Assessor Resource

CHCLLN002
Support adult language and literacy learning

Assessment tool

Version 1.0
Issue Date: April 2024


The unit describes the skills and knowledge required to identify language and literacy skill needs, develop strategies and resources to address those needs, and then support learners during the development of their language and literacy competence.

This unit applies to individuals such as paid or volunteer tutors, who work under the guidance of a program supervisor with language and literacy development expertise.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes of a unit of competency

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element

1. Identify learner language and literacy requirements

1.1 Confirm scope of own role and responsibilities in supporting the learner

1.2 Establish learner language and literacy level and needs using appropriate tools

1.3 Identify factors that may inhibit the development of language and literacy skills in consultation with the learner and supervisor according to need

1.4 Negotiate learning needs with learner and establish achievable learning outcomes, in consultation with supervisor

2. Plan strategies and resources

2.1 Plan learning environment, activities and teaching strategies in advance, seeking advice from supervisor or other specialists as required

2.2 Monitor learner understanding and use of language, and gather information to inform own planning

2.3 Adapt or develop resources appropriate to learner needs and context according to program requirements

3. Encourage and model spoken language

3.1 Demonstrate different styles, ranges and contexts of oral communication across appropriate aspects of communication

3.2 Use spoken language to effectively interactwith learner

3.3 Scaffold learning by talking about language

4. Support learners to read and interpret texts

4.1 Determine strategies for supporting learner in interpreting texts, with supervisor where appropriate

4.2 Implement planned strategies to enhance learner abilities and address individual needs

4.3 Encourage learner to problem solve to make meaning from texts

4.4 Use a range of planned strategies to focus learner on specific literacy skills

4.5 Evaluate learning outcomes and discuss with supervisor

5. Enhance learner literacy skills through writing activities

5.1 Use appropriate terminology with learner as planned

5.2 Implement planned strategies to develop learner skills in the use of written language

5.3 Use planned strategies to develop performancefeatures of learner writing

5.4 Evaluate learning outcomes and discuss with supervisor according to need

6. Review strategies used to enhance learner skills

6.1 Monitor learner progress against learning outcomes

6.2 Seek support and feedback from supervisor

6.3 Review and adjust strategies based monitoring and feedback in consultation with supervisor

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes of a unit of competency

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element

1. Identify learner language and literacy requirements

1.1 Confirm scope of own role and responsibilities in supporting the learner

1.2 Establish learner language and literacy level and needs using appropriate tools

1.3 Identify factors that may inhibit the development of language and literacy skills in consultation with the learner and supervisor according to need

1.4 Negotiate learning needs with learner and establish achievable learning outcomes, in consultation with supervisor

2. Plan strategies and resources

2.1 Plan learning environment, activities and teaching strategies in advance, seeking advice from supervisor or other specialists as required

2.2 Monitor learner understanding and use of language, and gather information to inform own planning

2.3 Adapt or develop resources appropriate to learner needs and context according to program requirements

3. Encourage and model spoken language

3.1 Demonstrate different styles, ranges and contexts of oral communication across appropriate aspects of communication

3.2 Use spoken language to effectively interactwith learner

3.3 Scaffold learning by talking about language

4. Support learners to read and interpret texts

4.1 Determine strategies for supporting learner in interpreting texts, with supervisor where appropriate

4.2 Implement planned strategies to enhance learner abilities and address individual needs

4.3 Encourage learner to problem solve to make meaning from texts

4.4 Use a range of planned strategies to focus learner on specific literacy skills

4.5 Evaluate learning outcomes and discuss with supervisor

5. Enhance learner literacy skills through writing activities

5.1 Use appropriate terminology with learner as planned

5.2 Implement planned strategies to develop learner skills in the use of written language

5.3 Use planned strategies to develop performancefeatures of learner writing

5.4 Evaluate learning outcomes and discuss with supervisor according to need

6. Review strategies used to enhance learner skills

6.1 Monitor learner progress against learning outcomes

6.2 Seek support and feedback from supervisor

6.3 Review and adjust strategies based monitoring and feedback in consultation with supervisor

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
 
Confirm scope of own role and responsibilities in supporting the learner 
Establish learner language and literacy level and needs using appropriate tools 
Identify factors that may inhibit the development of language and literacy skills in consultation with the learner and supervisor according to need 
Negotiate learning needs with learner and establish achievable learning outcomes, in consultation with supervisor 
Plan learning environment, activities and teaching strategies in advance, seeking advice from supervisor or other specialists as required 
Monitor learner understanding and use of language, and gather information to inform own planning 
Adapt or develop resources appropriate to learner needs and context according to program requirements 
Demonstrate different styles, ranges and contexts of oral communication across appropriate aspects of communication 
Use spoken language to effectively interactwith learner 
Scaffold learning by talking about language 
Determine strategies for supporting learner in interpreting texts, with supervisor where appropriate 
Implement planned strategies to enhance learner abilities and address individual needs 
Encourage learner to problem solve to make meaning from texts 
Use a range of planned strategies to focus learner on specific literacy skills 
Evaluate learning outcomes and discuss with supervisor 
Use appropriate terminology with learner as planned 
Implement planned strategies to develop learner skills in the use of written language 
Use planned strategies to develop performancefeatures of learner writing 
Evaluate learning outcomes and discuss with supervisor according to need 
Monitor learner progress against learning outcomes 
Seek support and feedback from supervisor 
Review and adjust strategies based monitoring and feedback in consultation with supervisor 

Forms

Assessment Cover Sheet

CHCLLN002 - Support adult language and literacy learning
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCLLN002 - Support adult language and literacy learning

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: