are carefullymatched to their respective roles, that they fully understand their responsibilities, and that they areallocated the time to complete them effectively.

The people involved in assessment are as follows:

The candidate

Candidates must, for the purposes of the assessment, be working in the Library environment, either asemployee or in a voluntary capacity.(Where candidates are students in HE or FE, the education provider must arrange with sectoremployees assessment situations for students).

The assessor

is responsible for making decisions about the evidence that the candidate puts forward to prove his orher competence.

Assessors must:• hold or be working towards the NVQ assessor qualification. Where an assessor has not completed

the assessor qualification, the assessment decision should be supported by the Internal Verifier orperson responsible for the assessor’s assessment

• be able to demonstrate understanding of the Standards• have occupational expertise, in their own specialist area within the suite of qualifications, above

the level at which they are assessing, or have had occupational expertise at the same level for atleast 3 years

• have expertise in the units they are assessing• be current practitioners in their specialist area within the suite of qualifications

or• have been practitioners, with at least one year’s experience in the past five years, and undertake

to keep their skills base up-to-date through one or more of the following pathways:– Structured Work Placement – a week or more within a workplace moving between functions

– both updating and reporting objectively on systems and methodology– Voluntary Work – working towards one or more relevant N/SVQ units– Current Experience – attending meetings, writing journal articles and conference papers,

publishing research or undertaking consultancy– Higher Qualifications – level 4 N/SVQ, higher degree, etc.

• have sufficient time to carry out the role within QCA’s NVQ Criteria and Code of Practice• receive an appropriate induction to the NVQ(s) that they are assessing and actively engage in

relevant Continuing Professional Development through training and business support practitioners,or technical and specific professional development meetings and/or training/assessment courses.

Information on the induction and continuing professional development of assessors must be madeavailable to the external verifier.

Approved centres will be required to provide the awarding body/external verifier (as appropriate) withcurrent evidence of how each assessor meets this requirement; for example, relevant qualifications,recent performance appraisal records, testimonials or references.

In some cases, the requirements for occupational competence will mean that some candidates may havemore than one assessor, each assessing different units or aspects of those units. Such an approach isapproved and encouraged as helping to assure the quality of assessment.

What is assessment?

13

The internal verifier

is responsible for checking the consistency of assessment decisions made by the assessor and ensuresthat all assessors in the centre are working to the correct standards.

The internal verifier must:• hold the NVQ Assessor and Internal Verifier Qualifications• be able to demonstrate understanding of the Standards• have occupational expertise, in their own specialist area within the suite of qualifications, above

the level at which they are assessing, or have had occupational expertise at the same level for atleast 3 years

• have expertise in the units they are assessing• be current practitioners in their specialist area within the suite of qualifications

or• have been practitioners, with at least one year’s experience in the past 5 years, and undertake to

keep their skills base up-to-date through one or more of the following pathways:• Structured Work Placement – a week or more within a workplace moving between functions

– both updating and reporting objectively on systems and methodology• Voluntary Work – working towards one or more relevant N/SVQ units• Current Experience – attending meetings, writing journal articles and conference papers,

publishing research or undertaking consultancy• Higher Qualifications – level 4 N/SVQ, higher degree, etc.

Internal verification

Verifying assessment –sampling

• sampling should involve reviewing the quality of assessors’ decisions at both interim andsummative stages

• interim sampling should include reviewing candidate work before decisions are made on any unitand looking at portfolios with one or two completed units

• summative sampling should include reviewing the quality of the assessment decision by evaluatinghow an assessor has reached that decision. The Internal Verifier must be able to follow an audittrail which clearly demonstrates that the assessor has checked that the evidence presented meetsthe requirements of the standards

• the Internal Verifier must sample the full range of assessment methods used for the NVQ

verifying assessment –monitoring assessment practice

the Internal Verifier must• monitor all the assessors, selecting different assessment methods to monitor or cover the full range

used for the NVQ• give constructive and positive feedback to enable assessors to develop• keep records of this and ensure they form part of the assessors’ Individual Development Plans

verifying assessment –standardising assessment judgements

• the Internal Verifier must undertake standardisation exercises with all the assessors on a regularbasis

• where a centre has a Senior or Co-ordinating Internal Verifier the standardisation exercises mustinclude the Internal Verifiers

NOTE During the first year of operation of either a new assessor or a new approved assessment centreto that qualification, or where there is evidence that assessment or internal verification has not beeneffective, 100% verification will be expected.

Developing and supporting assessors

• the External Verifier will expect to see evidence that the Internal Verifier has identified andaddressed learning and development needs for each assessor

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• a system of continuous professional development must be in place and maintained

managing the quality of NVQ delivery

• the Internal Verifier must ensure assessment resources are effectively managed and planned,including up-to-date information on individual candidate progress as well as an overall picture oftimescales and assessor availability

• there should be a formal system for allocating assessors to candidates and setting out performancerequirements for the assessors

• the Internal Verifier must also have up-to-date information/guidance issued by industry andprofessional bodies, City & Guilds and the NTO and ensure that this information is passed on tothe assessors.

In addition the Internal Verifier needs to satisfy the External Verifier that:• all evidence has been generated in a working information services organisation• all candidates have been assessed by trained, qualified and occupationally competent assessors• all portfolios have been internally verified by trained, qualified and occupationally competent

internal verifiers• a sample of assessments of all assessors and a sample of the evidence from candidates have been

internally verified.

NOTE During the first year of operation of either a new assessor or a new approved assessment centreto that qualification, or where there is evidence that assessment or internal verification has not beeneffective, 100% verification will be expected.

The external verifier

is appointed by City & Guilds to ensure that all assessments undertaken within centres are fair, valid,consistent and meet the requirements of the standards. They must seek to maintain the quality ofimplementation through providing constructive feedback and support to centres.

External verifiers must:• hold the appropriate D or V units• have excellent working knowledge of the National Occupational Standards, and their correct

interpretation and application and have an in-depth knowledge of the subject area with at least 7years experience working in the industry

• take part in continuing professional development activities offered by the awarding body, the NTOor other relevant providers in the information and library services sector to keep up-to-date withdevelopments relating to the industry’s NVQs and changes taking place in the industry

• will sample assessments from all assessors and each cohort of candidates.

The expert witness

For the assessment of workplace performance to be as natural and efficient as possible, the use ofwitness testimony should be encouraged, and has a crucial role in the collection of evidence.

Witnesses must be fully briefed and clear about the purpose and use of the testimony. Any relationshipbetween the witness and candidate should be declared and noted by the assessor.

Witnesses must be able to demonstrate that they have the necessary expertise in the area for whichthey are providing testimony. This information should be noted by the assessor.

A witness testimony may be provided by someone who has not completed the assessor training.

The job of the expert witness is to report to the assessor their observations of the candidate’sperformance.

What is assessment?

15

The Purpose of Assessment

The purpose of assessment is to judge whether the candidate has reached the requiredstandard of performance and has the required standard of knowledge and understanding.

The candidate will gather evidence to prove his/her competence in a particular task/skill.

For the NVQ at Level 2 it is likely that the candidate will need some support from an assessor inpreparing his/her evidence in order to claim competence.

For the NVQ at Level 3 the presentation of evidence for assessment is more clearly the responsibility ofthe candidate, with less involvement and support expected from the assessor in terms of thepreparation of evidence.

The assessor will judge whether the evidence put forward by the candidate meets the unitrequirements, and whether it denotes consistent performance to the required standard.Each candidate is measured against the national occupational standards and not against othercandidates or against any other criteria.In NVQ terms there are only two assessment decisions, namely:• this candidate is competent• this candidate is not yet competent.

Candidates who are not yet competent should be provided with the opportunity to practice their skillsfurther before they are re-assessed. Coaching or training may also be required.At Level 2, assessment should not create an excessive workload for assessors or candidates, but it mustbe thorough, rigorous and reliable. Simple assessment formats should in most circumstances suffice.At Level 3, candidates will be assessed in more diverse ways as the technical competence, and theskills and knowledge required are more demanding than those at Level 2.

The candidate must demonstrate his/her competence:• across all of the performance criteria – candidate ‘achievement’ is judged against these criteria,

meeting the stated range of evidence requirements.The evidence requirements and examples of evidence are clearly stated for each element.

• a candidate must also show his/her understanding of the specified underpinning knowledge bybeing able to answer the questions asked by assessors. What the candidate needs to know andunderstand is clearly stated for each element, supporting the performance criteria.

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The Assessment Process

This section aims to help assessors use the assessment methods correctly and confidently by givingdetailed guidance on assessment methods and procedures, including the strengths and weaknesses ofeach. It will also help assessors who need to, to build their own portfolios of evidence towards theEmployment NTO awards (formerly known as TDLB ‘D’ units).

This section also describes the administrative arrangements for the NVQs Information and LibraryServices, including quality assurance procedures. It is intended to be used in conjunction with thenational occupational standards.

The main method of assessment for these qualifications is direct observation of performance,supported by questioning (mainly oral). Additional evidence may be provided by simple assignmentsor by inspection of a work portfolio.

There are four basic sources of this evidence:• historical evidence• performance at work• performance on specially set tasks• knowledge assessment.

The evidence used by an assessor to judge competence must come from candidates working in thenormal course of their job. The evidence required is specified by the NTO in its published NationalOccupational Standards.Assessors must use this – and only this – specification to judge candidates’ performance against thestandard.

Assessors are also expected to involve candidates in planning evidence collection and assessment. Theaims of this Centre Guide and the Candidate’s Guides are to:• give clear and practical guidance on assessment planning• ensure that such plans concentrate on gaining evidence of the candidate’s performance as a

whole, avoiding partial or ‘tick-list’ approaches, which can lead either to superficial judgements ofcompetence, or to the demand for unreasonable amounts of evidence

• minimise the paperwork required for assessment planning, whilst maintaining control of thequality of the assessment process.

Workplace assessment

All candidates must for the purposes of assessment be working in the Library environment either asemployees or in a voluntary capacity. Where candidates are students in HE or FE the educationprovider must arrange assessment situations for students with sector employees. This principle willapply to all units, or elements of units, except those for which simulation has been deemed acceptable(see Simulation paragraph in this section and unit descriptors in the National Occupational Standards).

In order to ensure that the evidence used to assess candidates against the National OccupationalStandards is valid, all centres must demonstrate that the candidates have access to the types of resourcescommonly in use in the industry and that the pressures and constraints of the workplace are reflected.

Assessment of knowledge and understanding may take place in a different environment, for example acollege or another location which is not the immediate workplace. However, the assessment of thisknowledge and understanding should be linked directly to workplace performance.

Historical evidence

Many candidates will have had some experience in the industry and perhaps have obtained a relevantqualification. This source of evidence can save time. As an assessor, you will need to ask yourself:• Is the evidence relevant today? (It might be out of date)• Does the evidence match the requirements of the standards?

What is assessment?

17

• Does the assessment method used meet the requirements of the standards?(A written test certificate may not be adequate if a practical demonstration is called for)

• Is the evidence sufficient? (ie can you make a decision on what you have?)• Can the candidate prove that the evidence is authentic? (Has the evidence been signed and dated

by a reliable witness?)

If the candidate is an experienced member of staff, he/she may wish to be assessed wholly byAssessment of Prior Learning (APL). In this case he/she will need specialist guidance from an APLassessor at the approved centre. Potential candidates will require clearly presented information aboutthe nature of NVQs and the assessment system. They will also need help in deciding upon a level toaim for, whether they are ready to go forward for assessment, or whether to seek further training orwork experience first. Centres may assist by supporting the development of a personal profile.

Performance at work

Observation is the principal assessment method to be used. Assessors must be satisfied thatcandidates can demonstrate and maintain competent performance in the workplace. The candidateshould be assessed over a period of time carrying out normal, daily activities. Assessors must thereforelook for evidence from the day to day experience of candidates in their workplaces.

Evidence collection will normally be done through direct observation of the candidate at work. Whendirect observation is not suitable or practical, the guidance notes which accompany each unit willdirect the candidate and the assessor to other more suitable forms of evidence collection.

There are some circumstances where direct observation is required, but it is not practical to do this inthe candidate’s normal work area. This is dealt with under Simulation below.Assessors may also need other forms of evidence to confirm the consistency of the candidate’sperformance over time, and to confirm that the candidate can cover the range specified in the NationalOccupational Standard. This includes evidence of knowledge and understanding. Such evidence maybe in the form of:• witness testimony• logs or diaries kept by candidates• candidates’ answers to questions put by the assessor.

This is the primary form of evidence; it makes use of assessment opportunities as they arise naturally.Most units require that some assessment take place in a real work environment.

Has the candidate been made aware of organisation procedures?Does the candidate know what is being assessed?Are there unusual pressures that might have an adverse effect on the assessment?

In observing a candidate, you will need to ensure that all the performance criteria have been met. Thisdoes not mean ‘assessing’ each performance criterion in isolation. Judgement should be on whether asa whole the performance criteria relating to an activity have been satisfied. If, in your judgement, thecandidate is able to perform competently, against the standard defined by the performance criteria,then the element is achieved.

