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Evidence Guide: TAELLN805 - Design and conduct pre-training assessment 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

 

TAELLN805 - Design and conduct pre-training assessment of adult language, literacy and numeracy skills

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

Design a pre-training assessment process to analyse adult language, literacy and numeracy skills

  1. Design assessment process based on a validated assessment framework
  2. Contextualise assessment process within organisational, policy and legislative framework and program funding profile
  3. Create pre-training assessment kit that provides opportunity for candidates to demonstrate their range of language, literacy and numeracy skills
  4. Select location for the assessment that meets the needs of candidate and assessor
Design assessment process based on a validated assessment framework

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contextualise assessment process within organisational, policy and legislative framework and program funding profile

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create pre-training assessment kit that provides opportunity for candidates to demonstrate their range of language, literacy and numeracy skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select location for the assessment that meets the needs of candidate and assessor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct the assessment

  1. Clarify assessment process with candidate, including context and purpose
  2. Note and record conditions of assessment
  3. Tailor assessment process to meet individual needs of candidate, particular context and requirements of assessment
  4. Select and use questioning and self-assessment strategies to assess oral communication and learning
  5. Select and use range of reading and writing tasks for assessment purposes
  6. Select and use range of numeracy tasks for assessment purposes
Clarify assessment process with candidate, including context and purpose

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Note and record conditions of assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Tailor assessment process to meet individual needs of candidate, particular context and requirements of assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and use questioning and self-assessment strategies to assess oral communication and learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and use range of reading and writing tasks for assessment purposes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and use range of numeracy tasks for assessment purposes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse data to establish candidate’s language, literacy and numeracy skills

  1. Compare responses to interview questions with benchmarks in relevant frameworks to analyse oral communication and learning
  2. Compare responses to reading material with text features and performance strategies to analyse reading skills
  3. Compare samples of candidate’s writing with text features and performance strategies to analyse writing skills
  4. Compare responses to numeracy tasks with numeracy features and performance strategies to analyse numeracy skills
Compare responses to interview questions with benchmarks in relevant frameworks to analyse oral communication and learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare responses to reading material with text features and performance strategies to analyse reading skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare samples of candidate’s writing with text features and performance strategies to analyse writing skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare responses to numeracy tasks with numeracy features and performance strategies to analyse numeracy skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide effective advice on suitable program options

  1. Provide feedback to candidate on assessment outcomes emphasising strengths and positive strategies
  2. Apply current knowledge of VET provision in discussions with candidate
  3. Apply current knowledge of options suiting specific needs of candidate when discussing future options for skill development
Provide feedback to candidate on assessment outcomes emphasising strengths and positive strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply current knowledge of VET provision in discussions with candidate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply current knowledge of options suiting specific needs of candidate when discussing future options for skill development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report outcome of assessment

  1. Maintain records of assessment process, evidence collected and outcome according to policies and procedures of the training organisation and/or funding body
  2. Report outcome of assessment process to relevant parties in required format and manner and in line with confidentiality requirements
Maintain records of assessment process, evidence collected and outcome according to policies and procedures of the training organisation and/or funding body

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report outcome of assessment process to relevant parties in required format and manner and in line with confidentiality requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the assessment process

  1. Collect feedback on the pre-training assessment process from relevant parties
  2. Improve assessment processes in response to evaluation
Collect feedback on the pre-training assessment process from relevant parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Improve assessment processes in response to evaluation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse data to establish candidate’s language, literacy and numeracy skills

  1. Compare responses to interview questions with benchmarks in relevant frameworks to analyse oral communication and learning
  2. Compare responses to reading material with text features and performance strategies to analyse reading skills
  3. Compare samples of candidate’s writing with text features and performance strategies to analyse writing skills
  4. Compare responses to numeracy tasks with numeracy features and performance strategies to analyse numeracy skills
Compare responses to interview questions with benchmarks in relevant frameworks to analyse oral communication and learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare responses to reading material with text features and performance strategies to analyse reading skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare samples of candidate’s writing with text features and performance strategies to analyse writing skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare responses to numeracy tasks with numeracy features and performance strategies to analyse numeracy skills

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. Design a pre-training assessment process to analyse adult language, literacy and numeracy skills

1.1 Design assessment process based on a validated assessment framework

1.2 Contextualise assessment process within organisational, policy and legislative framework and program funding profile

1.3 Create pre-training assessment kit that provides opportunity for candidates to demonstrate their range of language, literacy and numeracy skills

1.4 Select location for the assessment that meets the needs of candidate and assessor

2. Conduct the assessment

2.1 Clarify assessment process with candidate, including context and purpose

2.2 Note and record conditions of assessment

2.3 Tailor assessment process to meet individual needs of candidate, particular context and requirements of assessment

2.4 Select and use questioning and self-assessment strategies to assess oral communication and learning

2.5 Select and use range of reading and writing tasks for assessment purposes

2.6 Select and use range of numeracy tasks for assessment purposes

3. Analyse data to establish candidate’s language, literacy and numeracy skills

3.1 Compare responses to interview questions with benchmarks in relevant frameworks to analyse oral communication and learning

3.2 Compare responses to reading material with text features and performance strategies to analyse reading skills

3.3 Compare samples of candidate’s writing with text features and performance strategies to analyse writing skills

3.4 Compare responses to numeracy tasks with numeracy features and performance strategies to analyse numeracy skills

4. Provide effective advice on suitable program options

4.1 Provide feedback to candidate on assessment outcomes emphasising strengths and positive strategies

4.2 Apply current knowledge of VET provision in discussions with candidate

4.3 Apply current knowledge of options suiting specific needs of candidate when discussing future options for skill development

5. Report outcome of assessment

5.1 Maintain records of assessment process, evidence collected and outcome according to policies and procedures of the training organisation and/or funding body

5.2 Report outcome of assessment process to relevant parties in required format and manner and in line with confidentiality requirements

6. Evaluate the assessment process

6.1 Collect feedback on the pre-training assessment process from relevant parties

6.2 Improve assessment processes in response to evaluation

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. Design a pre-training assessment process to analyse adult language, literacy and numeracy skills

1.1 Design assessment process based on a validated assessment framework

1.2 Contextualise assessment process within organisational, policy and legislative framework and program funding profile

1.3 Create pre-training assessment kit that provides opportunity for candidates to demonstrate their range of language, literacy and numeracy skills

1.4 Select location for the assessment that meets the needs of candidate and assessor

2. Conduct the assessment

2.1 Clarify assessment process with candidate, including context and purpose

2.2 Note and record conditions of assessment

2.3 Tailor assessment process to meet individual needs of candidate, particular context and requirements of assessment

2.4 Select and use questioning and self-assessment strategies to assess oral communication and learning

2.5 Select and use range of reading and writing tasks for assessment purposes

2.6 Select and use range of numeracy tasks for assessment purposes

3. Analyse data to establish candidate’s language, literacy and numeracy skills

3.1 Compare responses to interview questions with benchmarks in relevant frameworks to analyse oral communication and learning

3.2 Compare responses to reading material with text features and performance strategies to analyse reading skills

3.3 Compare samples of candidate’s writing with text features and performance strategies to analyse writing skills

3.4 Compare responses to numeracy tasks with numeracy features and performance strategies to analyse numeracy skills

4. Provide effective advice on suitable program options

4.1 Provide feedback to candidate on assessment outcomes emphasising strengths and positive strategies

4.2 Apply current knowledge of VET provision in discussions with candidate

4.3 Apply current knowledge of options suiting specific needs of candidate when discussing future options for skill development

5. Report outcome of assessment

5.1 Maintain records of assessment process, evidence collected and outcome according to policies and procedures of the training organisation and/or funding body

5.2 Report outcome of assessment process to relevant parties in required format and manner and in line with confidentiality requirements

6. Evaluate the assessment process

6.1 Collect feedback on the pre-training assessment process from relevant parties

6.2 Improve assessment processes in response to evaluation

Evidence of the ability to:

design and develop a pre-training assessment process that includes sufficient tasks, contextualised to the needs of the learner group, to assess the five Australian Core Skills Framework (ACSF) core skills across a minimum of 3 ACSF levels, and is informed by:

organisational, policy and legislative framework and program funding profiles

delivery context

learner profiles

conduct a pre-training assessment, ensuring that the candidate is clear about the context and purpose of assessment

analyse assessment outcome evidence of the learner’s skills through comparison with selected benchmarks

provide feedback to candidates about their assessment outcomes and their future options for language, literacy and numeracy skill development

develop and use templates to record assessment process and outcomes and any information required to fulfil policies and procedures of the training organisation or funding body

collect feedback from relevant parties on the assessment process and document changes made as a result.

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:

explain how social, psychological, physical and cultural factors; codes of practice and national standards; and features of the delivery context are taken into account in the design of a pre-training assessment process

explain how variables the following variables interact to determine the level of difficulty of language, literacy and numeracy tasks:

familiarity of context

length and complexity of text language and structure

degree of inference the reader is required to make or how explicit a text is

extent of support required to respond to a text

explain the range of provision in the VET sector available to meet candidate learning needs.