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Evidence Guide: TAELLN804 - Implement and evaluate delivery of adult language, literacy and numeracy skills

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

 

TAELLN804 - Implement and evaluate delivery of adult language, literacy and numeracy skills

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

Plan to develop adult language, literacy and numeracy skills

  1. Analyse training specifications
  2. Analyse initial assessments to establish learner profiles
  3. Ensure legal, organisational and ethical requirements of delivery and assessment are met
  4. Plan delivery program with relevant stakeholders
  5. Plan evaluation strategy with relevant stakeholders
Analyse training specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse initial assessments to establish learner profiles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure legal, organisational and ethical requirements of delivery and assessment are met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan delivery program with relevant stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan evaluation strategy with relevant stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan delivery within relevant frameworks

  1. Prepare session plans to ensure coverage of skills and knowledge outcomes of training specification according to relevant frameworks
  2. Select content appropriate to learners’ needs, interests and goals, and reflecting learning context
  3. Confirm content of activities with others to ensure learning goals are addressed
  4. Choose and sequence teaching activities to reflect theoretical understandings of skill development
  5. Construct frequent and varied opportunities for learners to demonstrate achievement of skills
  6. Select wide range of print, media and electronic text appropriate to learner purposes
Prepare session plans to ensure coverage of skills and knowledge outcomes of training specification according to relevant frameworks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select content appropriate to learners’ needs, interests and goals, and reflecting learning context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm content of activities with others to ensure learning goals are addressed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Choose and sequence teaching activities to reflect theoretical understandings of skill development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Construct frequent and varied opportunities for learners to demonstrate achievement of skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select wide range of print, media and electronic text appropriate to learner purposes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and apply adult language, literacy and numeracy teaching strategies appropriate to context

  1. Evaluate teaching strategies to determine those most appropriate for the specific learners, learning styles, groups and learning context
  2. Contextualise strategies to teach adult literacy and numeracy skills to meet learner needs
  3. Use knowledge of language, literacy and numeracy skill development to facilitate learning
  4. Establish productive relationships with learners using interpersonal skills
Evaluate teaching strategies to determine those most appropriate for the specific learners, learning styles, groups and learning context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contextualise strategies to teach adult literacy and numeracy skills to meet learner needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use knowledge of language, literacy and numeracy skill development to facilitate learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish productive relationships with learners using interpersonal skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor adult language, literacy and numeracy skill development

  1. Use formative assessment to monitor learner progress and modify course design
  2. Identify perceived barriers to skill development and address them where possible
  3. Provide guidance to learners about other options and relevant services when appropriate
  4. Maintain records of individual learners’ progress as the basis of reporting
Use formative assessment to monitor learner progress and modify course design

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify perceived barriers to skill development and address them where possible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide guidance to learners about other options and relevant services when appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain records of individual learners’ progress as the basis of reporting

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design and implement assessment processes

  1. Ensure assessment processes are consistent with training specification requirements
  2. Develop assessment tools consistent with training specification requirements
  3. Conduct assessment, making reasonable adjustments appropriate to learner needs
  4. Provide feedback to learners to facilitate continuous improvement
  5. Maintain records of assessment decisions
  6. Map learner outcomes to reporting instruments and complete reports
Ensure assessment processes are consistent with training specification requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop assessment tools consistent with training specification requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct assessment, making reasonable adjustments appropriate to learner needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback to learners to facilitate continuous improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain records of assessment decisions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Map learner outcomes to reporting instruments and complete reports

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate program

  1. Collect feedback on assessment process from relevant parties
  2. Review program in light of evidence and make changes as necessary
Collect feedback on assessment process from relevant parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review program in light of evidence and make changes as necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Elements

Elements describe the essential outcomes

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan to develop adult language, literacy and numeracy skills

1.1 Analyse training specifications

1.2 Analyse initial assessments to establish learner profiles

1.3 Ensure legal, organisational and ethical requirements of delivery and assessment are met

1.4 Plan delivery program with relevant stakeholders

1.5 Plan evaluation strategy with relevant stakeholders

2. Plan delivery within relevant frameworks

2.1 Prepare session plans to ensure coverage of skills and knowledge outcomes of training specification according to relevant frameworks

2.2 Select content appropriate to learners’ needs, interests and goals, and reflecting learning context

2.3 Confirm content of activities with others to ensure learning goals are addressed

2.4 Choose and sequence teaching activities to reflect theoretical understandings of skill development

2.5 Construct frequent and varied opportunities for learners to demonstrate achievement of skills

2.6 Select wide range of print, media and electronic text appropriate to learner purposes

3. Select and apply adult language, literacy and numeracy teaching strategies appropriate to context

3.1 Evaluate teaching strategies to determine those most appropriate for the specific learners, learning styles, groups and learning context

