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 CHCEDS020, 'Support students literacy learning'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Support students literacy 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
Elements define the essential outcomes.
Performance criteria specify the level of performance needed to demonstrate achievement of the element.
1. Encourage and model spoken language
1.1 Identify and use a variety of styles of verbal communication
1.2 Demonstrate the different functions of language in interactions
1.3 Monitor studentsâ€™ understanding and use of language through observation, listening and conversation, and provide information to teachers to inform planning
1.4 Identify factors affecting language acquisition and discuss with the teacher/s
1.5 Use language appropriate to studentsâ€™ culture, age, abilities, interests and needs
1.6 Use spoken language to effectively interact with students
1.7 Talk explicitly about language to scaffold learning
1.8 Model language appropriate to the situation, the purpose and the audience for students
2. Support students to read and interpret texts
2.1 Determine strategies for supporting students in the interpretation of texts in consultation with the teacher/s
2.2 Implement planned strategies to enhance the abilities of students and address their individual needs
2.3 Encourage students to problem-solve in order to make meaning from texts
2.4 Use explicit talk to focus students on specific literacy skills
3. Enhance studentsâ€™ literacy skills through writing activities
3.1 Use accurate terminology, as planned with teacher/s, to support studentsâ€™ learning
3.2 Implement strategies devised with teacher/s to develop studentsâ€™ skills in the use of written language
3.3 Use planned strategies to reinforce literacy skills across all key learning areas
3.4 Encourage students to improve spelling skills using strategies appropriate to studentsâ€™ developmental levels
3.5 Support students to plan their writing tasks
3.6 Encourage students to critically reflect on the effectiveness of their writing
3.7 Support students to effectively edit their writing
4. Design resources to support literacy development
4.1 Plan learning environments and activities in advance with the teacher/s
4.2 Design resources, in consultation with teacher/s, to reinforce literacy skills, while fulfilling curriculum requirements
4.3 Design resources to suit the developmental level of the students, as determined by the teacher/s