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:

identify and analyse training specifications and learner profiles

design a program to develop language, literacy and numeracy skills, including preparing session plans appropriate to delivery context

apply adult language, literacy and numeracy teaching strategies appropriate to learner needs and delivery context

monitor learning and provide feedback to learners

develop assessment tools consistent with training specification and appropriate to learner needs

prepare records and reports developed to meet needs of stakeholders

evaluate own practice.

Context of and specific resources for assessment

Assessment must ensure access to:

a suitable workplace environment

adult language, literacy and numeracy learners

training specifications appropriate to context

appropriate adult literacy and numeracy teaching resources.

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:

direct observation or video recording of candidate's adult language, literacy and numeracy practice

evaluation of a portfolio of evidence comprising:

learner responses and feedback

personal reflections

planning notes

preparation, such as detailed session plans, learning activities and assessment tools

samples of resources

review of work samples, which may include session plans, units of work, resources, assessment tasks, evaluations, and other work documents

questioning to establish required knowledge

review of 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:

TAELLN701A Analyse and apply adult literacy teaching practices

TAELLN702A Analyse and apply adult numeracy teaching practices

TAELLN703A Develop English language skills of learners.

Required skills

analysis and interpretation skills to:

interpret information from pre-training assessments to identify and respond to learner needs, goals, skills and learning styles

select and interpret underpinning skills in training specifications and particular workplace contexts

communication skills to:

adjust stress and intonation in order to convey meaning

ask open-ended questions providing learners with opportunities to explain strategies

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

give clear instructions and explanations, present concepts clearly and respond to learner questions effectively

paraphrase as part of effective listening techniques

teach technical terms and language

use spoken language to plan and to influence others

vary teacher talk to adjust to the English language level of others, including code-shifting activities where relevant to learners

computer skills to teach skills needed to use:

email, SMS messaging and the internet

software packages, such as word processing and presentation

data entry programs, including spreadsheets

initiative, enterprise and creativity to:

demonstrate innovative approaches to teaching practice

facilitate learning of language, literacy and numeracy skills in diverse contexts

interpersonal skills to:

establish a supportive environment, encouraging risk-taking and bringing together different points of view

liaise effectively with staff at all levels in an organisation

literacy skills to:

complete documentation required to conduct the course, such as reports and evaluations

critically organise, evaluate and apply content from a range of structurally complex texts

customise texts to suit reading levels of learners

design and produce materials, such as training and assessment materials and instruments

model written genres

select appropriate conventions and stylistic devices to express precise meaning

numeracy skills to:

extract and evaluate mathematical meaning from activities or tasks that include some formal mathematical symbols, abbreviations and language that is embedded in relevant texts or stimuli

select and use a variety of developing mathematical and problem-solving strategies in a range of familiar and less familiar contexts

transfer own knowledge of numeracy to teaching role to explain terminology, processes and calculations required in a training context

use a combination of formal and informal oral mathematical and general language, including some specialised mathematical language and terminology

planning and organising skills to plan:

effective programs that reflect understanding of range of learner group needs

learning opportunities for learners

problem-solving skills to:

analyse, identify and develop strategies to meet identified challenges

identify specific difficulties of those participating in provision

select and use a variety of problem-solving strategies in a range of familiar and less familiar contexts

self-management and learning skills to:

develop and adjust own teaching practice

maintain evidence of performance for a portfolio

reflect on and improve own professional practice

use advice from colleagues and others to adjust teaching practice

teamwork skills to:

cultivate collaborative and participative work relationships

share ideas and resources with others

work effectively as a team member

Required knowledge

adult language, literacy and numeracy teaching approaches applicable to learners at different levels of the Australian Core Skills Framework (ACSF), and in different contexts

broad repertoire of teaching strategies and learning activities incorporating various types of learning to meet specific language, literacy or numeracy need

current influential teaching theories that underpin teaching of adult literacy and adult numeracy

relevant national standards, codes of practice and legislation, such as:

ACSF

Australian Quality Training Framework (AQTF)

equal opportunity legislation

training specifications, such as:

accredited course documentation

non-accredited course documentation

Training Packages

VET sector, including the structure, purpose and delivery of 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.

