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 TAELLN812, 'Research and implement new adult language, literacy and numeracy practices'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Research and implement new adult language, literacy and numeracy 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
Elements Elements describe the essential outcomes | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Review effectiveness of current adult language, literacy and numeracy practices | 1.1 Identify current adult language, literacy and numeracy teaching practices 1.2 Establish criteria to evaluate effectiveness of current practices 1.3 Assess and evaluate current practice in relation to requirements of learning context 1.4 Identify aspects of current practice that could be improved or enhanced through new, innovative or alternative approaches |
2. Research advances in practice | 2.1 Identify areas of research relevant to the identified aspects of current practice that require improvement 2.2 Formulate a research plan based on an identified areas of research 2.3 Use appropriate sources of information to identify new practices |
3. Analyse new adult language, literacy and numeracy practices | 3.1 Evaluate new practices in relation to requirements of learning context 3.2 Evaluate new practices in relation to specific requirements of learners enrolled in adult language, literacy and numeracy programs 3.3 Review new practices in relation to adult language, literacy and numeracy teaching theory 3.4 Identify potential implementation, professional development and resourcing issues arising from new practices |
4. Apply new adult language, literacy and numeracy practices | 4.1 Undertake joint planning with others as relevant, to introduce new practices 4.2 Implement actions to address identified implementation, professional development or resourcing issues 4.3 Apply new adult language, literacy and numeracy practices to teaching and assessment activities |
5. Evaluate new adult language, literacy and numeracy practices | 5.1 Establish criteria to monitor and evaluate impact of new practices 5.2 Monitor and evaluate implementation according to the established criteria 5.3 Disseminate findings of evaluation to relevant stakeholders 5.4 Review changes to practices based on feedback and evaluation findings |