This unit describes the skills and knowledge required to collect, collate and organise familiar and routine data and construct tables, column and bar graphs.

This unit applies to individuals who need numeracy skills at Australian Core Skills Framework (ACSF) level 3 to undertake a vocational training pathway or workplace tasks.

This unit is designed for integration and contextualisation with vocational units to support achievement of vocational competency

No licensing, legislative or certification requirements apply to this unit at the time of publication.

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

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 describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify features of routine tables and graphs	1.1 Identify features of common tables and graphs 1.2 Identify uses of different tables and graphs
2. Plan to collect data	2.1 Determine data and variables to be collected 2.2 Determine audience 2.3 Select a method to collect data 2.4 Collect data
3. Construct routine tables and graphs	3.1 Collate information in a table 3.2 Determine suitable scale and axes 3.3 Draft and draw graph to present information
4. Check and communicate results	4.1 Check that data meets the expected results and context 4.3 Report or discuss information using formal and informal mathematical language

Evidence of the ability to:

use appropriate method to collect and collate data

construct tables and graphs to suit purpose.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Evidence of the following knowledge must be demonstrated:

appropriate use of different kinds of graphs

simple scales.

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access own familiar support resources.

Access to calculators or computer software is available as required.

Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have a sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill - numeracy.

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)

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 describe the essential outcomes.	Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify features of routine tables and graphs	1.1 Identify features of common tables and graphs 1.2 Identify uses of different tables and graphs
2. Plan to collect data	2.1 Determine data and variables to be collected 2.2 Determine audience 2.3 Select a method to collect data 2.4 Collect data
3. Construct routine tables and graphs	3.1 Collate information in a table 3.2 Determine suitable scale and axes 3.3 Draft and draw graph to present information
4. Check and communicate results	4.1 Check that data meets the expected results and context 4.3 Report or discuss information using formal and informal mathematical language

Evidence of the ability to:

use appropriate method to collect and collate data

construct tables and graphs to suit purpose.

Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.

Evidence of the following knowledge must be demonstrated:

appropriate use of different kinds of graphs

simple scales.

Assessment texts and tasks reflect those typically found in the workplace.

Individuals can access own familiar support resources.

Access to calculators or computer software is available as required.

Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used.

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.

Assessors must satisfy NVR/AQTF assessor requirements, have a sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill - numeracy.

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
Identify features of common tables and graphs
Identify uses of different tables and graphs
Determine data and variables to be collected
Determine audience
Select a method to collect data
Collect data
Collate information in a table
Determine suitable scale and axes
Draft and draw graph to present information
Check that data meets the expected results and context
Report or discuss information using formal and informal mathematical language

Assessment Cover Sheet

FSKNUM18 - Collect data and construct routine tables and graphs for work

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

FSKNUM18 - Collect data and construct routine tables and graphs for work

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: