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:

develop an adult language, literacy and numeracy professional development plan, with stakeholder support

develop an adult language, literacy and numeracy professional development training program, which demonstrates significant depth of knowledge of strategies to support adults wanting to develop language, literacy and numeracy skills

plan and deliver activities to support professional development program

provide a program evaluation report

demonstrate changes made to the program as a result of feedback.

Context of and specific resources for assessment

Assessment must ensure access to:

an actual or simulated environment

appropriate adult literacy and numeracy professional development facilities

media equipment

research materials.

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:

evaluation of a portfolio of evidence

review of applied projects and learning activities, such as reports and case studies

questioning to establish required knowledge

review of work samples verified by supervisor.

Guidance information for assessment

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

TAELLN801A Analyse policy and formulate strategic language, literacy and numeracy response

TAELLN803A Formulate workplace strategy for adult language, literacy and numeracy skill development.

Required skills

analysis and interpretation skills to collect, analyse and interpret data using a range of methods

communication skills to:

adjust teacher talk to the English language level of the participants

advocate on behalf of others

explain concepts clearly

model collaborative communication and learning

provide corrective feedback

promote the program in the community, training organisation or workplace

seek opinions and elicit feedback from a range of stakeholders

computer skills to use:

email, internet and telephone messaging

software packages, such as educational software

interpersonal skills to:

maintain relationships with participants

relate to people from a range of backgrounds and with a range of skills

use active listening skills

literacy skills to:

complete documentation required to conduct the course

design and produce teaching and learning materials

model written genres

planning and organising skills to design, plan and implement a professional development program

research and learning skills to:

maintain relevant data about language, literacy and numeracy issues in Australia and globally

pursue new knowledge through reading of professional journals and participation in conferences

research current issues in adult language, literacy and numeracy teaching

teamwork skills to:

consult with relevant parties to get support for the implementation of the plan

network with others

Required knowledge

adult learning principles, as they relate to professional development programs

adult language, literacy and numeracy issues as they apply in workplace, community and training contexts

adult language, literacy and numeracy teaching approaches

changes in the Australian economic and industrial context, community context and training context that can impact on literacy and numeracy skills requirements

data collection methods

legislation, codes of practice and national standards, such as:

training organisation quality compliance policies and procedures

equal opportunity legislation

English language, literacy and numeracy frameworks, such as the Australian Core Skills Framework (ACSF)

range of circumstances and special requirements of the adult learner group likely to access a literacy and numeracy program

range of teaching and learning resources

social and educational context in which the program operates

theories that inform literacy and numeracy teaching

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.

Adult language, literacy and numeracy professional development program may include:

community-based volunteer tutor training programs, where volunteer tutors work with adults to improve skills and knowledge

programs in training organisations where an experienced adult language, literacy and numeracy practitioner develops the skills of other colleagues so that they can work with learners enrolled in VET programs, or adult language, literacy and numeracy programs

programs in the workplace where an experienced adult language, literacy and numeracy practitioner works with other training colleagues to develop their skills in training in adult literacy and numeracy.

Program plan may include:

goals and principles of program

participants

possible risks and strategies to avert them

program content

projected outcomes

resources required

responsibilities of parties involved in the program.

Stakeholders may include:

language, literacy and numeracy colleagues

managers of community programs

other vocational education and training (VET) colleagues

policy makers

program managers within VET environment

workplace personnel.

Social and educational context may include:

community context

training organisation context

workplace context.

Mode and methods for professional development program may include:

classroom delivery

flexible delivery methods

individual or small group mentoring

providing expert advice to technical trainers, as required.

Participants may include:

adults who wish to assist a learner with reading, writing, oral communication and numeracy skills

those enrolled in TAELLN401A Address adult language, literacy and numeracy skills

those enrolled in TAELLN501A Support the development of adult language, literacy and numeracy skills

those enrolled in TAE70110 Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice

those working within a training organisation, a workplace or in a voluntary role in the community.

Selection criteria may include:

ability to meet legal and regulatory requirements

availability to participate in training and ongoing professional development

meeting a range of criteria which may affect relationship-building with an adult in a community program, such as particular skills, interests and availability

meeting the entry requirements of relevant qualifications

self-audit of training needs, including:

developing strategies for evaluating and reflecting on own learning strengths and weaknesses

with assistance, developing or revising individualised plans and strategies to achieve goals.

Design may include:

adult learning theories and learning styles

analysis of language, literacy and numeracy:

integrated into training specifications, such as Training Packages or accredited curriculum

involved in community participation

underpinning workplace activity

examination of adult language, literacy and numeracy learner profiles, including:

background information or case studies, which include factors that typically affect language, literacy and numeracy skill development

goals and needs of adult learners consistent with the program's context

impetus for adult learners to participate in language, literacy and numeracy programs, including developing literacy and numeracy skills for a variety of purposes, such as:

community participation

coping better with bureaucratic demands of Australian society

dealing with technology

employment-related reasons

improved outcomes from training

personal needs

learning strategies

language, literacy and numeracy skills aligned to frameworks, such as the ACSF

third-party reports from interested others

statistical information, such as levels of adult language, literacy and numeracy in the Australian community

program guidelines, such as those relating to confidentiality

teaching strategies and learning resources

TAELLN401A Address adult language, literacy and numeracy skills

TAELLN501A Support the development of adult language, literacy and numeracy skills

TAE70110 Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice.

Responsibilities of parties may include:

responsibilities of the program leader, such as:

educational quality of program

maintaining knowledge of current research

program management

risk management

support for program participants

responsibilities of program participants, such as:

working in accordance with program's guidelines

working in accordance with training organisation's policies and procedures

joint responsibility to develop a program for adult learners wishing to develop literacy and numeracy skills, including:

learning activities and resources to develop language, literacy and numeracy skills

sequencing of activities guided by theoretical understandings of skill development

teaching activities to develop language, literacy and numeracy skills relevant to the goals, learning styles and strategies of learners.

Professional development activities may include:

activities to support adult learning

activities to support literacy and numeracy learning

adult language, literacy and numeracy teaching strategies

activities to cover legislation, codes of practice and national standards.

Resources may include:

human resources, such as:

content experts

representatives of support agencies

technical experts

learning resources, such as:

teaching strategies

those supporting long-term goals of adults

those that develop language, literacy and numeracy skills.

Feedback may include:

advice in relation to personal, social and educational matters that may affect learning

advice regarding theoretical understandings of adult language, literacy and numeracy, learning theories and suitable resources

adult learning principles, such as collaborative communication and learning approaches

technical aspects of training requirements.

Program evaluation may include:

evaluation instruments, such as:

surveys

structured interviews

questionnaires

observations

feedback or debriefing from group discussions or meetings of stakeholders

reflection on own professional practice

gathering qualitative and quantitative data to review and monitor training outcomes and to initiate corrective action when required.

Program evaluation report may include:

data gained through monitoring and evaluation

outcomes from program, possibly in relation to participants' original goals and learning objectives

outcomes in relation to skills and knowledge in delivering literacy and numeracy

student contact hours provided.