Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCEDS019, 'Support students mathematics learning'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support students mathematics learning' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes. | Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
1. Facilitate application of mathematics skills for numeracy | 1.1 Identify concept strands of mathematics included in current curriculum documents 1.2 Explore and explain a variety of numeracy demands and opportunities in daily life 1.3 Demonstrate the different functions of mathematics using activities and examples 1.4 Monitor students’ understanding and use of mathematics through observation, listening and conversation, and provide information to teachers to inform planning 1.5 Identify factors affecting acquisition of mathematics skills for numeracy and discuss with the teacher/s |
2. Support students to develop mathematics skills for numerate understanding | 2.1 Determine strategies for supporting students in the application of mathematics skills in consultation with the teacher/s 2.2 Implement planned strategies, including learning environments, activities and resources to enhance the abilities of students and address their individual needs 2.3 Encourage students to problem-solve using mathematics knowledge and skills in everyday life contexts 2.4 Use explicit talk to focus students on specific mathematics knowledge and skills |
3. Enhance students’ mathematics knowledge and skills through structured activities | 3.1 Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students’ learning 3.2 Encourage students to improve mental computation and calculation skills using strategies appropriate to students’ developmental levels 3.3 Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology 3.4 Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills |