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 TAELLN501, 'Support the development of adult language, literacy and numeracy skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Support the development of adult language, literacy and numeracy skills' 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 describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Analyse the purpose and context for LLN development
1.1 Analyse the LLN requirements of the training specification or learning situation, using the ACSF
1.2 Analyse the LLN requirements of the training context
2. Determine learnersâ€™ LLN skill level
2.1 Identify each learnerâ€™s LLN background
2.2 Identify factors or potential barriers that may affect the learnerâ€™s development of LLN skills
2.3 Determine the learnerâ€™s existing LLN skill level, using relevant tools and other approaches, including validated ACSF assessment tasks
3. Design and apply strategies to develop LLN skills
3.1 Analyse the learnerâ€™s strengths and needs, using the ACSF
3.2 Examine a range of strategies to develop reading, writing, speaking, listening and numeracy skills
3.3 Design training and assessment to build LLN skills, utilising the ACSF to describe the approach
3.4 Access relevant LLN resources
3.5 Modify resources to meet LLN needs, and in relation to context
3.6 Implement the program
4. Review strategies
4.1 Monitor learner progress
4.2 Seek support and feedback from colleagues, and LLN specialists, whenever required
4.3 Review strategies in terms of their effectiveness and the feedback received
5. Develop and extend own and othersâ€™ LLN practice
5.1 Access, read and analyse current research on adult LLN practice and incorporate knowledge into practice
5.2 Source and access opportunities, to extend own and othersâ€™ practice
5.3 Propose and implement improvements to LLN practice
5.4 Provide assistance and advice to less experienced trainers, and assessors in relation to LLN practice