3.2 Contextualise strategies to teach adult literacy and numeracy skills to meet learner needs

3.3 Use knowledge of language, literacy and numeracy skill development to facilitate learning

3.4 Establish productive relationships with learners using interpersonal skills

4. Monitor adult language, literacy and numeracy skill development

4.1 Use formative assessment to monitor learner progress and modify course design

4.2 Identify perceived barriers to skill development and address them where possible

4.3 Provide guidance to learners about other options and relevant services when appropriate

4.4 Maintain records of individual learners’ progress as the basis of reporting

5. Design and implement assessment processes

5.1 Ensure assessment processes are consistent with training specification requirements

5.2 Develop assessment tools consistent with training specification requirements

5.3 Conduct assessment, making reasonable adjustments appropriate to learner needs

5.4 Provide feedback to learners to facilitate continuous improvement

5.5 Maintain records of assessment decisions

5.6 Map learner outcomes to reporting instruments and complete reports

6. Evaluate program

6.1 Collect feedback on assessment process from relevant parties

6.2 Review program in light of evidence and make changes as necessary

Required Skills and Knowledge

Elements

Elements describe the essential outcomes

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan to develop adult language, literacy and numeracy skills

1.1 Analyse training specifications

1.2 Analyse initial assessments to establish learner profiles

1.3 Ensure legal, organisational and ethical requirements of delivery and assessment are met

1.4 Plan delivery program with relevant stakeholders

1.5 Plan evaluation strategy with relevant stakeholders

2. Plan delivery within relevant frameworks

2.1 Prepare session plans to ensure coverage of skills and knowledge outcomes of training specification according to relevant frameworks

2.2 Select content appropriate to learners’ needs, interests and goals, and reflecting learning context

2.3 Confirm content of activities with others to ensure learning goals are addressed

2.4 Choose and sequence teaching activities to reflect theoretical understandings of skill development

2.5 Construct frequent and varied opportunities for learners to demonstrate achievement of skills

2.6 Select wide range of print, media and electronic text appropriate to learner purposes

3. Select and apply adult language, literacy and numeracy teaching strategies appropriate to context

3.1 Evaluate teaching strategies to determine those most appropriate for the specific learners, learning styles, groups and learning context

3.2 Contextualise strategies to teach adult literacy and numeracy skills to meet learner needs

3.3 Use knowledge of language, literacy and numeracy skill development to facilitate learning

3.4 Establish productive relationships with learners using interpersonal skills

4. Monitor adult language, literacy and numeracy skill development

4.1 Use formative assessment to monitor learner progress and modify course design

4.2 Identify perceived barriers to skill development and address them where possible

4.3 Provide guidance to learners about other options and relevant services when appropriate

4.4 Maintain records of individual learners’ progress as the basis of reporting

5. Design and implement assessment processes

5.1 Ensure assessment processes are consistent with training specification requirements

5.2 Develop assessment tools consistent with training specification requirements

5.3 Conduct assessment, making reasonable adjustments appropriate to learner needs

5.4 Provide feedback to learners to facilitate continuous improvement

5.5 Maintain records of assessment decisions

5.6 Map learner outcomes to reporting instruments and complete reports

6. Evaluate program

6.1 Collect feedback on assessment process from relevant parties

6.2 Review program in light of evidence and make changes as necessary

Evidence of the ability to:

design a program to develop language, literacy and numeracy skills, including preparing at least 3 session plans appropriate to delivery context – each of the three areas, language, literacy and numeracy, must be covered by a session plan

evaluate, select and contextualise adult language, literacy and numeracy teaching strategies appropriate to learner needs and delivery context

source and use authentic print, media and electronic texts appropriate to the needs of the learner

deliver adult language, literacy and numeracy teaching strategies to at least 3 learners for a period of up to one hour each

develop and use formative assessment processes to monitor learning, make adjustments to program and provide feedback to learners

develop at least 3 summative assessment tools as part of an assessment plan for English LLN learners consistent with training specification and appropriate to learner needs

conduct and record assessments for at least six individual learners

maintain learning and assessment records and prepare reports to meet needs of stakeholders

evaluate learning program and teaching and assessment strategies, and make changes as necessary.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

identify the frameworks and stakeholders that affect the way that LLN programs operate in a particular VET environment

outline how legal, organisational and ethical requirements can be addressed within the design and development of a learning plan

identify options, guidance and relevant services that can be provided to learners who need additional support to address barriers to skill development

outline how theoretical understandings of skill development inform the selection and sequencing of teaching activities

explain how current thinking on aspects of learning and assessment of adult English language, literacy and numeracy influence the adaption of teaching and assessment strategies used with specific learners

outline strategies used to gather student and peer feedback on teaching and assessment and how feedback can be used to inform program review.