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 TAELLN702A, 'Analyse and apply adult numeracy 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 numeracy 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 underpinning numeracy teaching | 1.1. Examine theories that inform adult numeracy teaching and their application 1.2. Identify relevant frameworks and structures 1.3. Apply adult learning principles to teaching numeracy 1.4. Identify and review range of provision for learning numeracy in VET contexts |
2. Research numeracy requirements of those participating in numeracy provision | 2.1. Identify diversity of skills and backgrounds of those participating in numeracy provision 2.2. Identify range of learning goals of those participating in numeracy provision 2.3. Identify numeracy embedded in everyday life, training and workplace tasks 2.4. Research the mathematical knowledge required to meet the needs of the numeracy provision 2.5. Review own mathematical skills and knowledge in relation to required skills and knowledge and seek assistance of mathematics or technical specialist where required |
3. Select from a range of teaching approaches to develop participants' numeracy skills and knowledge | 3.1. Evaluate teaching approaches that identify mathematical information and meaning in authentic and relevant contexts and teach mathematical terminology and language 3.2. Evaluate teaching approaches that incorporate reasoning, problem-solving and estimation activities 3.3. Determine the applicability of different teaching approaches to specific needs, levels of numeracy, learning styles, and context of those participating in numeracy 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' numeracy skills and knowledge | 4.1. Examine learning resources from traditional and new and emerging technologies, that link to numeracy learning outcomes and promote learner engagement with tasks and activities 4.2. Evaluate materials relevant to social and cultural needs of those participating in numeracy provision |
5. Apply and evaluate strategies for teaching mathematical skills and knowledge | 5.1. Devise activities that integrate literacy skills appropriate to specific needs and context of those participating in numeracy provision 5.2. Review and apply strategies to teach number, measurement, space and location, and data and statistics, appropriate to identified knowledge and level of difficulty 5.3. Examine and apply strategies to develop learning skills 5.4. Use formal and informal monitoring to evaluate effectiveness of teaching strategies |