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 TAELLN701A, 'Analyse and apply adult literacy teaching practices'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Analyse and apply adult literacy teaching practices' 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 |
1. Analyse and apply conceptual frameworks and theories underpinning literacy teaching | 1.1. Examine theories that inform adult literacy teaching and their application 1.2. Identify relevant frameworks and structures 1.3. Apply adult learning principles to teaching literacy 1.4. Review range of provision for learning literacy in VET contexts |
2. Research literacy requirements of those participating in literacy provision | 2.1. Identify diversity of skills and backgrounds of those participating in literacy provision 2.2. Identify range of learning goals of those participating in adult literacy provision 2.3. Identify literacy embedded in everyday life, training and workplace tasks 2.4. Review own literacy skills and knowledge in relation to the required skills and knowledge |
3. Select from a range of teaching approaches to develop participants' literacy skills and knowledge | 3.1. Evaluate teaching approaches that support the development of participants' literacy skills and knowledge in authentic and relevant contexts 3.2. Evaluate suitability of strategies to teach awareness of how language works 3.3. Determine applicability of teaching approaches to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision 3.4. Refer any issues arising from numeracy teaching role to appropriate person(s) |
4. Select from a range of learning resources to develop participants' literacy skills and knowledge | 4.1. Examine learning resources from traditional and new and emerging technologies, that link to literacy learning outcomes and promote learner engagement with tasks and activities 4.2. Evaluate materials relevant to social and cultural needs of those participating in literacy provision |
5. Apply and evaluate strategies for teaching literacy skills and knowledge | 5.1. Devise activities that integrate literacy skills appropriate to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision 5.2. Devise and apply activities that integrate numeracy skills appropriate to specific needs and context of those participating in literacy provision 5.3. Apply strategies to teach reading and writing skills at text, sentence and word levels 5.4. Apply strategies to teach oral communication skills with a range of audiences 5.5. Apply strategies to develop learning skills 5.6. Use formal and informal monitoring to evaluate effectiveness of teaching strategies |