The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!
From the Wiki University
What evidence can you provide to prove your understanding of each of the following citeria?
Elements define the essential outcomes of a unit of competency |
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Completed |
Evidence:
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The Performance Criteria specify the level of performance required to demonstrate achievement of the Element |
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Completed |
Evidence:
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Identify learner language and literacy requirements
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Confirm scope of own role and responsibilities in supporting the learner Completed |
Evidence:
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Establish learner language and literacy level and needs using appropriate tools Completed |
Evidence:
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Identify factors that may inhibit the development of language and literacy skills in consultation with the learner and supervisor according to need Completed |
Evidence:
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Negotiate learning needs with learner and establish achievable learning outcomes, in consultation with supervisor Completed |
Evidence:
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Plan strategies and resources
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Plan learning environment, activities and teaching strategies in advance, seeking advice from supervisor or other specialists as required Completed |
Evidence:
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Monitor learner understanding and use of language, and gather information to inform own planning Completed |
Evidence:
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Adapt or develop resources appropriate to learner needs and context according to program requirements Completed |
Evidence:
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Encourage and model spoken language
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Demonstrate different styles, ranges and contexts of oral communication across appropriate aspects of communication Completed |
Evidence:
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Use spoken language to effectively interactwith learner Completed |
Evidence:
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Scaffold learning by talking about language Completed |
Evidence:
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Support learners to read and interpret texts
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Determine strategies for supporting learner in interpreting texts, with supervisor where appropriate Completed |
Evidence:
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Implement planned strategies to enhance learner abilities and address individual needs Completed |
Evidence:
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Encourage learner to problem solve to make meaning from texts Completed |
Evidence:
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Use a range of planned strategies to focus learner on specific literacy skills Completed |
Evidence:
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Evaluate learning outcomes and discuss with supervisor Completed |
Evidence:
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Enhance learner literacy skills through writing activities
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Use appropriate terminology with learner as planned Completed |
Evidence:
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Implement planned strategies to develop learner skills in the use of written language Completed |
Evidence:
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Use planned strategies to develop performancefeatures of learner writing Completed |
Evidence:
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Evaluate learning outcomes and discuss with supervisor according to need Completed |
Evidence:
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Review strategies used to enhance learner skills
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Monitor learner progress against learning outcomes Completed |
Evidence:
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Seek support and feedback from supervisor Completed |
Evidence:
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Review and adjust strategies based monitoring and feedback in consultation with supervisor Completed |
Evidence:
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