End-point assessment guidance for apprentices
LIBRARY, INFORMATION AND ARCHIVE SERVICES ASSISTANT APPRENTICESHIP STANDARD
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
About the apprenticeship standard The Library, Information and Archives Services Assistant (LIAS) Level 3 apprenticeship standard was developed to create a gateway into the information profession. Apprentices and employers can be certain that the apprenticeship provides the key knowledge, skills and behaviours needed to deliver first rate services. The information profession is rich with opportunities for an exciting and challenging career. Whether that is delivering dedicated public services, helping people to become more information/digitally literate or managing information and knowledge on a global scale, the profession is united by the common skills and behaviours you will learn. The apprenticeship provides a solid foundation to build an exciting career and celebrates learned experience. It will give you the recognition you have earned and deserve. Jackie Chelin Chair, Trailblazer Group
About CILIP CILIP: The Library and Information Association is the only chartered body in the world dedicated to uniting, supporting and advocating for information professionals and librarians – the people who help the world make better decisions. CILIP Pathways is a trading subsidiary of CILIP, which provides assessment services for the Library, Information and Archive Services Assistant Level 3 apprenticeship standard.
Apprentices and employers can be certain that the apprenticeship provides the key knowledge, skills and behaviours needed to deliver first rate services.
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
Contents
01
02
What is an end-point assessment?
05
Assessment method 1
06
Component 1: Work-based project report
09
Component 2: Presentation with questions
11
Demonstrating competence: Guidance on assessment criteria
16
Assessment method 2
17
Component 1: Portfolio of evidence
18
Component 2: Professional discussion
19
Demonstrating competence: Guidance on assessment criteria
29
The assessment day
30
Next steps
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
What is an end-point assessment? The end-point assessment (or EPA) is the final assessment of your apprenticeship programme and gives you the opportunity to demonstrate that you have the knowledge, skills and behaviours (or KSBs) required for your role. The EPA period is a maximum of three months and will start once you have met the Gateway requirements (detailed below) and your employer has confirmed that you are ready for EPA. There are two assessment methods for the Library, Information and Archive Services Assistant apprenticeship. You will need to pass both in order to complete your apprenticeship.
Assessment method 1 Work-based project report and presentation, with questions
Assessment method 2 Professional discussion, underpinned by a portfolio The apprenticeship is graded Fail/Pass/ Distinction and will be assessed and graded by an Independent Assessor.
02
Entry requirements for end-point assessment To be eligible for EPA you must have achieved English/mathematics Level 2 and have spent a minimum of 12 months on-programme. Your employer should be satisfied that you are consistently working at, or above, the level of the occupational standard and that you feel ready for EPA.
Gateway Before the EPA period begins, you will need to go through the Gateway process. This provides an opportunity for your employer and training provider to review the progress that you have made and to decide whether you are ready for assessment. Your employer and training provider will sign the Gateway Declaration form and your training provider will submit this to CILIP Pathways. At Gateway, you are required to submit: Your portfolio of evidence Evidence of eligibility The Gateway Declaration form.
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
End-point assessment timeline
Period
Timescale
Activity
On programme
12–18+ months*
EPA Gateway
Your employer should be satisfied that you are working at, or above, the required level for this standard.
Portfolio collated
Portfolio, eligibility evidence and supporting documentation are submitted to CILIP Pathways.
EPA period
Week 1
Project title and scope agreed with employer. Complete the Project Approval Form (signed by you and your employer) and submit it to your training provider within 7 days of the start of the EPA period.
Weeks 2–5
Carry out work based project.
Week 6
Write the project report.
Week 7
Submit the report to your training provider, including the Project Checklist.
Week 8
Presentation submitted 5 days later.
Week 9
EPA Presentation (15 minute presentation and 25 minutes questions and answers) and professional discussion (60 minutes).
Week 12
Re-sit (if applicable)
Booking end-point assessments
Overall EPA grading
Your training provider will book the EPA with CILIP Pathways, you will then receive your EPA timeline and a date for your assessment will be agreed.
You must pass both assessment methods in order to achieve a pass overall.
*
03
3 months maximum
Minimum of 12 months; typically 18 months.
To be awarded a distinction for either assessment method, you will need to achieve distinctions in 75% or more of the individual KSBs and each KSB must be achieved in full.
