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?
Examine parameters of adult language, literacy and numeracy program design
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Analyse program funding guidelines to establish program parameters Completed |
Evidence:
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Use knowledge of pedagogies of adult language, literacy and numeracy to clarify program focus Completed |
Evidence:
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Clarify eligibility requirements Completed |
Evidence:
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Research range of course options Completed |
Evidence:
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Select course level and units
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Analyse courses to identify underpinning theoretical frameworks Completed |
Evidence:
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Examine qualification packaging rules of courses Completed |
Evidence:
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Select course with qualification packaging rules that meet the program focus Completed |
Evidence:
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Analyse outcome statements of course at a range of levels, to select suitable level for the program Completed |
Evidence:
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Review units of competency and Assessment Guidelines from Training Packages Completed |
Evidence:
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Select units relevant to level and program focus, consistent with qualification packaging rules Completed |
Evidence:
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Tailor program to meet needs of learner group
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Access pre-training assessment records to establish learner needs, goals, skills and learning styles Completed |
Evidence:
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Establish profile of the learner group Completed |
Evidence:
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Select learning resources and program content consistent with learner profiles and program focus Completed |
Evidence:
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Design program structure
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Use knowledge of language, literacy and numeracy learning needs of culturally and linguistically diverse adults to plan program structure Completed |
Evidence:
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Use knowledge of language, literacy and numeracy skill development to sequence learning Completed |
Evidence:
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Select delivery options Completed |
Evidence:
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Prepare delivery and assessment plan consistent with course content and learner needs, goals, skills and learning styles Completed |
Evidence:
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Plan collaborative arrangements for teaching and learning activities when more than one practitioner is working with a group of learners Completed |
Evidence:
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Note reporting requirements of funding body and build in at appropriate points in the program Completed |
Evidence:
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Review the program design
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Devise criteria by which the program is reviewed Completed |
Evidence:
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Review the program design in collaboration with others Completed |
Evidence:
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Modify the program design according to recommendations from the review Completed |
Evidence:
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