Make your own notes on how you assess and how you react to candidate performance – whatfeedback have you given? This sort of information will be useful for your own portfolio if you areworking towards an Employment NTO award.

During the normal course of their work candidates may produce a variety of electronicrecord/documents. This provides a valuable source of evidence. It does not necessarily need to be keptin the candidate’s logbook, but reference should be made to its whereabouts in central filing systems.The candidate might also submit evidence from previous experiences and achievements.

As an assessor you must, of course, ensure that all of this material is authentic ie has been producedby the candidate him/herself.

18


Performance on specially set tasks

This source of evidence is valuable in that it allows assessment to be programmed and can save time ifa required activity does not arise often in the workplace. However careful organisation is required.Does the candidate know what is being assessed?Is the task demanding enough?Would a sequence of tasks be more realistic?

Knowledge Assessment

The assessment of underpinning knowledge is essential to all NVQs. To achieve the NationalOccupational Standards all candidates are expected to demonstrate knowledge of:• the context in which they work – ie schools• health, safety and environmental protection regulations and issues which affect them and the

people with whom they work• the principles underpinning the work they do• the tasks of their jobs and the particular processes, equipment, materials and systems involved in

their work.

Underpinning knowledge is described as that knowledge and understanding deemed essential forcompetent work performance. The knowledge and understanding required is listed for eachelement.NVQ knowledge should be assessed in terms of understanding concepts and applying them to a worksituation. It is not about learning data and theories by heart for a formal examination.Underpinning knowledge can be assessed through:• oral questions• candidate explanation• written questions• pictorial questions• computer based questions• candidate statements.

The Professional Discussion

The aim of the professional discussion is to enable the candidate to demonstrate his/her understandingof their role within the organisation. It will enable them to:• express how they deal with different people in different situations• focus on certain areas of the standards• expand on statements made, for example, in their diary log• respond to underpinning questions.

It is not an opportunity for the assessor to merely ask a set of prescribed questions. The assessorshould plan, with the candidate, the area of the standards to be discussed and agree a time for thediscussion to take place.

The candidate should gather any evidence to support the discussion and be prepared to answer any ofthe assessor’s questions.

Paperless Portfolio

The Process• The candidate prepares their evidence for their assessor.• The assessor and candidate meet and discuss the evidence. A tape recording of the discussion is

bullet pointed and this along with the tape forms a central part of the assessment process.• An assessment record is completed which indicates where the evidence is located.

VerificationThe Centre will need to make the assessment documentation and the tapes available to the External Verifier.

What is assessment?

19

Recording candidate responses to APL assessor questionsAssessors/tutors may ask questions of a candidate to confirm prior experience and learning for the APLprocess. Some assessment strategies require the assessor to ask the candidate questions andconsequently make a judgement based on the candidate’s responses. The assessor must generate andretain sufficient information to recall and justify their judgement at a later date.

The record of either oral or written question and answer sessions must be open to scrutiny and will bethe subject of internal and external verification/moderation.The records may include:• oral questions written out with the candidate’s answers. This would be ‘signed off’ by the assessor

and candidate and stored with the candidate’s records• the candidate’s marked written script to a set test, stored with the candidate’s records• a statement from the assessor saying ‘clarified by response to questions’, ‘signed off’ by the

assessor and candidate and stored with the candidate’s records.

In established centres, internal verifiers can lighten the burden on assessors by rotating the focus onquestioning round their team. Assessors can take it in turn to have their questioning internally verified,and prepare for it by logging question and answers for a period given by the internal verifier. Incircumstances where the quality assurance arrangements are less mature, the internal verifier will wantto have greater confidence in assessor decisions by seeing each assessor’s oral questions written outwith the candidate’s answers. Internal verifiers working with experienced assessors would be morewilling to accept statements from the assessor such as ‘clarified by response to questions’.

Questioning techniquesThe type of questioning used will reflect:• the candidate’s abilities in terms of understanding, reading and writing• the type of knowledge (or activity-skill for supplementary assessment) being assessed• the level of NVQ in terms of responsibility• the centre’s resources.

Centres are encouraged to standardise, as far as possible, the assessment methods and the questionsused. For written and computer based exercises, this is easy to achieve. Oral questioning can posesome problems, as assessors might need to rephrase questions to ensure the individual candidate’sunderstanding. Centres may choose to design and develop their own questionnaires to establish theextent of candidates’ knowledge and understanding.The Centre must ensure that the materials developed:• meet the needs of the candidates• meet the needs of the centre – filling the gap between what is assessed through performance and

the whole unit requirement. This is particularly important when a centre oversees assessment ofdifferent outlets and sites with diverse operating standards and products.

It is important that assessors/internal verifiers agree that the assessment materials are appropriate andthat they are comfortable with their use.

There are some basic rules that centres should follow:• always use simple questions and instructions• avoid closed questions that can be answered by ‘yes’ or ‘no’• use ‘open’ questions, ie those that require an answer. For example:

Why do you do it that way ? How do you do…….?What would happen if …….. ? What is the procedure for … ?Tell me about …….. ?

Candidates’ answers to questions should be recorded and retained along with assessment records.Any assessment materials developed within the centre must be approved by the external verifier.

20


Simulation

The use of simulation and the characteristics it should have.

1 In some circumstances it may only be possible to assess particular units by providing a simulatedexperience. Where the reason for simulation is that the performance is dependent upon anunpredictable or infrequent event (eg responding to outbreak of fire) or an event with inbuiltconfidentiality (eg a disciplinary procedure) then a simulation is usually the only opportunityavailable to a candidate.

Unless this is specified in the actual assessment guidance, simulation must not form the mainproportion of performance evidence. The proportion of assessment which may be simulatedshould not exceed 25% of any whole unit and, in any case, not a whole element – except for thecircumstances outlined in the paragraph above. A scenario may be simulated to provide support toevidence generated from naturally occurring performance at work. Simulation can always be usedto supplement the performance evidence for a unit, but it can not be a substitute for it.

2 Where simulations are used, they must be designed to achieve the following:• the contingency to which the candidate is required to respond must be realistic and

reasonable in terms of its scale and the speed of response required• the candidate must be able to demonstrate the actions s/he would take, using equipment and

materials commonly found within the place in which they are working• information available to the candidate on the nature of the contingency and the response

expected must be consistent with the policies and practices of the place in which they areworking.

The demands on the candidate during simulation should be neither more nor less than they would bein a real work environment/situation. In particular:• a centre’s overall strategy for simulation must be examined and approved by the external verifier• all simulations must be planned, developed and documented by the Centre in a way that ensures

the simulation correctly reflects what the Standard seeks to assess• all simulations should follow these documented plans• the physical environment for the simulation must be as realistic as possible and draw on real

resources that would be used in the industry.

What is assessment?

21

22


Assessment planning

Centres should plan out their NVQ implementation thoroughly. Careful and thorough planning ofassessment will facilitate efficient and cost effective implementation and will assist in control ofassessment at a later stage.

The assessment planning process should include analysing which units of the NVQ will be used andwhich staff will be involved. This will initially involve a candidate self analysis of current skills andknowledge. (The Candidate’s Guides, supplied to support the NVQ for Information and LibraryServices at Level 2 and 3, provide guidance and information for candidates about this process.)

Assessment planning should be supported by a contribution from the candidate’s immediate supervisorand/or manager to validate the information and assist in preparing the candidate action plan for furtherdevelopment and assessment.

It is important that appropriate candidates are chosen for NVQ assessment. They should either beworking at jobs which include the NVQ competencies or they should be on a training programme thatgives them the opportunities to learn and practise skills in order to achieve competence.

Assessment Planning Guide

Step 1

Candidates and assessors should read through and understand the NVQ units, taking full account ofthe evidence requirements, and what the candidate should know and understand in order toachieve the performance criteria.

Step 2

Candidates should complete a self analysis (see the Getting started section in the Candidate’s Guide).From this analysis, the candidate will be able to develop an action plan in agreement with the assessor.Candidates and assessors should work out how much of a particular unit can reasonably be assessed inthe workplace by performance assessment on the job. Performance assessment demands consistent andrepeated performance to the required standard.

In developing the action plan the candidate and assessor should think about:• the work experience required by the candidate• the tasks that need to be done• how much time will be involved• the availability of assessors and/or expert witnesses.• how the performance assessment will be recorded and monitored.

Where a candidate is undertaking a work-based training programme and is working in a particularproduction area, then the action plan will need to cover a number of eventualities.The action plan is likely to identify specific dates/times for assessment, or recognise that evidence willbe collected over a specified period of time linked to training and experience.

Step 3

Refer to the chosen NVQ unit and check that the minimum performance evidence requirement is met. If notgo back to Step 2 and re-appraise the situation, providing more opportunity for performance assessment.

Step 4

The candidate and the assessor should look, in detail, at the remainder of the unit, and decide whetherwitness testimonies can be used to support assessment, or whether further assessment is required?

Assessment planning

23

Step 5

The candidate and the assessor should look at the underpinning knowledge requirements of the unitand examine whether any of these points are covered by using other assessment methods or activities.

The assessor should devise questions that will cover all items listed under knowledge andunderstanding, showing that the candidate not only understands but is able to apply the knowledge topractical situations.

Step 6

The candidate and the assessor should refer back to the standards and double check that all aspects ofthe unit have been covered.

Support and feedback to candidates

Although NVQs are about the assessment of competent work performance, candidates stand littlechance of success unless they receive appropriate support and adequate training.Support to candidates includes the following:

Providing counselling, advice and guidanceAdvice and guidance may be needed throughout the training and assessment period, not just atcandidate enrolment and registration phase. Advice and guidance, depending on progress of candidatesthrough the qualification, might also be required by groups or by individuals.

Providing feedbackThroughout the training and assessment process candidates will need feedback as to their personalskill development, ability and individual competence. It is important that the candidate seeks feedbackfrom supervisors and managers, and that the feedback relating to assessment is recorded – as it willprovide evidence for the candidate’s portfolio.Feedback is likely to be provided in the form of:• completed assessment records and completed checklists, supported by witness or assessor comments• notes or records from oral questioning or role play sessions• marked question/answer sheets, or summaries of progress• expert witness statements• notes from personal interviews and appraisals.

Feedback for candidates should be positive and constructive – especially if it is to say that thecandidate is not yet competent. The candidate must be told what he/she is not doing correctly and begiven help and advice to achieve the skills and competence required.

Providing action planningAn NVQ candidate should have a realistic action plan that highlights his/her proposed training andassessment. This should be regularly reviewed and updated depending on the ability of the candidateand the assessment opportunities provided

Providing training and learning opportunitiesSkill and ability, and the speed in which skills are acquired, will vary from candidate to candidate. Onand off the job training must be adaptable to meet individual needs. Training can be formal or informaland could include:• attending formal training sessions led by centre staff or a company training programme• short courses held at colleges, training centres or conferences• full or part time college courses• one to one training, guidance or counselling, or observing others at work• being part of a discussion group for skill or knowledge development• being supported and trained by a personal mentor• providing training and information for others at work.

24


What is Evidence?

Collecting and recording evidence

In all NVQ assessment, regardless of level and industry sector, candidates must collect evidence tosubstantiate their claim for competence. This evidence should prove, beyond reasonable doubt, thatthe candidate can perform the tasks and skills specified in the NVQ units.

Evidence can be produced from a variety of sources. Candidates will need support and guidance fromassessors and internal verifiers, to identify what actually can be considered as reliable evidence.Candidates are likely to collect the following types of evidence, and it is important that all documentsincluded as evidence should be signed and dated by the candidate and an identified witness (iementor, supervisor, expert witness or assessor):

Copy of the candidate’s job descriptionThis will show the assessor that the candidate’s regular work tasks cover the skills required for theNVQ and will help to decide the candidate’s level of responsibility.

Copies of duty rostersThis will show how frequently the candidate is on duty, working in a particular area of production,and will help in the decision about ‘continuous performance’.

Copies of checklistsCopies of assessor’s, supervisor’s or process-based checklists will show what the candidate doescorrectly at work.

Copies of work documentsWork documents or job sheets will help to support the candidate’s claim for competence.

Candidate notes or work logsSome candidates may wish to keep notes or a work log of their own workplace activity. This is notcompulsory but candidates may find it useful to record their personal activities. Records of activity canbe used as evidence if they are directly related to the performance criteria and performance evidencerequirements of a particular unit. Candidates are not required to write an essay about each task theycomplete. A simple list of tasks completed is sufficient.

A centre may wish to provide pre-printed work logs, listing common work activities so that they areeasy for candidates to use, especially where tasks are already written down for a particular job role.Candidates would need to complete the documents, including dates, quantities etc. to show what theyhave done. This approach is particularly useful when candidates are working in a ‘branded’ companyor a company with well developed and standardised operating procedures. This type of work log oractivity sheet must relate directly to the standards by referring to the NVQ unit and element.All documents presented as evidence must be recorded and indexed against the unit standardsindicating how the NVQ unit has been achieved.

Records of telephone callsCould be considered as evidence, provided that the candidate input is recorded in the followingsituations for example:• from a customer asking whether a particular item is in stock• to a supplier querying a delivery date• from a customer checking technical information.

Copies of correspondenceCopies of incoming and outgoing letters and other communications or copies of memos betweendepartments produced by the candidate could be considered as evidence. For example:• letters asking about special orders• letters of complaint• letters of praise/thanks• memos to other departments

What is evidence?

25

• memos to other staff.

Feedback notes from oral questioning sessions and copies of written question/answer papersor worksheetsIt is important that candidates keep a copy of their oral questioning sessions, and are given feedbackas to their success. This would normally be associated with assessment with assessor involvement.Notes from oral questioning sessions might not include verbatim answers to every question, but asummary of the answer must be recorded with reference to the performance criteria. The candidatemust keep copies of marked written question sheets and computer printouts of assessment as evidenceof their achievement.

Copies of certificates or diplomasCopies of previous certificates might help to prove the candidate’s underpinning knowledge orperformance ability.

Product evidenceItems produced by the candidate, with work record, verified by an identified witness or a qualifiedassessor.

Expert witness testimoniesAn expert witness testimony can provide authentication of the candidate’s workplace performance inprevious jobs or in the past with other employers (Accreditation of Prior Learning).The testimony can also provide evidence of current work performance (from full or part time work)and the use of expert witness testimony is particularly important in NVQ assessment where there is noqualified assessor on site. Witness testimony can be used as a kick-start for the inclusion of moreworkplace activity in NVQ assessment, involving people who might become assessors in the future.A witness testimony can be produced by an appointed mentor, an immediate supervisor, a manager, acustomer or peers, depending on the skill in question.The assessor will need to check that the testimony is valid and reliable, and that the testimony hasbeen written by an individual who is in a position to make a valid comment on the candidate’sperformance.It is important that the witness testimony refers to the performance criteria and range of the particularNVQ unit, to enable the assessor to judge its worth in real terms.A witness testimony should include:• details of the work activities undertaken• indicate when (dates or period of time) the performance was witnessed• details of the witness, his/her role at work and relationship (in work terms) to the candidate.This will be valid support to the testimony and assist the assessor in validating the evidence.Some individuals may find it difficult to write a witness testimony and may require help and guidance.In order to support a consistent approach, centres may wish to develop a standard format, or achecklist to support expert witness testimony. Other individuals might prefer to write the witnesstestimony in their own style, perhaps as a letter.When judging the validity of witness testimony in a standard or any other format, the assessor mustsatisfy himself/herself that the evidence is valid and reliable.The assessor may need to clarify points made in a witness testimony and may wish to question thewitness to establish the validity of the evidence. The assessor must make a note of any suchinvestigations in the candidate’s evidence.Achieving a unit of the NVQ will always involve observation of the candidate by a qualified assessortaking account of the evidence provided by witness testimony.NVQ units cannot be achieved by relying on witness testimony alone, a qualified assessor must alwaysbe involved.

Presenting evidence – the portfolioCandidates at all levels are required to present their evidence as a claim for competence, showing thatthey understand:

what they can do and what they knowMost candidates find that the simplest way to collect their evidence is in a loose-leaf lever arch file orbinder. This is known as a Portfolio of Evidence.

26


A portfolio is a structured collection of evidence from several sources, gathered together andreferenced to the national occupational standards.

A portfolio can be any shape or size, depending on the type of evidence that candidates want to putforward for assessment. However, the most convenient format is to use an A4 ring binder or lever archfolder.

Candidates should use the portfolio to file the evidence they have collected to support their claims forcompetence. It is recommended that dividers are used between each unit or piece of evidence so thatthe portfolio is easy to work through. Candidates and assessors should be aware that one piece ofwork might provide evidence for more than one element/unit.

All evidence must be correctly referenced against the performance criteria and the evidence andknowledge requirements.

The types of evidence to be filed in a portfolio will include:• assessment plans, assessment results and action plans• records of questions and candidate answers• work products, produced by the candidate• expert witness testimonies• historical evidence (APL).

Candidates should be encouraged to present their evidence in a way that demonstrates how it matchesthe performance criteria/range statement/elements and units.

Evidence need not be complicated. Evidence need not be grammatically correct. It must show what thecandidate knows and can do.

Centres are responsible for providing guidance and support to help the candidate develop thenecessary skills to produce a portfolio which clearly demonstrates that the performance criteria foreach unit and element have been met. The requirements for performance evidence and the level ofknowledge and understanding must also be met.

Assessors must regularly inspect candidate portfolios, providing support and guidance as appropriate.Careful inspection of evidence presented must also be made when assessors are signing off units of thequalification as complete.

What is evidence?

27

A well constructed portfolio should include all the information required to demonstrate candidatecompetence, assembled and organised as follows:

Please note the supplied forms are recommended but not mandatory. Centres may use their ownforms for recording evidence.

Introduction Documents

Candidate and Centre Details C&G/IL1

Contact Details C&G/IL2

Candidate Resume/CV

Candidate Job Description/Workplace Location/Current Duties

Witness Status List with Signatures C&G/IL3

Summary of Achievements C&G/IL4

Summary of self assessment activity and personal action plan C&G/IL5

For All Units

The Performance Criteria for the Elements in each Unit. In Candidate Guide

Presenting Evidence

An Evidence Summary to link the evidence presented to the C&G/IL6Performance Criteria, Evidence and Knowledge Requirements.

Assessment Information

Assessment Action Plans C&G/IL7

Records of Assessment (Signed and Dated)

Evidence of Feedback provided and further Action Plans C&G/IL8

Performance Evidence

Product Evidence(Retain for inspection by Assessor/IV)

Candidate Task Sheet C&G/IL9(Signed and Dated with reference to product)

Expert Witness Statements C&G/IL10(Signed and Dated)

Knowledge

Record of Professional Discussion C&G/IL11

Records of Assessor questions and candidate answers C&G/IL12

Supporting information

The following categories of information are not regarded as performance evidence, nor will they meetthe requirements for candidate knowledge and understanding, and should not be included as part ofthe portfolio of evidence.

They will however, provide valuable supporting information for candidates and should be kept in aseparate information file:

leaflets or booklets supporting legislative requirementsthe session plans or overall content of training programmesany notes or information handouts from training coursesbooklets explaining company operating policy or work procedureshandbooks describing eg how the company computer system workstechnical information about specific products from manufacturers’ product catalogues.

28


NVQ Information and Library Services Form C&G IL1

Candidate and Centre Details

Scheme Number 7372 Level

Candidate Name .............................................................................................................................

Candidate Number .............................................................................................................................

Centre Name .............................................................................................................................

Centre Number .............................................................................................................................

Centre Co-ordinator .............................................................................................................................

Centre Address .............................................................................................................................

.............................................................................................................................

.............................................................................................................................

Centre Telephone Number .............................................................. Fax ......................................................

29

30


NVQ Information and Library Services Form C&G IL2

Contact details

Centre Co-ordinator

Name ...................................................................................................................................................................

Centre number.....................................................................................................................................................

Address ...............................................................................................................................................................

..............................................................................................................................................................................

Tel no .............................................................................. Fax no .....................................................................

Email ...................................................................................................................................................................

Assessor details

1 Assessors name

Position ...............................................................................................................................................................

Assessing which unit/s .......................................................................................................................................

Where to contact ................................................................................................................................................

2 Assessors name

Position ...............................................................................................................................................................

Assessing which unit/s .......................................................................................................................................

Where to contact ................................................................................................................................................

Internal Verifier details

Internal Verifiers Name ......................................................................................................................................

Position ...............................................................................................................................................................

Where to contact ................................................................................................................................................

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Assessment action plan Form C&G IL7

Candidate

Level

Assessor

Unit

Element

Venue

Date/Time

Direct observation Projects and assignments

Oral questioning Simulation

Witness testimony Portfolio evidence

Candidate statement Supplementary evidence

Written questions Accredited prior achievement

Work products

Action plan / Evidence requirements:

Feedback arrangements:

Evidence assessed by:

Assessor name ....................................................................................................................................................

Assessor signature ........................................................................................ Date ........................................

Candidate signature ..................................................................................... Date ........................................

46


47

Assessment report Form C&G IL8

Level .................................................................... Candidate .........................................................................

Assessor ...............................................................................................................................................................

Unit ...................................................................... Element ............................................................................

Assessor comments:

Yes orNo

Is moreperformanceevidence required?

Is moreknowledgeevidence required?

Is more portfolioevidence required?

Have all theperformance criteriabeen met?

Have the knowledgeand understandingrequirements been met?

Is the portfolio evidencevalid, sufficient, currentand authentic?

Has the evidence beenproperly authenticated?

48

Assessor questions Candidate answers

Outcome of the assessment



49



Action Plan and Feedback to Candidate Form C&G IL9

Level .................................................................... Candidate .........................................................................

Assessor ...............................................................................................................................................................

Date .....................................................................

Unit ...................................................................... Element ............................................................................

Feedback to candidate:

Action to be taken by candidate:

50


51

Assessor/expert witness signature .............................................................. Date ........................................


Candidate job sheet Form C&G IL10

Level .................................................................... Candidate .........................................................................

Assessor/expert witness .....................................................................................................................................

Date .....................................................................................................................................................................

Unit ...................................................................... Element ............................................................................

Details of the task:

Materials involved:

Equipment used:

Reference to performance criteria, knowledge and evidence requirements:

PC’s:

Knowledge:

Evidence:

52


53

Expert Witness statement Form C&G IL11

Candidate

Level

Unit

Element

Venue

Date and time

Candidate statement

Description of activity to be assessed by the witness

Witness statement

Give a description of, and authenticate, the activity undertaken by the candidate and confirm theextent to which you consider the candidate to be competent.

54

Witness details:

Name

Position/Job title

Relationship to candidate

Contact details

Witness statement (continued...)

Give a description of, and authenticate, the activity undertaken by the candidate and confirm theextent to which you consider the candidate to be competent.


Witness signature ......................................................................................... Date ........................................

55

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Unit IL2/1

59

Unit IL2/1 Maintain the arrangement of material to facilitate retrieval

Element 2/1.1 Sort and re-place materialElement 2/1.2 Check the condition and arrangement of material

About this unit

All candidates for the Level 2 NVQ/SVQ in Information and Library Services must achieve this unit.

You• sort and re-place different types of material, such as books, audio tape or film, in the correct

locations• re-place material in the correct sequence• work safely• deal effectively with any difficulties that occur when re-placing material• check the condition of material regularly• deal with any cases of missing or mis-placed material• keep records of what is missing and what has been withdrawn

Key words

Certain Key Words are listed and defined at the end of this Unit. You should use these definitionsto clarify the meaning of these terms in the outcomes. The Key Words are:

criteria; material; re-place

Your evidence for this unit may contribute towards evidence for achievement of the followingKey and Core Skills.

Core skills

Problem Solving (Planning and Organising) Intermediate 1: Plan, organise and complete astraightforward task

Written Communication (Reading) Intermediate 1: Read, understand and evaluate writtencommunication

Key skills

Communication: 2.3 Write two different types of documents about straightforward subjects

Application of Number: 1.1 Interpret straightforward information from two different sources

Problem Solving: 2.1 Identify a problem and come up with two options for solving it

Unit key words

Criteria Principles or standards by which you judge whether a record issuitable for withdrawal.

Material The items that your library keeps and makes available to users, suchas books, periodicals, audio and video tapes, CDs, or toys.

Re-place To place materials in their correct position in the library system.

60



Element IL2/1.1Sort and re-place material

You show that you can

1 sort and re-place material accurately and with minimum disruption to users

2 re-place material tidily and in its correct place

3 handle and position material safely

4 note and correct promptly any errors in sequencing the material

5 get appropriate assistance to resolve difficulties you have in re-placing material

You understand

Why

K1 it is important to sort and re-place material accurately

K2 it is important to handle and position material safely

K3 errors can occur when you re-place material

How

K4 re-placing material can disrupt users

K5 parallel and broken sequences affect re-placing material

What

K6 your organisation’s systems are for arranging material

K7 kinds of difficulty you might face when re-placing material

Who

K8 can give you assistance when you have difficulties re-placing material

Unit IL2/1

61


Element IL2/1.1Sort and re-place material


You must produce evidence from your work that you can sort and re-place material on twooccasions.

You show, in your performance, that:

R1 you can sequence material either by classification or by subject grouping, and

R2 you can re-place at least one of the following types of material:• printed material, such as books and journals• recorded material, such as audio tapes, videos or CDs• filmed material, such as microfiches or filmed images

R3 ... in the following types of storage:• open storage, such as shelves or racks• closed storage, such as drawers, cupboards or cabinets

Collecting the Evidence

1 If your performance evidence does not cover both types of sequencing (R1), all types ofmaterial (R2) and storage (R3), you must show your assessor that you understand theseaspects of the outcome. You can do this by using one of the following:• answering questions put to you by your assessor• showing how you have dealt with these aspects in the last two years

You should discuss this when planning your assessment with your assessor.

1 You are expected to be able to deal with errors in sequencing or difficulties in re-placingmaterial. If your performance evidence does not cover these, you can produce the evidencefrom sources such as:• notes which you have kept, describing how you dealt with such incidents at work• answers to ‘What if...?’ questions put by your assessor

2 The difficulties you might meet when re-placing material include:• lack of space• inappropriate space and storage• the size and/or weight of the material• the different types of storage facilities available

3 The assistance you may need, when meeting any of these difficulties, includes:• help to lift and position material• advice on where to store material• advice or instruction on whether to re-arrange a section, in order to re-place material

4 When you plan assessment, look for opportunities to collect evidence for this outcome at thesame time that you collect evidence for other outcomes, including IL2/1.2.

62



Element IL2/1.2Check the condition and arrangement of material


1 check regularly that the material is in a fit condition, and meets your organisation’s criteriaand priorities for retention

2 check regularly that groups of material are correctly arranged

3 accurately identify missing material

4 correct errors in re-placement promptly

5 record details of missing and withdrawn items accurately and clearly

You understand

Why

K1 it is important to check the condition and arrangement of material regularly, and what wouldhappen, if regular checks were not made

K2 errors in re-placement should be corrected promptly

K3 records of missing and withdrawn items are needed

How

K4 to identify whether material is missing

What

K5 to look for, when checking the condition of material

K6 typical errors in re-placement can occur, including:• over-loading• wrong location of material (such as books out of order, or a video in the wrong storage

box)

K7 your organisation’s system is for arranging material

K8 your organisation’s criteria and priorities are for retaining and withdrawing material

K9 records to keep

Unit IL2/1

63


Element IL2/1.2Check the condition and arrangement of material


To achieve the outcome, you produce evidence from your work that you can check the conditionand arrangement of material on two occasions, each of which will be observed by your assessor.

You show, in your performance, that

R1 you check the condition and arrangement of at least two of the following types of material:• printed material, such as book and journals• recorded material, such as audio tapes, videos or CDs• filmed material, such as microfiches or filmed images

R2 ... and at least one of the following types of groups of material:• periodicals• multi-volume sets• sets of audio, video or CD material


1 If your performance evidence does not cover all types of material (R1) and groups (R2), youmust show your assessor that you understand these aspects of the outcome. You can do thisby using one of the following:• witness testimony from your manager• answering questions put to you by your assessor• showing how you have dealt with these aspects on (recent) earlier occasions


1 You are expected to be able to identify missing material and correct re-placement errors.These situations may not arise when your assessor observes you. If this is the case, you canproduce evidence from other sources, such as:• notes which you have kept, describing how you dealt with such incidents at work• witness testimony from your manager• answers to ‘What if...?’ questions put by your assessor

2 The conditions you check include:• damage• parts missing• wear and tear• cleanliness

3 When you plan assessment, look for opportunities to collect evidence for this outcome at thesame time that you collect evidence for other outcomes, including IL2/1.1.

64


Unit IL3/1

65

Unit IL3/1 Provide information and material to users

Element IL3/1.1 Retrieve information and materialElement IL3/1.2 Obtain information and material from external providersElement IL3/1.3 Deliver information and material to user

About this unit

All candidates for the Level 3 NVQ/SVQ in Information and Library Services must achieve this unit.

You• retrieve information and material from the correct location• direct and help users to access information and material• obtain information and material from an appropriate provider• check that information and material meets the user’s requirements• prepare and give information and material to the user

Key words

Oral Communication Higher: Produce and respond to oral communication on a complex level

Problem Solving (Critical Thinking) Higher: Analyse a complex situation or issue

Problem Solving (Planning and Organising) Higher: Plan, organise and complete a complex task

Problem Solving (Reviewing and Evaluating) Intermediate 2: Review and evaluate a problemsolving activity

Using Information Technology Higher: Using an IT system independently to process a range ofinformation

Working With Others Intermediate 2: Work with others in a group to analyse, plan and completean activity

Written Communication (Reading) Higher: Read and understand complex written communication

Written Communication (Writing) Higher: Produce well-structured written communication oncomplex topics

Key skills

Communication: 3.2. Read and synthesise information

Unit key words

Appropriate Means ‘fit for purpose’: so, appropriate help is help which matchesthe needs of users and enables them to achieve their purposes.

Material The items which your library or information service keeps and makesavailable to users, such as books, periodicals, audio and video tapes,CDs, or toys.

66



Element IL3/1.1Retrieve information and material


1 identify the location of information swiftly and accurately

2 direct the user to the location if appropriate

3 provide appropriate and effective help to the user

4 accurately confirm the match between the needs of the user and the information obtained

You understand

How

K1 to use relevant equipment to access information

K2 to determine what help the user is likely to need

When

K3 it is appropriate to direct users to information

What

K4 the organisation’s policy and procedure is for retrieval

Unit IL3/1

67


Element IL3/1.1Retrieve information and material


You must produce evidence from your work that you can retrieve information and materialconsistently over a period of time. Your assessor will observe you on at least one occasion.


R1 you can retrieve at least one of the following types of information:• oral• written• pictorial• printed• electronic

R2 ...from at least one of the following locations:• on display• in store• in a computer database

Collecting the evidence

1 If your performance evidence does not cover all types of information (R1) and all types oflocation (R2), you must show your assessor that you understand these aspects of theoutcome. You can do this by using one of the following:• answering questions put to you by your assessor• showing how you have dealt with these aspects on (recent) earlier occasions


2 You are expected to be able to direct users to the location of information (criterion 2). If thissituation does not arise when your assessor observes you, you can produce the evidencefrom sources such as• witness testimony from your manager• answers to ‘What if...?’ questions put by your assessor.

You should take this into account when planning assessment with your assessor.

68



Element IL3/1.2Obtain information and material from external providers


1 request information and material from an appropriate provider

2 where the information and material has not arrived by the time it is needed by the user, takeimmediate follow-up action

3 check that the information and material is clear, complete and meets the user’s needs, andtake follow-up action with the provider where required

4 comply with any conditions imposed by the provider

You understand

What

K1 providers are available to the organisation and their conditions of engagement

K2 conditions may be imposed by the provider, including copyright restrictions, confidentiality,preservation, return dates and fees payable

K3 issues arise from the provider’s conditions, and how to deal with these

K4 action to take when information does not meet the user’s needs or is not available in time

How

K5 to identify appropriate providers

K6 to check that material is clean, complete and in a suitable format

Unit IL3/1

69


Element IL3/1.2Obtain information and material from external providers


You must produce evidence from your work that you can obtain information and material fromexternal providers consistently, over a period of time. Your assessor will observe you on at leastone occasion.


1 you can obtain at least one of the following types of information:• oral• written• electronic


1 If your performance evidence does not cover all of the evidence specified in R1, you mustshow your assessor that you understand these aspects of the outcome. You can do this byusing one of the following:• answering questions put to you by your assessor• showing how you have dealt with these aspects on (recent) earlier occasions


1 External providers may be other departments in-house or external to your organisation.

70



Element IL3/1.3Deliver information and material to user


1 inform the user promptly and effectively of the availability of information and material andany necessary delivery arrangements

2 prepare information and material appropriately for the user

3 obtain any necessary documentation and payment from the user

4 give the information and material to the user promptly and in accordance with yourorganisation’s procedures

5 confirm that the information and material meets the user’s needs

You understand

How

K1 to deal with a dissatisfied customer

What

K2 the user’s needs are

K3 your organisation’s policy is on security of records/information

K4 your organisation’s policy is on charging and receipting

Unit IL3/1

71


Element IL3/1.3Deliver information and material to user


You must produce evidence from your work that you can deliver information and material tousers consistently, over a period of time. Your assessor will observe you on at least one occasion.You show, in your performance, that

R1 you can obtain at least one of the following types of information:• oral• written• electronic

R2 you can deliver information to users in at least one of the following forms:• electronic• hard copy

Collecting the evidence

1 If your performance evidence does not cover all types of information in (R1) and (R2), youmust show your assessor that you understand these aspects of the outcome. You can do thisby using one of the following:• answering questions put to you by your assessor• showing how you have dealt with these aspects on (recent) earlier occasions


72


Appeals and Equal Opportunities

Centres must have their own, auditable, appeals procedure. If a candidate is not satisfied with anassessor’s judgement of his/her competence during the assessment process, or a candidate feels thatthe opportunity for assessment is being denied, the Internal Verifier and Centre Co-ordinator should, inthe first instance, address the problem. If, however, the problem cannot be resolved, City & Guilds willarbitrate and the External Verifier may be approached to offer independent advice. All appeals must beclearly documented by the Centre Co-ordinator and made available to the External Verifier or City &Guilds if advice is required.

Should occasions arise when centres are not satisfied with any aspect of the external verificationprocess, they should contact City & Guilds regional or national office. Access to the NVQ framework isopen to all, irrespective of gender, race, creed, age or special needs and there are no formal entryrequirements. The Centre Co-ordinator should ensure that no candidate is subjected to unfairdiscrimination on any grounds in relation to access to assessment and to the fairness of the assessment.QCA requires City & Guilds to monitor centres to check whether equal opportunities policies are beingadhered to. The City & Guilds Equal Opportunities Policy appears in the Directory of NVQ Awards.

Appeals and equal opportunities

73

74


Further information

Further information regarding centre/scheme approval or any aspect of assessment of the NVQs inInformation and Library Services should be referred to the relevant City & Guilds regional/nationaloffice:

Further information

75

Region

City & Guilds Scotland

City & Guilds Newcastle

City & Guilds Warrington

City & Guilds Leeds

City & Guilds Wales

City & Guilds Birmingham

City & Guilds Derby

City & Guilds Taunton

City & Guilds London and SouthEast England

City & Guilds Southern England

City & Guilds Cambridge

City & Guilds Northern Ireland/Ireland

City & Guilds Head Office –Customer Service Enquiry Unit

Telephone

0131 226 1556

0191 402 5100

01925 897900

0113 380 8500

02920 838700

0121 359 6667

01773 842900

01823 722200

020 7294 2820

020 7294 2724

01480 308300

028 9032 5689

020 7294 2800

Facsimile

0131 226 1558

0191 402 5101

01925 897925

0113 380 8525

02920 838725

0121 359 7734

01773 833030

01823 444231

020 7294 2419

020 7294 2412

01480 308325

028 9031 2917

020 7294 2400

Website http://www.city-and-guilds.co.uk

Further information regarding the national occupational standards and continuing professionaldevelopment can be obtained from:

76


Glossary

Approved centre – an organisation inspected by City & Guilds and deemed to have the trained staffand resources to make assessment arrangements for particular NVQs.

APL – the Assessment of Prior Learning. The facility for an individual to receive credit for previouslyacquired (and still current) competence. Also known as APA (Assessment of Prior Achievement).

Assessor – person accountable to the External Verifier (through the Internal Verifier) who is bothexperienced and qualified/or working towards qualifications in assessing candidates. Assessor skillsinclude observation, evaluation, making judgements about individual performance.Assessors may be based in the workplace, in an approved centre such as a college, or be peripatetic,visiting candidates in a variety of situations.

Awarding body – an organisation recognised by the Qualifications and Curriculum Authority (QCA)for the purpose of awarding National Vocational Qualifications (NVQs) eg City & Guilds.

Candidate – employee or student/trainee, registered with City & Guilds, who wishes to be assessed inorder to gain a qualification.

Certificate of unit credit – document issued by City & Guilds listing units achieved.

Competence – an assessment based on the candidate’s ability to perform a task to a defined standardspecified in the national occupational standards.

CPD – continuing professional development.

Evidence – the means by which an external verifier can be satisfied that an individual has beenproperly assessed, usually a combination of completed/endorsed witness statements, and assessmentsby a qualified assessor with additional documentation collected in a portfolio of evidence.

External verifier – person accountable to City & Guilds who effects quality assurance by monitoringand advising internal verifiers and assessors.

Internal verifier – person accountable to the External Verifier and City & Guilds who is based in theapproved centre and who co-ordinates assessment arrangements and monitors assessor standards.

Portfolio – a structured collection of evidence from several sources, gathered together and referencedto the National Occupational Standards, in which a candidate’s achievements are recorded.

National Vocational Qualification – a qualification recognised by the Qualifications and CurriculumAuthority (QCA) as being relevant to the need of industry.

Realistic Work Environment (RWE) – a model environment, having an acceptable level ofappropriate equipment and operating continually to professional standards. It should provide theopportunity for candidate assessment under conditions approximating as closely as possible to theworkplace, under the control of a qualified assessor.

Work-based assessment – assessment of candidates’ performance on realistic tasks such as would becarried out in the workplace. May take place in the workplace or under conditions which approximateas far as can be practically arranged to the workplace (see RWE).

Workplace assessment – assessment of candidates’ performance on real work activities in a real worksituation. Assessment may be completed by either a qualified workplace assessor (the candidate’smanager or supervisor) or a qualified visiting assessor (an assessor employed by an approved centre).

Employment NTO – representative body for vocational training and educational matters, responsiblefor developing national occupational standards and working with awarding and accrediting bodies todevelop and implement National and Scottish Vocational Qualifications.

Glossary

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