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
Grades from the two assessment methods will be combined in the following way to determine the overall grade:
Assessment method 1
Assessment method 2
Overall grading
Pass
Pass
Pass
Pass
Distinction
Pass
Distinction
Distinction
Distinction
Distinction
Pass
Pass
Fail
Fail
Fail
Pass
Fail
Fail
Distinction
Fail
Fail
Fail
Pass
Fail
Fail
Distinction
Fail
Results The Independent Assessor will submit your result to CILIP Pathways. Once the result has been confirmed, you will be notified, as well as your employer and your training provider. CILIP Pathways will notify the awarding body, who will issue your certificate.
04
Re-sits and re-takes If you fail one or more assessment method, you will be given the opportunity to take a re-sit or a re-take. A re-sit does not require further learning, whereas a re-take does. If you fail one of the assessment methods, you will only be required to re-sit that assessment method. Your employer will work with you to decide which option is right for you and will agree a supportive action plan to prepare for the re-sit or a re-take. Any re-sit or re-take must be taken during the three-month EPA period, otherwise the entire EPA must be taken again, unless CILIP Pathways agrees that exceptional circumstances apply. The maximum grade awarded in a re-sit or re-take will be a pass, therefore re-sits and re-takes are not offered to apprentices wishing to move from pass to distinction.
Assessment method 1
Work-based project report and presentation, with questions
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
// METHOD 1 // COMPONENT 1 //
Work-based project report Task To write a project report demonstrating the application of each KSB for assessment method 1. The report should be compiled after going through the gateway process. The topic of the report needs to be agreed in advance with your employer and CILIP Pathways.
1. A single report (plus appendices) to cover all the criteria. 2. T he report will focus on a real-world scenario undertaken in the workplace, involving a range of activities.
3. The report should demonstrate the apprentice’s ability to work independently, although normal workplace apprenticeship mentoring by the employer will continue.
4. E mployers should allow four weeks to carry out the project. 5. T he project should take one week to write up. Writing up the report is part of
the on the job hours of the apprenticeship (i.e. employers need to give apprentices time to work on the report as part of their normal working hours).
Please refer to page 2 for a timetable of each stage.
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CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
The report must cover the following aspects:
Criteria
1
Undertaking an enquiry interview
How did you demonstrate good practice in enquiry techniques? How was the need for the activity identified? How were the specific requirements determined?
2
Using appropriate search tools
How did you utilise searching skills? How did you identify possible solutions to the need?
Using the collection and/or relevant resources to support the enquiry
How does the project fit with organisational (and wider) priorities? How were the resources needed identified?
Ensuring appropriate access to resources is provided
How did you address issues of accessibility? What ethical considerations did you take into account?
Providing formats required
How did you ensure the project outputs/ activities were suitable for a range of users?
3 4 5 6
07
Guidance
Ensuring compliance with relevant legislation
How did you comply with relevant legislation? How did the activity reflect the principles of equality and diversity?
7
Exercising teamwork
How did you work with others to devise and implement the solution?
8
Obtaining feedback from the user
How did you obtain and evaluate feedback from users and how did you respond to the feedback given?
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
Submission requirements:
1. T he report can be in any suitable format
Selecting a subject for your project
2. T he report should be the equivalent
The project’s subject, title and scope should be agreed between you and your employer. It should be relevant to your role and focus on actual duties that you will undertake at work. Your employer will ensure it has a real business application and meets the needs of your organisation.
(eg word processed, slides, pdf etc). The report can also include images, tables, diagrams and other visual material. of 4,500 words (+/- 10%).
3. The report must be produced by the
apprentice only. The apprentice’s manager/mentor will support the development of the project but will not contribute directly to the production or collation of the report. The employer will confirm that the project is the apprentice’s own work as part of the submission process.
4. T he report will include a checklist
(the project checklist document) to show how all the KSB requirements for the project element of the apprenticeship have been mapped.
5. Work should be fully referenced and a bibliography must be included.
6. T he apprentice must include their name, apprenticeship number and the number of pages in the footer.
7. T he report should cover key elements
such as: an introduction; the aim; what activities were undertaken; a description of the outcome; what learning took place; what changes it prompted (if any); what might have been done differently; lessons learnt for the organisation.
Note: The project report is marked and will be used as the basis for a presentation (with questions) to a CILIP Pathways appointed assessor.
08
The project may be based on any of the following: specific problem recurring issue an idea/opportunity.
Project approval form You must submit the project approval form to your training provider within seven days of the start of the EPA period. On the form you will outline the aims of the project, activities that you plan to deliver, the methods that you will use and how you plan to cover each of the KSBs. The project approval form will need to be signed by you and your employer. CILIP Pathways will confirm its suitability and coverage of the KSBs before the project can start.
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
// METHOD 1 // COMPONENT 2 //
Presentation with questions Task To prepare and deliver a 15 minute presentation based on, and covering, all key elements from the project and report. The presentation will describe the purpose of the project and how the services you provided, and interactions you had with a range of stakeholders, contributed to the outcome of the project. The presentation will be supported by key extracts and excerpts from the report which serves as the primary evidence of having undertaken and completed the project. The presentation will be followed by a question and answer session.
The presentation must include all the following information:
1. Y our role and your organisation’s’ purpose/mission. 2. A n introduction to provide the context for the information activity around which the project is based.
3. I dentifying the information need: scoping what information is needed and any specific requirements (this could be an enquiry interview or the need to offer library induction or create an archive).
4. F inding the information solution: Providing access to the relevant information
(for example the use of search engines, catalogues, archives, databases, authentication services, special arrangements for handling of archive material, offering a library induction, promoting a service or resource).
5. D elivering the information: demonstrating how the information need was met, including the confirmation from the client/s.
6. L essons learnt on the process and outcome.
09
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
You will have 5 days following the submission of the report to CILIP Pathways to prepare, complete and submit the presentation to CILIP Pathways. The presentation will be presented to an Independent Assessor in person or via video communication. The Independent Assessor will make all grading decisions.
Time allowed for presentation: This component of the assessment will last for 40 minutes (15 minute presentation and 25 minutes questions and answers). The assessor has the discretion to increase the time of the assessment by up to 10% to allow you to complete your last point. The Independent Assessor will ask 10 follow up questions at the end of the presentation to confirm their understanding of the presentation. To deliver the presentation, you should have access to: computer notes presentation software flip chart work products videos interactive demonstrations clock water.
Venue The presentation can take place in any of the following: employer’s premises o ther suitable venue selected by CILIP Pathways (e.g. a training provider’s premises) via video conferencing (Microsoft Teams). The venue should be a quiet room, free from distraction and external influence. No-one else should normally be present unless special circumstances have been agreed.
10
Checklist Don’t forget to:
1. S ubmit the project approval form within
seven days of the start of your EPA period.
2. R eview the assessment method 1 grading criteria before writing your report.
3. Include the project checklist. 4. Provide sufficient evidence to cover all KSBs.
5. I nclude your name, apprenticeship
number, word count and page numbers.
6. E nsure your work is fully referenced and include a bibliography.
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
// METHOD 1 // DEMONSTRATING COMPETENCE //
Guidance on assessment criteria The table below sets out the criteria that you have to meet in order to pass the assessment method 1. You need to demonstrate competence in all
of the categories of Knowledge, Skills and Behaviour (KSB). The guidance column gives tips on how you might include this as evidence.
KSB statements K
11
Guidance Knowledge
K8
The means of acquiring, maintaining, locating and disposing of documents, according to the organisation’s collection management guidelines and legal obligations.
How do the resources fit with the organisation’s collection policy? How did you comply with legal obligations? What are the penalties for non-compliance?
K14
The nature and value of research, including that undertaken by practitioners and that which is mediated, e.g. ways of assessing individual information needs and how to support research and retrieval of the right information.
How did you assess user needs? How did you search for and find the information you needed to undertake the project?
K15
Some basic information/digital literacy frameworks and how these support the research and dissemination of information.
How have you demonstrated the principles of information and/or digital literacy?
K17
The capabilities of web-based technologies and content management systems of particular relevance to the sector, e.g. to provide alternatives, to store and search for information.
How have you utilised web based technologies and/or online content in your project?
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
KSB statements K19
Methods for promoting services and collections to users and non-users and how to guide them through their information-seeking / learning journey.
How did you promote the activity undertaken in your project to colleagues and users?
K20
How services might impact users differently, depending on their age, disability, ethnicity, etc.
How has the project activity impacted on different user groups?
K21
The impact of online environments/ spaces and physical spaces on the provision of services.
What has the project demonstrated in relation to the use of physical and/or virtual spaces?
K22
How to evaluate existing services against benchmarks / standards / customer need.
How did you evaluate your project? What benchmarks/standards did you use?
S
12
Guidance
Skills
S3
Solve user problems in a range of situations using their knowledge and interpretation.
How did you meet the users’ needs?
S4
Use information management processes to store, manage and retrieve records and data to support collaboration, exploitation and the organisation’s Information Management (IM) practices.
How did your project make use of management information or other data?
S5
Describe and arrange material/ resources, by observing and applying identified cataloguing standards in order to create online catalogues and other finding aids to meet users’ needs.
How did you ensure users were able to locate and access the resources involved in the project?
S6
Employ information retrieval techniques to identify and use relevant media and systems, e.g. searching online databases, catalogues or physical stores, and EDRMS (electronic document record management systems).
How did you locate any information needed for the project in a timely manner?
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
KSB statements Use enquiry techniques to clarify and meet users’ information requirements and manage expectations, e.g. by signposting to alternative resources and providing solutions.
Describe the enquiry techniques used?
S10
Use relevant approaches to learning support to contribute to the development of learning activities for different audiences to enhance knowledge and literacy, e.g. reader development.
How did your project aid learning and/or improve the skills of colleagues/users?
S11
Select and use appropriate tools and technologies to support users in researching and disseminating information, e.g. databases, search engines, digital libraries, repositories and social media.
Demonstrate the use of a range search tools and technologies.
S12
Develop information and digital skills to support users to identify, find, access and evaluate information, to share knowledge and to promote self-help.
Show how you have used information/digital literacy skills as part of the project.
S13
Demonstrate information sharing by contributing to learning activities for specific audiences, e.g. inductions and events, catering to a variety of levels of knowledge and understanding.
See S10.
S14
Use promotion techniques for resources so that users and potential users are aware of their value, impact and benefit, e.g. by curating collections and displays in effective ways, undertaking outreach activities to guide users to achieve independence in their use of information.
How have the project benefits been promoted to target audiences?
S8
13
Guidance
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
KSB statements
Guidance
S15
Implement the organisation’s collection management policy, e.g. through identifying stock that should be acquired and that which is no longer used or needed, and relegating or removing these appropriately.
How has the project contributed to the selection of resources and/or a change in use of a resource?
S16
Develop the service by assessing the learning environment and anticipating user needs, e.g. re-organising study/ virtual spaces, suggesting improvements to catalogues or web pages.
Evaluate user experience of the project activity and make recommendations for improvement.
S17
Use teamwork and collaboration to achieve goals, e.g. with stakeholders and partners beyond the organisation.
Demonstrate how you have communicated and worked effectively with others as part of the project.
S18
Use information provision to enable users to access materials, e.g. through lending books/artefacts, emailing documents, accessing original archives, signposting links to information.
See S14 and S3.
S19
Exercise communication skills – oral, written, presentation, interpersonal, listening, assertiveness (online and face-to-face).
Demonstrate effective use of a range of communication skills.
B
14
Behaviour
B1
Practise in an ethical and legal manner.
Show how you have acted in a legal and ethical manner during the project.
B3
Demonstrate leadership and initiative within the boundaries of specific tasks.
Demonstrate an ability to work independently. Give examples of where you have used your own initiative as part of the project.
B5
Solutions focused.
Show how you have considered a range of solutions to the user need identified by the project.
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
KSB statements
15
Guidance
B6
Concern for the public good in all professional matters, including respect for diversity within society, and the promoting of equal opportunities and human rights.
How has your project supported the principles of equality and diversity?
B9
Informative and supportive, ensuring users are aware of the full scope and remit of the service.
How did you select and deliver suitable services as part of the project?
B10
Act as an advocate for the benefits and value of the services delivered.
How did the project and your behaviour support advocacy for the service?
B12
Diligence in respect to services for which they are responsible in meeting the needs of users.
How has the project demonstrated your customer care skills?
B14
Work collaboratively with others.
See S17.
B16
Provision of the best possible service within available resources.
Show how the project had increased your own motivation.
Assessment method 2 Professional discussion underpinned by portfolio
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
// METHOD 2 // COMPONENT 1 //
Portfolio of evidence You will be required to submit your portfolio of evidence at gateway, which you will have compiled throughout your apprenticeship. The portfolio must provide full coverage of the knowledge, skills and behaviours required for assessment method 2 and showcase your highest quality work.
Submission requirements:
Task
2. T he written accounts should be
To produce a portfolio of evidence demonstrating the application of each knowledge, skill and behaviour (KSB) for assessment method 2.
3. A ll accompanying evidence should be
The portfolio should be compiled throughout the apprenticeship and include the following:
1. A minimum of 10 and a maximum of
15 pieces of evidence. There must be at least one piece of evidence mapped to each of the KSBs, although in most cases one piece of evidence will be referenced against more than one KSB. Opportunities for combining the KSBs have been indicated in the portfolio amplification document.
2. E vidence should be in the form of written
accounts of activities (referenced to the KSBs) and supported by appropriate evidence e.g. photographs, quick reference guides, policies and procedures, statistics reporting, screenshots, communication material, reports, social media text, web pages etc. Examples of activities and evidence have been included in the portfolio amplification document.
3. Apprenticeship progress review
documentation should be included in the portfolio.
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1. T he portfolio must be produced by
the apprentice only. Your manager/ mentor will support the development of the portfolio but will not contribute directly to the production or collation of the portfolio. created using a word processor or e-portfolio system. inserted in the body of the portfolio in electronic format i.e. inserted or scanned.
4. Work should be fully referenced and a bibliography must be included where appropriate.
5. A ll written accounts should be clear and concise.
6. Y ou must include your name,
apprenticeship number and the number of pages in the footer of any word-processed documents.
Note: The portfolio is not marked but will be used as the basis for the professional discussion. Reflective accounts and self-evaluations should not be included as evidence.
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
// METHOD 2 // COMPONENT 2 //
Professional discussion The professional discussion will be held in week nine of the EPA period. The Independent Assessor will explore your understanding of the work that you have carried out during your apprenticeship programme and how the knowledge, skills and behaviours that you have developed have contributed to the services provided by your organisation.
Venue
Delivery
The professional discussion should take place in a quiet room, free from distractions. No-one else should normally be present unless special circumstances have been agreed.
The professional discussion will last for 60 minutes. The assessor has the discretion to increase the time of the professional discussion by up to 10% to allow you to complete your final answer. Assessors will ask between 10-12 questions with each question covering a combination of KSBs. They may also ask followup questions for further clarification. The assessor will introduce a topic of discussion and invite you to contribute with your thoughts.
18
The professional discussion can take place in any of the following: e mployer’s premises a suitable venue selected by CILIP Pathways (e.g. a training provider’s premises) v ia video conferencing (Microsoft Teams).
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
// METHOD 2 // DEMONSTRATING COMPETENCE //
The table below sets out the criteria that apprentices have to meet in order to pass the assessment method 1. Apprentices need to demonstrate competence in all
Guidance on assessment criteria KSB statements K
19
Example evidence
of the categories of Knowledge, Skills and Behaviour (KSB). The guidance column gives tips on how they might include this as evidence.
Guidance
KSB mapping
Knowledge
K1
The organisation in which they work, its relationship with stakeholders/partners, its products and services.
A written account describing the organisation in which they work and evaluating the organisation’s relationship with its stakeholders and partners. Suitable accompanying evidence could include an organisational chart, job description, mission statement, organisational values etc.
In this criterion the learner is expected to describe the organisation in which they work including its products and services and identify the organisation’s stakeholders and partners. Distinction learners will also be able to evaluate the relationship the organisation has with at least two of them. Stakeholders and partners can be internal or external. Internal e.g. colleagues, management, other departments within the organisation etc. External e.g. end users, suppliers, professional bodies, awarding bodies etc.
K2
The organisation’s place within the wider, national library, archive, knowledge and information management sector.
A written account describing and evaluating the organisation’s role within the wider sector. Suitable accompanying evidence could include formal and informal co-operation, sector benchmarking, links with professional bodies etc.
In this criterion the learner is required to describe how the organisation fits within the wider sector. Distinction learners will also be able to evaluate its contribution.
K3
How effective management and team-working contribute to a successful service.
A written account identifying the key features of teams and giving examples of team work. Suitable accompanying evidence could include minutes of team meetings, project reports, statistical reports, performance reviews etc.
In this criterion the learner is required to identify the key features of teams and provide examples of team working. Distinction learners will also be able to outline the benefits of collaborative working. Learners could reference theory in relation to teams e.g. Belbin, Tuckman, Maslow etc.
This could be combined with B8.
K4
The regulations regarding information use such as copyright, intellectual property, licensing and data protection.
A written account describing and applying legal issues relevant to the organisation. Suitable accompanying evidence could include IT usage policy, GDPR policy, GDPR data collection record, IPR policy, copyright notices etc.
In this criterion the learner is expected to describe key legislation in relation to information use and explain how these are applied in their own organisation. Distinction learners will also be able to explain the implications of non-compliance for the organisation. Non-compliance could include contravention of organisational policies e.g. IT usage policy as well as legislation such as GDPR.
Combine with S1, S2 & B7.
20
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
KSB statements
Example evidence
K5
The nature of information and the value of its various forms, i.e. primary and secondary sources, print and digital (including databases); current, semi-current and archival.
A written account categorising different types of information sources and justifying their value. Suitable accompanying evidence could include: screenshots of catalogue records, shelf lists, photographs of different types of information formats etc.
In this criterion the learner is required to categorise formats of information sources and identify the strengths and weaknesses of each format. Distinction learners will also be able to identify and justify when each format is most appropriate. Formats include print, digital, primary and secondary sources, current, semi-current and archival. Information sources are deemed to be semi-current if they are referred to infrequently.
K5 & K6 could
K6
The management of information resources and the importance of organising information, e.g. labelling, storing and the role of catalogues and search tools.
A written account explaining how information sources are managed and organised in their organisation. Suitable accompanying evidence could include screenshots of catalogue records, photographs showing how sources have been stored, labelled etc.
In this criterion the learner is required to identify the correct techniques, tools and process for organising information in their own organisation. Distinction learners will also be able to evaluate the benefits of management information and identify the risks or implications of poor information management. Techniques, tools and processes could include labelling, cataloguing, indexing, classification, storage etc.
K5 & K6 could
K7
The methods for storing analogue and digital collections and which media serves the purposes best, e.g. packaging of physical resources, use of online repositories.
A written account describing, applying and evaluating methods for storing analogue and digital collections. Suitable accompanying evidence could include photographs showing the storage and/or packaging of materials, screenshots of online repositories etc.
In this criterion the learner is expected to describe and apply suitable methods for storing analogue and digital collections. Distinction learners will also be able to evaluate and establish best practice in these two areas.
K7, K9, K10, B2 & B11 could be
The concept of digital continuity ensuring original records are preserved as required.
A written account describing digital continuity and how it can be embedded in the organisation. Suitable accompanying evidence could include examples of records, which have been preserved to ensure digital continuity, organisational and/or sector guidelines for the preservation of materials etc.
In this criterion the learner is expected to explain the concept of digital continuity. Distinction learners will also be able to explain and evaluate examples of embedding digital continuity in an organisation. Digital continuity is the ability to use digital information in the way that you need, for as long as you need (The National Archives).
K7, K9, K10, B2 & B11 could be
The specific features of archives, media, etc., (as distinct from other forms of collection), their legal and historical value, and archival principles.
A written account describing the features and importance of archiving information and material. Suitable accompanying evidence could include photographs or screenshots of archived information and material, examples of preservation practices in other sectors etc.
In this criterion the learner should identify why archiving is important and describe some key features. Distinction learners will also be able to describe how they have applied archiving principles and describe the consequences of not understanding the organisation’s archiving process. For learners who do not work in an archives setting this could include the archiving of users, placing or storing resources in reserve stock etc.
K7, K9, K10, B2 & B11 could be
K9
K10
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CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
Guidance
22
KSB mapping
be combined.
be combined.
combined.
combined.
combined.
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
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CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
KSB statements
Example evidence
Guidance
K11
The nature of collections, how they are changing, and the organisational policy relating to collections management and development decisions.
A written account describing the organisation’s current collection and how it is changing. Suitable accompanying evidence could include the organisation’s collection policies, information audit evidence, usage statistics etc.
In this criterion the learner is expected to describe the current collection, explain how it is changing and identify the key features of a collection policy. Distinction learners will also be able to differentiate with examples between a collection management policy and a collection development policy. A collection management policy outlines the library’s strategy for acquiring, storing, maintaining and accessing its collection A collection development policy outlines the criteria for the selection and purchase of resources and includes guidelines regarding subject coverage, currency, language etc.
K12
The nature of knowledge, intellectual capital and the social networks through which they are shared and exploited.
A written account describing the knowledge shared or gained from the use of social networks and the implications of not sharing knowledge effectively. Suitable accompanying evidence could include online gateways and portals, blogging, social media text showing knowledge gained or shared etc.
In this criterion the learner is expected to provide practical examples of how they have shared or gained knowledge from the use of social networks. Distinction learners will also be able to explain the link between knowledge, intellectual capital and social networks and identify the implications of not sharing knowledge effectively and safely within the organisation. Knowledge management is the process of capturing, distributing and effectively using knowledge (Davenport, 1994). Intellectual capital is the information resources (assets) of an organisation.
K13
The use of collaborative tools and activities such as Google Drive and Groups, Sharepoint and Enterprise Social Media.
A written account describing digital collaborative tools and giving examples of use within the organisation. Suitable accompanying evidence could include screenshots of collaborative activities using tools such as Google drive etc.
In this criterion the learner is required to describe digital collaborative tools/activities and give examples of use. Distinction learners will also be able to identify the key benefits of collaborative working.
K16
The role that information professionals and services play in developing knowledge and literacy (reading, writing and numeracy) and general cultural enrichment.
A written account explaining the learner’s role in supporting knowledge, literacy and cultural enrichment and the support undertaken. Suitable accompanying evidence could include user guides and handouts, web pages, presentations, displays, events, reading groups, user feedback etc.
In this criterion the learner is required to explain their role in supporting knowledge, literacy and general cultural enrichment. Distinction learners will also be able to provide examples of the support undertaken and the organisational benefits. Suitable activities could include Information Literacy and Reader Development. General cultural enrichment could include national events, identity and culture, the arts, language etc.
K18
Users’ needs and information-seeking behaviour and how different information services cater to different types of user.
A written account outlining the information services provided by the organisation to cater for the needs of different users. Suitable accompanying evidence could include a marketing plan, minutes of focus groups and team meetings, survey analysis, witness testimony from line manager etc.
In this criterion the learner is required to describe the different types of user and explain what information services are provided to cater for them. Distinction learners will also be able to explain the concepts of user needs and information seeking behaviour. Information seeking behaviour refers to the ways that users search for and use information.
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KSB mapping
This could be combined with S9 & B8.
This could be combined with B4 & B15.
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
KSB statements S
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CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
Example evidence
Guidance
KSB mapping
Skills
S1
Interpret and implement policy, e.g. communicating clearly the basic copyright restrictions and reasons for not sharing personal data.
Please refer to example evidence for K4.
In this criterion the learner is expected to give at least two examples of how they have interpreted and implemented policies for information use. Distinction learners will also be able to recommend changes and/or improvements to policy. Policies could include copyright, GDPR, IT usage policy, IPR etc.
This could be combined with K4.
S2
Undertake regulation and compliance checking, e.g. in order to ensure data protection is not breached.
Please refer to example evidence for K4.
In this criterion the learner is expected to demonstrate how they have undertaken regulation and compliance checking. Distinction learners will also be able to evaluate recommendations for mitigating action in relation to regulation and compliance risk.
This could be combined with K4.
S7
Perform preservation (analogue/physical and digital) practices to keep collections physically safe using institutional/sector guidelines, and supporting work that provides digital access by creating alternatives that meet a range of user requirements.
Please refer to example evidence for K9 & K10.
In this criterion the learner is expected to demonstrate how they have successfully applied preservation techniques in accordance with sector/organisational guidelines. Distinction learners will be able to demonstrate that they have consulted alternative practices in other sectors and made recommendations based on their findings.
This could be combined with K9 & K10.
S9
Develop knowledge sharing with users, cultivating an environment where knowledge is freely shared and sought within a ‘safe’ environment, including online solutions.
Please refer to example evidence for K12.
In this criterion the learner should give practical examples of how they have placed resources and tools in logical and accessible spaces. Distinction learners will also be able to explain the impact that positive knowledge sharing has on users and potential users.
This could be combined with K12.
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CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
KSB statements B
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CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
Example evidence
Guidance
KSB mapping
Behaviour
B2
Respect for the integrity of information items and for the intellectual effort of those who created them.
Please refer to example evidence for K7 & K9.
In this criterion the learner should explain which techniques, tools and processes they have used to preserve resources and services. Distinction learners will also be able to explain the complexity of developing and arranging these resources and services.
This could be combined with K7 & K9.
B4
Attentiveness, ensuring resources provided and access are most appropriate to user needs.
Please refer to example evidence for K18.
In this criterion the learner is expected to demonstrate how they are meeting user expectations in respect of resources and access. Distinction learners will also be able to identify recommendations for enhancing the user’s experience.
This could be combined with K18.
B7
Protect the confidentiality of all matters relating to information users.
Please refer to example evidence for K4.
In this criterion the learner is expected to demonstrate that they can deal with sensitive enquiries discreetly ensuring compliance with data protection regulations. Distinction learners will also be able to evaluate the organisation’s readiness for exercising confidentiality and sensitivity.
This could be combined with K4.
B8
Act with integrity, honesty and accountability.
Please refer to example evidence for K3, K12, K18.
In this criterion the learner is expected to demonstrate how they have taken personal responsibility and reflected on lessons learnt. Distinction learners will be able to explain when it is appropriate to raise concerns about integrity, honesty and accountability.
This could be combined with K3, K12 and/or K18.
B11
Concern for the conservation and preservation of our information heritage in all formats.
Please refer to example evidence for K7, K9 & K10.
In this criterion the learner should explain how the conservation and preservation of information heritage items is administered. Distinction learners should be able to give specific examples of when items were identified and recognised for conservation and preservation.
This could be combined with K7, K9 and K10.
B13
Adaptable to change.
A written account demonstrating use of initiative, adaption to organisational change and new technologies. Suitable accompanying evidence could include examples of new ideas and improvements which have been implemented, new technologies adopted, progress review documentation, CPD evidence etc.
In this criterion the learner should give at least two examples of how they have adapted to organisational change and adopted new technologies. Distinction learners will also be able to explain how they have researched creativity and used initiative e.g. by introducing new ideas and improvements.
B15
Concern for balancing the needs of actual and potential users and the reasonable demands of employers.
Please refer to example evidence for K18.
In this criterion the learner is expected to demonstrate how they are engaging with users and their needs and regularly updating colleagues/managers. Distinction learners will be able to explain how balancing the needs of users and the organisation works in practice.
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This could be combined with K18.
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
The assessment day The presentation with questions (assessment method 1) and the professional discussion (assessment method 2) will take place on the same day. At the start of the assessment, the independent assessor will: i ntroduce themselves and explain their role in the process
Please ensure that you are in a quiet room, free from distractions. The assessor will ask you to show them the room to evidence that there is no outside influence. To deliver the presentation, apprentices may have access to: p resentation software
e xplain the structure of the assessment, how long you will have for each element and the schedule for breaks
fl ip chart
a sk you if you have any questions before you start.
i nteractive demonstrations
Your assessor will not give feedback after the assessment. You will be notified of your result once it has been confirmed by CILIP Pathways.
Guidance for remote assessments Proof of Identification Apprentices are required to show their identification before the assessment begins. Acceptable forms of ID include: P assport D iving licence W ork ID. Failure to show ID will result in the assessment day being cancelled and re-sit fees will be payable.
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Venue
w ork products v ideos n otes c omputer c lock w ater.
Joining the Microsoft Teams meeting Please ensure that you join the session 10 minutes before the start time.
Troubleshooting If you experience any technical issues, epa@cilip.org.uk or call 020 4513 2831. Please note that all assessments will be recorded for standardisation purposes.
Complaints and appeals Please see the CILIP Pathways’ complaints and appeals policy.
CILIP PATHWAYS LIAS LEVEL 3 APPRENTICESHIP END-POINT ASSESSMENT GUIDANCE FOR APPRENTICES
Next steps Why not take the next step in your career and become a member of CILIP or ARA. Being a member signals your commitment to your profession to your peers and employers.
CILIP: The Library and Information Association Join CILIP as a student member while you complete your apprenticeship. Student membership provides: t he latest insight and analysis into the trends that are shaping the information profession o pportunities to network and build your skills a ccess to a UK-wide network of sector specialists o pportunities to share your insights to help shape the future of the sector. For more information visit www.cilip.org.uk.
ARA: Archives and Records Association Visit www.archives.org.uk for more details.
Online community for apprentices CILIP Pathways can connect you to an online community for LIAS Level 3 apprentices, where you can ask questions, share ideas and make connections. Contact epa@cilip.org.uk find out how to join in.
Useful contacts For questions about end-point assessment: epa@cilip.org.uk.
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CILIP Pathways 7 Ridgmount Street, London WC1E 7AE cilip.org.uk
