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Evidence Guide: TAELLN802A - Research and implement new adult language, literacy and numeracy practices

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

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

 

TAELLN802A - Research and implement new adult language, literacy and numeracy practices

What evidence can you provide to prove your understanding of each of the following citeria?

Review effectiveness of current adult language, literacy and numeracy practices

  1. Identify current adult language, literacy and numeracy teaching practices
  2. Review criteria to evaluate effectiveness of current practices
  3. Assess and evaluate current practice in relation to requirements of learning context
Identify current adult language, literacy and numeracy teaching practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review criteria to evaluate effectiveness of current practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess and evaluate current practice in relation to requirements of learning context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research advances in practice

  1. Identify areas of research relevant to own professional practice
  2. Use appropriate sources of information to identify new practices
Identify areas of research relevant to own professional practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate sources of information to identify new practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse new adult language, literacy and numeracy practices

  1. Evaluate new practices in relation to requirements of learning context
  2. Evaluate new practices in relation to specific requirements of learners enrolled in adult language, literacy and numeracy programs
  3. Review new practices in relation to adult language, literacy and numeracy teaching theory
  4. Identify potential issues arising from new practices
Evaluate new practices in relation to requirements of learning context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate new practices in relation to specific requirements of learners enrolled in adult language, literacy and numeracy programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review new practices in relation to adult language, literacy and numeracy teaching theory

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential issues arising from new practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply new adult language, literacy and numeracy practices

  1. Plan introduction of new learning practices into program
  2. Undertake joint planning with others as relevant, to introduce new practices into teaching and assessment activities
  3. Make changes to existing practices
Plan introduction of new learning practices into program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake joint planning with others as relevant, to introduce new practices into teaching and assessment activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make changes to existing practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate new adult language, literacy and numeracy practices

  1. Establish criteria to monitor and evaluate new practices
  2. Monitor and evaluate learning outcomes
  3. Disseminate findings of evaluation to other colleagues
  4. Review changes to practices based on feedback and evaluation findings
Establish criteria to monitor and evaluate new practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor and evaluate learning outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Disseminate findings of evaluation to other colleagues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review changes to practices based on feedback and evaluation findings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

review current practice

undertake research into English language, literacy and numeracy teaching practices, and evaluate their relevance to current context

implement new practices

evaluate the effectiveness of new practices.

Context of and specific resources for assessment

Assessment must ensure:

access to program evaluation information

access to sources of information about new teaching practices in adult language, literacy and numeracy

opportunity to implement and evaluate new practices.

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:

review of applied project or case study

evaluation of documented evidence

questioning to establish required knowledge

review of third-party report.

Guidance information for assessment

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

BSBRES801A Initiate and lead applied research

TAELLN807A Design, implement and evaluate an adult language, literacy and numeracy professional development program.

Required Skills and Knowledge

Required skills

analysis and interpretation skills to evaluate teaching practices in relation to the needs of those participating in adult language, literacy and numeracy provision

communication skills to:

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

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

computer skills to locate sources of information for research purposes

initiative, enterprise and creativity to:

seek appropriate new resources and materials

think critically about teaching practices

learning skills to:

maintain currency and relevance of knowledge

reflect on and improve own professional practice

literacy skills to:

analyse texts for teaching and learning purposes

read and interpret complex texts, analyse theoretical viewpoints and form judgements

research current approaches to adult language, literacy and numeracy teaching

numeracy skills to analyse statistical information

planning and organising skills to:

identify relevant resources

monitor and evaluate progress of learners

plan a sequence of learning activities consistent with teaching practices

problem-solving skills to introduce new learning practices into language, literacy and numeracy programs in vocational education and training (VET)

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

teamwork skills to plan collaboratively with colleagues changes to teaching and assessment activities

Required knowledge

adult learning principles and practices as they apply to teaching language, literacy and numeracy

adult language and literacy teaching theories, such as:

applied linguistics

applied social theory and sociolinguistics

critical literacy

humanistic and progressivist pedagogy

psycholinguistics

adult numeracy teaching theories, such as:

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

constructivism

critical literacy and numeracy

cultural use of specific mathematics

functionalism

diverse needs of those participating in adult language, literacy and numeracy provision

national standards, such as:

Australian Core Skills Framework (ACSF)

Australian Qualifications Framework (AQF)

Australian Quality Training Framework (AQTF)

curriculum documents

Training Packages

sources of research into adult language, literacy and numeracy practice

teaching practices that:

meet learner needs in a multilingual and multicultural learning environment

reflect cognitive processes involved in reading, writing, speaking, listening and numeracy

Range Statement

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.

Teaching practices may include:

pedagogy or teaching theories

teaching approaches and strategies.

Criteria to evaluate effectiveness of current practices may include:

feedback from:

community organisations regarding positive impacts

learners regarding positive impacts on language, literacy and numeracy skills

other adult language, literacy and numeracy colleagues

other VET colleagues regarding contribution to successful outcomes from VET courses

workplace personnel regarding positive impacts on workers and workplace

learner persistence

quantitative indicators, such as:

ongoing attendance

satisfactory completion of qualifications or units

non-completion.

Requirements of learning context may include:

funding body guidelines

specific learning needs of adults participating in provision

specific needs of employer or workplace organisation

VET national standards, such as:

accredited course documentation

ACSF

AQF

AQTF

Training Packages.

Appropriate sources of information may include:

adult language, literacy and numeracy journals

communities of practice

conferences

international research organisations, such as the National Research and Development Centre for Adult Literacy and Numeracy (NRDC)

adult language, literacy and numeracy journals

professional workshops

VET research organisations, such as the National Centre for Vocational Education Research (NCVER).

Specific requirements of learners may include:

improving English language skills

improving literacy skills

improving numeracy skills

individual requirements of learners:

from culturally and linguistically diverse backgrounds

with low levels of formal schooling

with physical, intellectual, learning or socio-emotional disabilities that impact on learning

with 'spiky profiles', where oral communication, reading and writing skills vary

who are or have been affected by socioeconomic factors

whose skills in English language, literacy and numeracy limit their ability to achieve their goals

preferred learning styles

range in English language, literacy and numeracy skills in relation to established frameworks such as ACSF, Training Package requirements and curriculum levels

range of motivations that lead adults to seek English language, literacy and numeracy provision.

Potential issues may include:

cultural distance

financial costs

resourcing.