Assessor Resource

TAELLN501B
Support the development of adult language, literacy and numeracy skills

Assessment tool

Version 1.0
Issue Date: April 2024


This unit typically applies to those in the vocational education and training sector who support adult learners to develop language, literacy and numeracy skills as part of their role. These VET practitioners require some knowledge of adult language, literacy and numeracy, a sound knowledge of the Australian Core Skills Framework, as well as strategies to support learners enrolled in VET programs. They may be supported by a coordinator or other colleagues more experienced in adult literacy and numeracy provision.

This unit also applies to those working in community programs or the workplace.

This unit describes the performance outcomes, skills and knowledge required to use strategies to support adults to extend their language, literacy and numeracy skills. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

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, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

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

Evidence of the ability to:

determine language, literacy and numeracy levels using tools based on the ACSF, for at least ten (10) learners

select and apply language, literacy and numeracy support strategies relevant to each learner’s context and purpose, for at least ten (10) learners

review strategies.

Context of and specific resources for assessment

Assessment must ensure access to:

learners wishing to develop language, literacy and numeracy skills

appropriate adult literacy and numeracy teaching resources

support from colleagues.

Assessment must also ensure the use of culturally appropriate processes, and techniques appropriate to the language, literacy and numeracy capacity of the candidate and the work being performed.

Method of assessment

Guidance information for assessment

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.

Required skills

communication skills to communicate with a range of people for varying purposes to:

clarify meaning

give and respond to feedback

provide instruction

teach technical terms and language

computer skills to teach digital literacy skills

literacy skills to:

customise learning materials to suit reading levels of learner

design and produce materials

locate and evaluate information within texts

write fluently, accurately and legibly using appropriate text types

numeracy skills to:

explain terminology, processes and calculations

use a combination of formal and informal oral mathematical and general language

planning and organising skills to plan learning opportunities for learners

problem-solving skills to:

analyse, identify and develop strategies to meet identified challenges

identify difficulties of those participating in provision

select and use a variety of problem-solving strategies

self-management and learning skills to:

develop and adjust own teaching practice

reflect on and improve own professional practice

use advice from colleagues and others to adjust strategies

teamwork skills to cultivate collaborative and participative work relationships.

Required knowledge

current function of language, literacy and numeracy skills in Australian society, including how LLN skills impact an individual’s participation in work, education and community

the profile of language, literacy and numeracy competence in Australia, according to recent research, such as surveys conducted by Australian Bureau of Statistics

the Australian Core Skills Framework (ACSF)

how context affects language use, including:

how choice of linguistic style is affected by roles and relationships

how levels of formality are affected by factors such as age, role and ethnicity

how meaning making relies on linking to context

how people may be more proficient in some contexts and less in others

variety of ways texts can be approached, depending on purpose of reader, for example skimming, scanning and critical analysis

numeracy and language knowledge to the level of the numeracy and language being taught.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Language, literacy and numeracy skills include:

core skills, as described by the Australian Core Skills Framework

the range of learning, reading, writing, oral communication and numeracy skills required to participate in work and the wider community.

Training specification may include:

training package units of competency

learning outcomes from accredited courses

non-accredited industry programs

Training context describes:

the environment in which the learning takes place, which may include:

work setting

community setting

training organisation

may also include situational or sociocultural contexts.

Language, literacy and numeracy background may include:

past experiences in the education system

country or location in which language was learned

the style by which language was learned

identity as a learner

age

culture

ethnicity

socioeconomic background.

Factors that affect development of language, literacy and numeracy skills may include:

disability

emotional factors

ethnicity

learning difficulties

personal factors

physical factors, such as eyesight and hearing

socioeconomic status.

Potential barriers that affect development of language, literacy and numeracy skills may include:

cultural barriers relating to, for example:

identity

language

personal barriers relating to, for example:

family circumstances

physical factors

previous formal schooling experiences

social circumstances

language barriers relating to, for example:

influence of the first language on later language learning

use of standard English or non-standard English

learning difficulties.

Validated tools include:

tools based on the ACSF

tools validated by LLN specialists.

Other approaches for identifying learners with language, literacy and numeracy needs may include:

learner cues, such as reluctance to complete work in class time, and distracting or avoidance activities

feedback from other practitioners

information from pre-training enrolment forms

limited exposure to English language.

Strategies to develop reading skills may include:

critical literacy strategies

skimming, scanning and reading for detail

those that focus on sociolinguistic factors

those that focus on syntax, semantics and grapho-phonic cues.

Strategies to develop writing skills may include:

graphology for Roman script and word processing

features and use of grammar, punctuation and spelling and role of these in meaning making

working from models of texts

writing process of planning, drafting and editing.

Strategies to develop speaking skills may include:

conversation

modelling and repetition

pair or group work

simulated work activities.

Strategies to develop listening skills may include:

listening for key information in longer spoken text

modelling and repetition.

Strategies to develop numeracy skills may include:

communicating number concepts, skills and information

discussing range of possible responses to problems

drawing on range of knowledge to solve problems

drawing on real-life problems

identifying and using appropriate strategies and processes to solve problems.

Goals may include:

to work more effectively

those related to VET learning programs

employment

community participation

personal goals.

Colleagues may include:

colleagues more experienced and familiar with working with learners with language, literacy and numeracy needs

colleagues working in other language, literacy and numeracy programs

coordinators of adult literacy and numeracy professional development programs.

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
Analyse the language, literacy and numeracy requirements of the training specification or learning situation 
Analyse the language, literacy and numeracy requirements of the training context 
Identify each learner’s language, literacy and numeracy background 
Identify factors or potential barriers that may affect the learner’s development of language, literacy and numeracy skills 
Determine learner’s existing language, literacy and numeracy skill level using relevant validated tools and other approaches 
Examine limited range of strategies to develop reading, writing, speaking, listening and numeracy skills 
Analyse strengths, needs and learning strategies of learners in relation to goals 
Confirm areas for skill development with learner 
Select and implement strategies 
Access relevant language, literacy and numeracy learning resources 
Modify resources to meet language, literacy and numeracy learning needs, and in relation to context 
Monitor learner progress 
Seek support and feedback from colleagues whenever required 
Review strategies in terms of their effectiveness and feedback received 

Forms

Assessment Cover Sheet

TAELLN501B - Support the development of adult language, literacy and numeracy skills
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

TAELLN501B - Support the development of adult language, literacy and numeracy skills

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: