Assessor Resource

CHCLLN402A
Support adult numeracy learning and development

Assessment tool

Version 1.0
Issue Date: March 2024


This unit applies to those supporting adult numeracy learners in a variety of contexts

The work in this unit could be conducted by a tutor in consultation with learners, and would be monitored by a program supervisor with appropriate language and literacy expertise

This unit describes the skills and knowledge required by those providing numeracy support to adult learners who wish to develop their core skills of learning and numeracy, including using number, measurement, estimation and problem solving

The unit provides skills and knowledge to enable tutors to work with a supervisor to develop strategies and resources to reinforce numeracy skills, and to support learners during various phases in the development of their numeracy competence

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

Prerequisites

Not Applicable


Employability Skills

This unit contains Employability Skills




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.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Assessment should ensure the candidate addresses the elements and performance criteria on at least three occasions, over a period of time

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

Competency must be demonstrated in a realistic simulated or real work environment

Assessment requires access to a range of opportunities defined in the range statement, including access to:

an educational work environment or simulation to enable candidates to demonstrate their skills and knowledge while working with supervisors and learners

mathematics and numeracy terminology used in the role

Method of assessment:

Assessment methods suitable for valid and reliable assessment of this competency may include a combination of:

case studies

demonstration

observation

oral and written questioning

scenarios, simulation or role plays

authenticated evidence

Assessment methods should reflect work demands, such as literacy, and the needs of particular individuals, such as:

people in rural and remote locations

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

Guidance information

This unit may be assessed independently, however holistic assessment with other units relevant to the industry sector, workplace and job role is recommended


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.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge and understanding of:

Key concepts of the Australian Core Skills Framework (ACSF) to engage in discussion with supervisor of learner levels and requirements and learning plan, including:

the five core skills

spiky profiles: varying levels of performance in each core skill

factors that may influence performance

Mathematical concepts, operations and terminology relevant to learner needs and context

Requirements of the support program, including administrative and confidentiality requirements

Risk-management strategies to negotiate sometimes complex situations and learning environments

Roles and responsibilities of those providing numeracy support and of their supervisors

Range of basic communication and learning strategies, including techniques that:

encourage critical thinking about mathematics and its use as a learning tool

scaffold learning and assist learners to problem solve

Tools to evaluate learning outcomes, such as the ACSF

Essential skills:

It is critical that the candidate demonstrate the ability to:

Negotiate learner numeracy needs and program outcomes based on identified skill gaps, in consultation with supervisor and learner where appropriate

Identify, adapt, develop and use a variety of learning strategies and resources based on agreed outcomes

Support numeracy skill development in learners

Use a range of strategies to encourage and model skill development

continued ...

Essential skills (contd):

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include:

Communication skills, including:

listening skills to identify learner needs and elicit learner responses

speaking skills to model language and question effectively

Initiative and enterprise skills to use appropriate support strategies for diverse learner needs

Interpersonal skills to:

interact with clients from a range of social, cultural, religious and linguistic backgrounds and with varying physical and mental abilities

show respect for, and draw on, the expertise and background of the learner

Language, literacy and numeracy skills to:

apply mathematical concepts appropriate to the diversity of learner needs being supported

maintain and complete records, where required

identify, collate and develop or adapt resources to support the development of learners' mathematics skills and knowledge for numeracy

Planning and organisation skills to develop, follow and evaluate learning plans

Problem-solving skills to select strategies that address learner needs

Self-management skills to:

know own limitations and set appropriate boundaries

review own practice

Teamwork skills to collaborate with supervisor to:

analyse learner needs in relation to development of numeracy understanding

apply appropriate model of learning to develop learners' mathematics skills and knowledge

implement support strategies appropriate to learner needs

Technical skills to:

adapt examples and activities to meet the specific numeracy needs of individual learners

apply key concepts of the ACSF

use a range of strategies to:

support learners in acquiring and applying mathematics skills and knowledge

adapt or design resources that cater for individual learners

Technology skills to:

use a range of technology to support numeracy learning

use software packages as part of the learning program

Time-management skills to plan and deliver learning programs

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Supervisor may include:

Experienced tutor

Numeracy specialist

Mentor

Identifying learner's language and numeracy level may include:

Considering:

information provided in supervisor briefing

learner's educational background

psychological, social and cultural factors

Using key concepts of tools such as the ACSF when considering:

relevance of context, support, task and text

strengths and weaknesses of learner's ability to:

identify the mathematical information and meaning in activities and texts

problem solve using mathematical processes

use written or oral mathematical language, and mathematical symbols and diagrams, to communicate numeracy concepts

Factors that may inhibit the development of mathematical skills may include:

Cultural barriers relating to ethnicity and identity, for example

Disabilities, such as acquired brain injury

Geographic factors, such as isolation

Health issues, including chronic conditions

Learning difficulties

Limited opportunities for practice

Personal barriers relating to such things as:

age

displacement issues for refugees

emotional issues

family circumstances

gender

language background

previous formal schooling experiences

religion

social circumstances

trauma

Physical factors, such as eyesight

Psychological issues, such as mathematics phobia

Technology issues, such as:

lack of access

skill level

Resources may include:

Computer hardware and software

Concrete materials

Games

Handouts and workbooks

Online and digital resources

Realia

Reference materials

Visual aids, such as digital cameras, charts, displays and posters

Program requirements:

May be developed by:

the tutor

consulting with supervisor

consulting with learner

May include:

program guidelines

program resources

Applications of mathematics skills and knowledge may include:

Using mathematics in real-life work, social, community and leisure contexts, such as:

interpreting timetables and timelines

measuring area, volume, length, weight, etc.

performing operations and calculations

placing orders

planning use of spaces

reading and interpreting data displays

reading maps, driving and navigating

telling the time

using phone numbers

using shopping catalogues

Working mathematically to solve problems, including those specific to a particular context, such as:

calculating medical doses

comparing prices

understanding bills

Language of numeracy at the appropriate level includes:

Formal and informal language

Knowledge of the level, e.g. $5.98, 1/2, +, -, 12/5/07, simple and highly familiar tables and graphs

Language, such as:

addition, subtraction, division and multiplication

up, down, behind, right, left, over, through

comparative language, such as taller, heavier, hotter, smaller

language of shape, size, colour, such as straight, curved, square, circle, triangle

language of measurement, such as SI units of measurement, weight, height

Symbolic and diagrammatic representations and conventions of mathematics e.g. Language of position

Simple symbolism, diagrams and conventions relevant to mathematics

Accurate mathematics terminology and concepts may include:

Displays, such as graphs and tables

Mathematics specific conventions

Place values

Ratio

Symbols

Units of measurement

Vocabulary - mathematics context versus real world contexts

Aspects of communication may include:

Different contexts in which an individual uses numeracy skills in all aspects of their lives, including:

cooperative: interacting in groups

personal: expressing identity

procedural: performing tasks

public: interacting with the wider community

systems: interacting in organisations

technical: using tools and technology

Tools may include:

Estimating

Mathematical and IT tools, such as:

ruler or tape measure

protractor

kitchen scales

measuring jug

computer

calculator

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
Meet with supervisor to establish own role and responsibilities and identify learner's language and numeracy levels and needs 
Meet with learner to establish rapport and identify factors that may inhibit the development of mathematical skills for numeracy, and discuss with supervisor as required 
Negotiate numeracy learning needs with learner and establish achievable learning outcomes, in consultation with supervisor where appropriate 
Monitor learner understanding and use of numeracy to inform planning of strategies and resources 
Plan learning environments, activities and appropriate method to evaluate learning outcomes in advance with the supervisor 
Adapt or develop resources appropriate to learner needs and context according to program requirements 
Identify and explain a variety of numeracy demands and opportunities in daily life 
Demonstrate the different uses and functions of mathematics using activities and examples 
Develop numerate understandings appropriate to learners' culture, age, abilities, interests and needs 
Use examples and activities to highlight and explain applications of mathematics skills and knowledge for numeracy to scaffold learning 
Use diverse strategies to model use of mathematics skills relevant to specific learners 
Determine strategies for supporting learners in the application of mathematics skills for numeracy, seeking advice from supervisor or other specialist as needed 
Implement planned strategies to enhance the abilities of learners and address their individual needs 
Encourage learners to problem solve using mathematics knowledge and skills in everyday life contexts 
Use the language of numeracy at the appropriate level to focus learners on specific mathematics skills and knowledge 
Evaluate learning outcomes and discuss with supervisor as required 
Plan strategies with supervisor where appropriate, including accurate mathematics terminology and concepts, to support learners' learning 
Implement strategies that develop learner skills in using mathematics for numeracy understanding across appropriate aspects of communication 
Encourage learners to improve mental computation and calculation skills using strategies appropriate to individual learners 
Ensure learners check for reasonableness of solutions when calculating and measuring, using a range of strategies and tools 
Encourage learners and build their confidence to attempt problem solving that requires the use of mathematics skills and knowledge 
Monitor learner progress 
Seek support and feedback from supervisor when required 
Review strategies in terms of their effectiveness and feedback received 

Forms

Assessment Cover Sheet

CHCLLN402A - Support adult numeracy learning and development
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

CHCLLN402A - Support adult numeracy learning and development

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: