Assessor Resource

PSPTIS046
Use routine education terminology in interpreting (LOTE-English)

Assessment tool

Version 1.0
Issue Date: April 2024


This unit describes the skills required to understand and use routine education terminology in English and LOTE sufficient to interpret between the two languages in general dialogue or monologue settings in educational contexts.

This unit applies to those working as interpreters in a range of educational, training and children’s services contexts. The interpreter may be required to interact with students and their families, principals, teachers, administrators and pastoral care staff.

The skills and knowledge described in this unit must be applied within the legislative, regulatory and policy environment in which they are carried out. Organisational policies and procedures must be consulted and the industry codes and standards for ethical translating and interpreting adhered to.

Those undertaking this unit would work independently using support resources as required, while performing routine tasks in a range of educational contexts.

No licensing, legislative or certification requirements apply to 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)


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.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Identify the context of educational terminology

1.1 Identify key features of the education and training system, including key people and institutions.

1.2 Describe standard procedures specific to communication in educational and classroom contexts.

1.3 Outline the role and responsibilities of interpreters and others in educational contexts.

1.4 Identify social, cultural and professional conventions of English and LOTE appropriate to educational contexts.

1.5 Identify the educational and developmental consequences of incorrect interpreting in educational contexts.

2. Develop understanding of educational terminology

2.1 Research and develop knowledge of routine educational terminology in English and LOTE.

2.2 Use clear pronunciation or signed production of educational terminology.

3. Use appropriate oral or signed communication in educational contexts

3.1 Receive and understand oral or signed communication using routine English and LOTE educational terminology.

3.2 Seek clarification of correct use and meaning of routine terms and associated processes.

3.3 Use a range of routine English and LOTE educational vocabulary and expressions correctly in interpreting.

3.4 Apply prosodic features, gestures and body language appropriate to the educational and classroom context.

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the candidate must demonstrate evidence of performance of the following on at least two occasions.

using social, cultural and professional conventions applicable to the languages being used in routine educational and classroom contexts, including:

customs, protocols and taboos

dialect, idiom, colloquialisms and language conventions

social conventions and consistent use of forms of address

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the depth of knowledge demonstrated must be appropriate to the job context of the candidate.

basic principles of education and learning

education and training institutions

information sources for increasing educational knowledge and terminology

effective working relationships between interpreters and teachers, educators and teacher aides

public and private education systems

relevant legislation and government policies

security, confidentiality and duty of care

WHS relevant to working in educational and classroom contexts

Assessment of this unit of competency must include use of scenarios, case studies and experiences. Practical assessment must take place in the context of real or simulated interpreting.

Consideration must be given to holistic assessment for this unit. Refer to advice in the Companion Volumes.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

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.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Identify the context of educational terminology

1.1 Identify key features of the education and training system, including key people and institutions.

1.2 Describe standard procedures specific to communication in educational and classroom contexts.

1.3 Outline the role and responsibilities of interpreters and others in educational contexts.

1.4 Identify social, cultural and professional conventions of English and LOTE appropriate to educational contexts.

1.5 Identify the educational and developmental consequences of incorrect interpreting in educational contexts.

2. Develop understanding of educational terminology

2.1 Research and develop knowledge of routine educational terminology in English and LOTE.

2.2 Use clear pronunciation or signed production of educational terminology.

3. Use appropriate oral or signed communication in educational contexts

3.1 Receive and understand oral or signed communication using routine English and LOTE educational terminology.

3.2 Seek clarification of correct use and meaning of routine terms and associated processes.

3.3 Use a range of routine English and LOTE educational vocabulary and expressions correctly in interpreting.

3.4 Apply prosodic features, gestures and body language appropriate to the educational and classroom context.

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the candidate must demonstrate evidence of performance of the following on at least two occasions.

using social, cultural and professional conventions applicable to the languages being used in routine educational and classroom contexts, including:

customs, protocols and taboos

dialect, idiom, colloquialisms and language conventions

social conventions and consistent use of forms of address

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the depth of knowledge demonstrated must be appropriate to the job context of the candidate.

basic principles of education and learning

education and training institutions

information sources for increasing educational knowledge and terminology

effective working relationships between interpreters and teachers, educators and teacher aides

public and private education systems

relevant legislation and government policies

security, confidentiality and duty of care

WHS relevant to working in educational and classroom contexts

Assessment of this unit of competency must include use of scenarios, case studies and experiences. Practical assessment must take place in the context of real or simulated interpreting.

Consideration must be given to holistic assessment for this unit. Refer to advice in the Companion Volumes.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

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 key features of the education and training system, including key people and institutions. 
Describe standard procedures specific to communication in educational and classroom contexts. 
Outline the role and responsibilities of interpreters and others in educational contexts. 
Identify social, cultural and professional conventions of English and LOTE appropriate to educational contexts. 
Identify the educational and developmental consequences of incorrect interpreting in educational contexts. 
Research and develop knowledge of routine educational terminology in English and LOTE. 
 
Receive and understand oral or signed communication using routine English and LOTE educational terminology. 
Seek clarification of correct use and meaning of routine terms and associated processes. 
Use a range of routine English and LOTE educational vocabulary and expressions correctly in interpreting. 
Apply prosodic features, gestures and body language appropriate to the educational and classroom context. 
Identify key features of the education and training system, including key people and institutions. 
Describe standard procedures specific to communication in educational and classroom contexts. 
Outline the role and responsibilities of interpreters and others in educational contexts. 
Identify social, cultural and professional conventions of English and LOTE appropriate to educational contexts. 
Identify the educational and developmental consequences of incorrect interpreting in educational contexts. 
Research and develop knowledge of routine educational terminology in English and LOTE. 
Use clear pronunciation or signed production of educational terminology. 
Receive and understand oral or signed communication using routine English and LOTE educational terminology. 
Seek clarification of correct use and meaning of routine terms and associated processes. 
Use a range of routine English and LOTE educational vocabulary and expressions correctly in interpreting. 
Apply prosodic features, gestures and body language appropriate to the educational and classroom context. 

Forms

Assessment Cover Sheet

PSPTIS046 - Use routine education terminology in interpreting (LOTE-English)
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

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Assessor name:

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Assessment Record Sheet

PSPTIS046 - Use routine education terminology in interpreting (LOTE-English)

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: