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 TAELLN704A, 'Implement and evaluate delivery 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
- Books
- Reference books for 'Implement and evaluate delivery 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
ELEMENT | PERFORMANCE CRITERIA |
1. Plan to develop adult language, literacy and numeracy skills | 1.1. Analyse training specifications 1.2. Analyse initial assessments to establish learner profiles 1.3. Ensure legal, organisational and ethical requirements of delivery and assessment are met 1.4. Plan delivery program with others if relevant 1.5. Plan evaluation strategy with others if relevant |
2. Plan delivery within relevant frameworks | 2.1. Prepare session plans to ensure coverage of skills and knowledge outcomes of training specification according to relevant frameworks 2.2. Select content appropriate to learners' needs, interests and goals, and reflecting learning context 2.3. Confirm content of activities with others to ensure learning goals are addressed 2.4. Choose and sequence teaching activities to reflect theoretical understandings of skill development 2.5. Construct frequent and varied opportunities for learners to demonstrate achievement of skills 2.6. Select wide range of print, media and electronic text appropriate to learner purposes |
3. Select and apply adult language, literacy and numeracy teaching strategies appropriate to context | 3.1. Evaluate teaching strategies to determine those most appropriate for the specific learners, learning styles, groups and learning context 3.2. Contextualise strategies to teach adult literacy and numeracy skills to meet learner needs 3.3. Contextualise strategies to teach learning skills to meet learner needs 3.4. Use knowledge of language, literacy and numeracy skill development to facilitate learning 3.5. Establish productive relationships with learners using interpersonal skills |
4. Monitor adult language, literacy and numeracy skill development | 4.1. Use formative assessment to monitor learner progress and modify course design 4.2. Identify perceived barriers to skill development and address them where possible 4.3. Provide guidance to learners about other options and relevant services when appropriate 4.4. Maintain records of individual learners' progress as the basis of reporting |
5. Design and implement assessment processes | 5.1. Ensure assessment processes are consistent with training specification requirements 5.2. Develop assessment tools consistent with training specification requirements 5.3. Conduct assessment, making reasonable adjustments appropriate to learner needs 5.4. Provide feedback to learners to facilitate continuous improvement 5.5. Maintain records of assessment decisions 5.6. Map learner outcomes to reporting instruments and complete reports |
6. Evaluate program | 6.1. Collect feedback on assessment process from relevant parties 6.2. Review program in light of evidence and make changes as necessary |