Training specifications may include:

agreements with stakeholders that specify training requirements

ACSF

course outline

relevant section of accredited course documentation

training organisation's delivery and assessment plan

unit from relevant Training Package

workplace adult literacy and numeracy skill development plan, as agreed with employers and workforce representatives.

Learner profiles may include:

current level of skill when compared with level of skill required for work or training outcome

factors that influence learning, such as:

illness

attendance

income

role as carer

identified language, literacy and numeracy needs, linked to initial assessment

learners' perceptions of their learning needs

learners' previous education and training experience

level of formal education in first language

if of a language background other than English, language and cultural background

level of skills, described using the ACSF

preferred learning strategies

short-term and long-term training goals

third-party reports from supervisors and other training colleagues.

Legal, organisational and ethical requirements may include:

assessment reporting and subsequent procedures, such as:

complaints

grievances

appeals

audit requirements

enrolment and assessment records and other data and information management

equity issues and needs

intellectual property

potential legal consequences of false, misleading or incorrect information

privacy legislation

regulatory requirements, including occupational health and safety (OHS).

Planning delivery program may include:

pre-training assessment

team teaching

use of training materials

small group or one-to-one support.

Others may include:

colleagues involved in delivery and assessment of learner group or similar groups

external stakeholders, such as Centrelink

in a workplace, all parties involved in the program, such as supervisors, workforce organisations, employers and other trainers

support persons, such as bilingual aides and counsellors

those with knowledge relevant to context in which working, such as vocational or workplace trainers

those with specialist teaching expertise, such as higher level mathematics or English as a second language (ESL) teachers.

Planning delivery within relevant frameworks includes consideration of:

application of adult learning principles

integration of language, literacy and numeracy delivery with vocational training

pathways to other qualifications

requirements of the AQTF

training specifications as set out in Training Packages and accredited courses.

Learners' needs may include development of skills, such as:

reading

writing

speaking

listening

critical thinking

learning strategies

non-verbal communication and body language

use of new technologies

visual literacy.

Ways in which theoretical understandings of skill development may be reflected in the choice and sequence of teaching activities include:

judgements about focus of the program and particular sessions to facilitate development of skills

decisions about content and use of resources depending on level of difficulty of reading materials, numeracy tasks or writing tasks

decisions about the suitability of particular delivery options to meet learner group needs

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

order in which new material, such as language structures, may be introduced.

Theoretical understandings of skill development may include:

theories that inform adult literacy teaching, such as:

applied linguistics

applied social theory and sociolinguistics

critical literacy

humanistic and progressivist pedagogy

psycholinguistics

theories that inform adult numeracy teaching, such as:

applied social theory, for example mathematics and culture, mathematics and gender

constructivism

critical numeracy

cultural use of specific mathematics

functionalism.

Wide range of print, media and electronic text may include:

authentic texts, such as written texts commonly found in the home, at workplaces and in the public domain

documents, such as those relating to government services and requirements

numeracy materials, such as:

calendars

money

number

ratio

shapes

street directories and maps

weights and measures

technology, such as:

automated teller machines (ATMs) and EFTPOS

CDs

e-learning activities

m-learning activities

mobile telephones

visual materials, such as:

graffiti

illustrations

photographs

posters, signs and charts

telephone displays

television shows, movies and animations

videos and DVDs

workplace documentation, such as:

manufacturer specifications

OHS notices

personnel forms

rosters

standard operating procedures.

Facilitating learning may include:

active questioning

correcting learner errors

developing resources to meet specific learner needs

explaining concepts and processes

making judgements about individual's skill development

using peer learning and group work.

Other options may include:

ESL course

other adult literacy and numeracy program

other community-based option

peer support

shift to a vocational course

support service, such as counselling or welfare service.

Reasonable adjustments may take into account:

communication styles, preferences and levels of confidence

learners' differing linguistic and cultural backgrounds

learners' previous experiences of assessment

specific learning difficulties or disabilities.

Reporting instruments may include:

ACSF

training organisation's own reporting systems.

Reports may include:

individual and aggregated reports about improved adult literacy and numeracy outcomes, described using the ACSF

reports written for the workplace using particular formats and styles, covering:

benefits to the company

improvements in workplace skills

individuals taking further training of their own

participation in teams and meetings

job flexibility and promotional opportunities

morale and attendance

those required by funding bodies

those required by training organisations.

Relevant parties may include:

employers and supervisors

learners

vocational colleagues.