The assessments included eight tasks which asked the students to identify appropriate sources of information. Five of the tasks related to using libraries, using library catalogues (card and computer), and understanding how books are organised in libraries. Two tasks related to selecting appropriate books and parts of books from a range of options provided. The eighth task invited the students to suggest search strategies for finding several items of information, some of which would not be found readily in libraries.

Five tasks were identical for both year 4 and year 8. One task was identical except that the topic about which information was sought was changed to make it relevant to the year 4 students: this change should not have changed the nature or difficulty of the task significantly. Another task was presented in a simpler form for year 4 students, but with identical instructions and focus. The final task had some components deleted for year four students, while the common components offered them one less option to choose from. Three tasks, including two which were identical for both year levels, have been selected as link tasks (to be used again in the year 2001) and therefore are not described in detail here. The other tasks are released tasks for which full details are given.

The chapter presents the released tasks first, and then the link tasks. Where tasks are not identical for year 4 and year 8 students, this is clearly identified in the task description or in the accompanying commentary.

Both year 4 and year 8 students achieved substantial success in these tasks. On the task components common to both year levels, about 25 percent more year 8 students than year 4 students achieved success. The most notable differences between year 4 and year 8 students were the greater exposure of year 8 students to the use of computerised library catalogues, their much better performance in the use of one such catalogue, and their greater success with tasks which involved organising library materials alphabetically or by classification number. It was also apparent that most year 4 students had little or no experience of using classification schemes for non-fiction books.