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 TAELLN814, 'Design programs to develop 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 'Design programs to develop 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
Elements Elements describe the essential outcomes | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Examine parameters of adult language, literacy and numeracy program design | 1.1 Analyse program funding guidelines to establish program parameters 1.2 Use knowledge of pedagogies of adult language, literacy and numeracy to clarify program focus 1.3 Clarify eligibility requirements for the planned program with reference to funding guidelines and program focus 1.4 Research range of training package or accredited course options available to support stand-alone or integrated adult language, literacy and numeracy skill development |
2. Select course level and units | 2.1 Identify key underpinning theoretical frameworks of the selected training package or accredited course 2.2 Examine qualification packaging rules of the training package or accredited course to select a qualification or combination of units that best meets the program focus |
3. Tailor program to meet needs of learner group | 3.1 Access pre-training assessment records to establish learner needs, goals, skills and learning styles 3.2 Establish profile of the learner group 3.3 Select learning resources and program content consistent with learner profiles and program focus |
4. Design program structure | 4.1 Use knowledge of language, literacy and numeracy learning needs of culturally and linguistically diverse adults to plan program structure 4.2 Use knowledge of language, literacy and numeracy skill development to sequence learning 4.3 Select mode of delivery appropriate for program focus and learner needs 4.4 Prepare delivery and assessment plan consistent with course content and learner needs, goals, skills and learning styles 4.5 Plan collaborative arrangements for teaching and learning activities when more than one practitioner is working with a group of learners 4.6 Note reporting requirements of funding body and build in at appropriate points in the program |
5. Review the program design | 5.1 Devise criteria by which the program is reviewed 5.2 Review the program design in collaboration with others 5.3 Modify the program design according to recommendations from the review |