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 TAELLN706A, 'Lead the delivery of adult language, literacy and numeracy support services'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Lead the delivery of adult language, literacy and numeracy support services' 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. Research language, literacy and numeracy demands of vocational training context | 1.1. Identify broad issues for involvement in training through consultation with relevant parties 1.2. Analyse training specification outcomes to identify language, literacy and numeracy skills required for successful performance 1.3. Analyse learner and assessment materials to identify language, literacy and numeracy required for successful performance 1.4. Analyse training and assessment processes in terms of language, literacy and numeracy demands on learners 1.5. Analyse workplace practices to determine language, literacy and numeracy skills required 1.6. Develop a profile of language, literacy and numeracy requirements of vocational context |
2. Analyse individual's language, literacy and numeracy skills | 2.1. Develop profile of potential participants 2.2. Identify language, literacy and numeracy skills of potential participants 2.3. Make diagnostic judgements about individual's language, literacy and numeracy skills in relation to vocational requirements |
3. Develop a language, literacy and numeracy support strategy for vocational training | 3.1. Plan most appropriate mode(s) of training 3.2. Plan instructional sequence that links to identified language, literacy and numeracy training needs 3.3. Plan training arrangements 3.4. Undertake joint planning when working with content experts to integrate language, literacy and numeracy with teaching and assessment activities 3.5. Seek advice on technical matters from others in the VET environment when required 3.6. Confirm own role and responsibilities in training and assessment context with relevant parties 3.7. Confirm stages and processes for gathering evidence for assessment, and monitoring and evaluating training with relevant parties |
4. Select and apply a range of teaching strategies to develop language, literacy and numeracy skills relevant to vocational context | 4.1. Evaluate teaching strategies to determine those most appropriate for individual learners in particular vocational context 4.2. Apply strategies to interpret, explain and produce features of spoken and written English texts used within vocational context 4.3. Teach terminology and language of the industry and workplace 4.4. Apply strategies to interpret and teach mathematical features 4.5. Incorporate adult learning practices 4.6. Work with VET colleagues to develop their approach to addressing language, literacy and numeracy issues within their training |
5. Participate in assessment processes | 5.1. Make assessment arrangements consistent with quality compliance processes 5.2. Provide advice to vocational trainers and assessors about appropriate reasonable adjustment in conducting assessments 5.3. Complete reports as required by relevant bodies |
6. Evaluate support services | 6.1. Review the support services in collaboration with others 6.2. Modify the support services in line with recommendations from the review |