Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

PSPTIS510A Mapping and Delivery Guide
Analyse, recall and reproduce source messages (LOTE)

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency PSPTIS510A - Analyse, recall and reproduce source messages (LOTE)
Description This unit describes the outcomes required to analyse the meaning of a source language message and to reproduce the message in the same language, applying strategies to support retention and recall.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to interpreters who to be able to quickly and accurately analyse, remember and reproduce messages from a diverse range of sources, subjects and contexts.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field Translating and Interpreting.
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Analyse source messages.
  • Attend to source messages and make adjustments to assist concentration and comprehension.
  • Analyse discourse and speaker's strategies to predict discourse direction.
  • Determine key information and relationships between linguistic and non-linguistic elements in the messages.
  • Identify factors affecting the meaning of the messages.
  • Identify structural elements of discourse.
  • Use effective strategies to support message retention and recollection.
       
Element: Recall source messages.
  • Use a range of encoding strategies to retain and ensure the accuracy of information.
  • Manage discourse to ensure the quality and reliability of recall.
  • Review key information and relationships in source messages.
  • Analyse notes for usefulness in recollection of messages.
  • Resolve problems of understanding and recall and seek clarification in a sensitive manner.
       
Element: Reproduce source messages.
  • Retrieve message in a timely manner.
  • Reproduce message accurately, maintaining its logical sequence and communicative intent.
  • Use a range of techniques to track reproduced information.
  • Assess effectiveness of strategies used.
       


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.

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

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms the candidate's ability to analyse the meaning of a source language message, apply strategies to support retention and recall and to ensure the quality and reliability of reproduced messages. This includes:

analysing a range of general and specialist source messages and determining important aspects of language, content, context and intention

identifying a range of strategies and options to address challenges of:

accurately conveying message intent

timing

language

register

presentation characteristics

idiosyncrasies

selecting, applying and justifying a range of techniques and options to maintain information recall and reproduction and overcome problems in language, meaning and presentation.

reproducing a range of messages accurately

Context of and specific resources for assessment

Assessment of this unit of competency will make use of scenarios, case studies, experiences and, where possible, examples of interactions with colleagues and clients which illustrate a range of skills and strategies for reproducing source messages.

Resources for assessment include:

opportunities to observe candidate in a variety of subjects, settings and cultural contexts to observe candidate

opportunities to demonstrate analysis and recall of messages in a range of realistic scenarios

third party reports on effectiveness and accuracy of the candidate's recall and reproduction of messages

explanations of recall and reproduction issues and judgements made.

Assessment should ideally be conducted in real interpreting assignments, but this competency may also be effectively assessed in realistic scenarios using a range of content and contexts. This unit may be assessed in conjunction with other interpreting units.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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

analytical skills to analyse source message for key information

communication skills to receive and deliver information through oral, written and visual means

language skills to:

apply linguistic, semantic and pragmatic strategies to address structural elements of discourse

reproduce information using a range of strategies, maintaining register and logical sequence of source message

assist retention of information and recall of source message

literacy skills to:

research background information

produce notes of key information

problem-solving skills to:

analyse and adapt conditions to enhance message reception and recall

manage the discourse

self-management skills to:

focus on message meaning and communication intent

select and apply strategies to assist message recall

technology skills to select and use information and communication technology equipment to record and recall information

Required knowledge

characteristics of communication

general and special purpose subject and context

linguistic features, including register appropriate to setting, and forms and variations of language

techniques to assist recall

linguistic and non-linguistic elements of messages

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.

Attend involves:

maintaining concentration and focus

closely observing and noting gestures, body language and facial expressions

noting key information

Key information includes:

terms and concepts related to a specialist subject or context

key content words and ideas and facts, including numbers, dates and times

personal details, such as titles and addresses

proper nouns and names

purpose of message

series of specific details, such as lists

technical terms

Relationships may be indicated by:

cohesion of meaning within a message

collocation

gesture

implied meaning

register

Linguistic and non-linguistic elements include:

non-verbal components of message, including:

body language and eye contact

facial expressions

gestures and posture

verbal components of message

voluntary and involuntary features of speech, such as:

inflection and tone

nuance and intensity of feeling

stress and pitch

types of language

voluntary and involuntary prosodic features of speech, such as:

hesitation

pauses and silence

rhythm

Factors affecting meaning of messages may include:

colloquial language

jargon

ambiguity

cultural concepts

humour

paralinguistic elements

register

Structural elements of discourse include:

interpersonal elements

language cues necessary for following conversation

interrupting or interjecting

turning points in an argument

turn-taking

Strategies may include:

abbreviations

chunking

recording key information, such as

numbers

single words and phrases

note taking:

logical (visual) order

lines to indicate end of an idea

symbols

characters

mathematical symbols

pictures for concepts

unambiguous abbreviations

Encoding strategies may include:

creating a mind map

visualising information

creating symbols

reflecting concepts and ideas, not words

Clarification may be necessary for:

ambiguous meaning

message delivered too quickly

words, expressions or intent not understood

idiosyncratic language use and speech

non-standard language variety used

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
Attend to source messages and make adjustments to assist concentration and comprehension. 
Analyse discourse and speaker's strategies to predict discourse direction. 
Determine key information and relationships between linguistic and non-linguistic elements in the messages. 
Identify factors affecting the meaning of the messages. 
Identify structural elements of discourse. 
Use effective strategies to support message retention and recollection. 
Use a range of encoding strategies to retain and ensure the accuracy of information. 
Manage discourse to ensure the quality and reliability of recall. 
Review key information and relationships in source messages. 
Analyse notes for usefulness in recollection of messages. 
Resolve problems of understanding and recall and seek clarification in a sensitive manner. 
Retrieve message in a timely manner. 
Reproduce message accurately, maintaining its logical sequence and communicative intent. 
Use a range of techniques to track reproduced information. 
Assess effectiveness of strategies used. 

Forms

Assessment Cover Sheet

PSPTIS510A - Analyse, recall and reproduce source messages (LOTE)
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:

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Assessment Record Sheet

PSPTIS510A - Analyse, recall and reproduce source messages (LOTE)

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: