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?
Plan to develop adult language, literacy and numeracy skills
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Analyse training specifications Completed |
Evidence:
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Analyse initial assessments to establish learner profiles Completed |
Evidence:
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Ensure legal, organisational and ethical requirements of delivery and assessment are met Completed |
Evidence:
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Plan delivery program with others if relevant Completed |
Evidence:
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Plan evaluation strategy with others if relevant Completed |
Evidence:
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Plan delivery within relevant frameworks
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Prepare session plans to ensure coverage of skills and knowledge outcomes of training specification according to relevant frameworks Completed |
Evidence:
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Select content appropriate to learners' needs, interests and goals, and reflecting learning context Completed |
Evidence:
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Confirm content of activities with others to ensure learning goals are addressed Completed |
Evidence:
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Choose and sequence teaching activities to reflect theoretical understandings of skill development Completed |
Evidence:
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Construct frequent and varied opportunities for learners to demonstrate achievement of skills Completed |
Evidence:
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Select wide range of print, media and electronic text appropriate to learner purposes Completed |
Evidence:
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Select and apply adult language, literacy and numeracy teaching strategies appropriate to context
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Evaluate teaching strategies to determine those most appropriate for the specific learners, learning styles, groups and learning context Completed |
Evidence:
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Contextualise strategies to teach adult literacy and numeracy skills to meet learner needs Completed |
Evidence:
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Contextualise strategies to teach learning skills to meet learner needs Completed |
Evidence:
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Use knowledge of language, literacy and numeracy skill development to facilitate learning Completed |
Evidence:
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Establish productive relationships with learners using interpersonal skills Completed |
Evidence:
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Monitor adult language, literacy and numeracy skill development
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Use formative assessment to monitor learner progress and modify course design Completed |
Evidence:
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Identify perceived barriers to skill development and address them where possible Completed |
Evidence:
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Provide guidance to learners about other options and relevant services when appropriate Completed |
Evidence:
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Maintain records of individual learners' progress as the basis of reporting Completed |
Evidence:
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Design and implement assessment processes
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Ensure assessment processes are consistent with training specification requirements Completed |
Evidence:
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Develop assessment tools consistent with training specification requirements Completed |
Evidence:
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Conduct assessment, making reasonable adjustments appropriate to learner needs Completed |
Evidence:
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Provide feedback to learners to facilitate continuous improvement Completed |
Evidence:
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Maintain records of assessment decisions Completed |
Evidence:
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Map learner outcomes to reporting instruments and complete reports Completed |
Evidence:
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Evaluate program
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Collect feedback on assessment process from relevant parties Completed |
Evidence:
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Review program in light of evidence and make changes as necessary Completed |
Evidence:
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