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.

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

Evidence of the ability to:

design a project brief and plan agreed by stakeholders, including rationale for the project and research undertaken

develop a draft of the resource, including rationale for choice of content and design features

evaluate and use feedback from consultations

produce a final version of the resource

evaluate the process and product.

Context of and specific resources for assessment

Assessment must ensure:

the opportunity to initiate, develop and evaluate resource

access to colleagues to support development

access to resources to support development.

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

A range of appropriate assessment methods should be used to determine competency. The following examples are appropriate for this unit:

evaluation of a portfolio of evidence

questioning to establish required knowledge

third-party reports.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

TAELLN801A Analyse policy and formulate strategic language, literacy and numeracy response.

Required skills

communication skills to:

facilitate discussions to encourage sharing of strategies and exploration of different solutions to problems

listen for detail

maintain professional networks

negotiate project brief and resource content

seek, give and respond to feedback and suggestions

initiative, enterprise and creativity to:

develop appropriate resources and materials

think critically about teaching resources

learning skills to:

maintain currency and relevance of knowledge

reflect on and improve own professional practice

literacy skills to:

adjust writing styles for different audiences and audience levels

sequence material logically and transparently

structure and weight content appropriately

use an appropriate style

numeracy skills to integrate numeracy into resource development

planning and organising skills to:

identify appropriate members of representative consultative group

monitor and evaluate progress of resource development

plan a sequence of activities consistent with learning resource development

problem-solving skills to identify and address specific difficulties in resource development

research and analysis skills to:

ask questions

determine appropriateness of feedback

find content and relevant information

identify areas for resource development

self-management skills to comply with requirements, codes of practice and organisational policies and procedures

teamwork skills to work collaboratively with colleagues and other experts

technology skills to:

use software packages to support design

use software to facilitate consultations

Required knowledge

adult learning principles and practices as they apply to resource development

adult language, literacy and numeracy skill development

instructional design for adult language, literacy and numeracy learners, such as:

adjusting language, layout, design features to suit appropriate level for learners

demonstrating cultural awareness in relation to content

using genres

appealing to a range of learning styles and strategies

planning, analysing, developing, synthesising and evaluating content of planned resources

relevant policy, legislation, codes of practice and national standards, including commonwealth and state or territory legislation, for example:

anti-discrimination, including equal opportunity, racial vilification and disability discrimination

copyright and privacy laws relating to electronic technology

duty of care under common law

industry and workplace requirements

plagiarism

workplace relations

theoretical models and teaching approaches to adult language, literacy and numeracy skills

VET system, including:

Australian Core Skills Framework (ACSF)

Australian Qualifications Framework (AQF)

Australian Quality Training Framework (AQTF)

key bodies

relationship of adult language, literacy and numeracy to the Australian VET context

training and assessment processes

Training Packages and accredited courses

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.

Identifying need for resource may include consideration of:

consequences of implementation of new language, literacy and numeracy policies or programs

implications of language, literacy and numeracy policy shifts

need for support to implement social or economic policy with language, literacy and numeracy implications

intended learner group, including learner profiles and characteristics

level of language, literacy and numeracy skill described using national frameworks

relationship with VET frameworks.

Evaluating may include:

analysing language, literacy and numeracy skills developed in the resource

analysing extent to which language, literacy and numeracy underpinning skills are identified in a vocationally-oriented resource

identifying gaps in available resources related to language, literacy and numeracy skill development

examining the suitability of existing resources for culturally and linguistically diverse learners.

Evaluating resources for reflection of current language, literacy and numeracy research and theoretical understandings of good practice may include:

current language, literacy and numeracy research into good practice to:

improve access to training for culturally and linguistically diverse adults

improve outcomes from language, literacy and numeracy training

support and extend existing vocational training

support community need for language, literacy and numeracy support

support and extend language, literacy and numeracy training in workplaces

accessing research available from National Centre for Vocational Education Research (NCVER) or National Research and Development Centre for Adult Literacy and Numeracy (NRDC).

Evaluating resources for accessibility may include:

analysing language, literacy and numeracy skill levels required to access the resource, aligned to national frameworks, such as the ACSF

evaluating:

text type

structure

language

format.

Broad format may include:

audiovisual

electronic

print-based.

Access to funding sources may include consideration of:

consultation requirements

costs involved in process of securing funding, such as researching and writing a competitive tender proposal

guidelines from potential funding bodies

level of funding in relation to estimated resource costs

parameters of funding

reporting requirements

timelines

type of resource.

Representative consultative group may include:

wide representation of stakeholders, such as:

associated industry or community organisations

professional associations

representatives from states and territories

representatives of the funding body

subject matter experts

training organisations.

Relevant experts may include:

e-learning designers

web developers

audio designers.

Refining the project brief may include:

definition of audience in relation to language, literacy and numeracy goals

definition of purpose, outcome and impact in terms of language, literacy and numeracy skills to be developed aligned to recognised language, literacy and numeracy frameworks

detailed costing

information on project personnel and capacity to deliver project

timeline.

Project plan may include:

consultation strategy

evaluation strategy to ensure product meets the needs of intended users

potential risks and strategies to avert risk

staged timeline with activities defined at each stage of development, including meetings and responsibilities of project consultative group

strategy to communicate information about the project to the adult literacy and numeracy community.

Design features may include:

by what means the learner is engaged by the resource

features of layout, including font, white space and colour

if electronic text: ease of navigation, inclusion of audio, inclusion of video, signposting and internal links

if for independent access: level of instructions, ease of accessing materials, sequencing, layout features and links

mix of text-based information and visual information

opportunities for collaborative learning

practical activity-based content

reading level of text, including:

genre

grammatical structures

verb tenses

active or passive voice;

use of abbreviation, idiom and jargon

sequencing of material to reflect adult literacy and numeracy skill development

sources of further information and further reading.

Ways in which theoretical understandings of skill development may be reflected in the content include:

decisions about the suitability of particular delivery options to meet learner group needs, such as the suitability of materials for a particular group of learners

inclusion of a 'how to' guide to assist practitioners in using the resource

extent of support a particular learner might need to succeed with materials

level of difficulty of:

reading materials

particular writing tasks

particular numeracy tasks

adult language, literacy and numeracy strategies and activities

order in which new material may be introduced.

Evaluation criteria may include:

extent to which finished resource met the language, literacy and numeracy needs of the learner group

progress of the project.