Assessor Resource

CHCEDS423A
Assist in production of language resources

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to work undertaken with students where English is a second language and education support work involves the development of learning resources with appropriate guidance, support and supervision by a nominated teacher or other education professional

This unit deals with the skills and knowledge required by education support workers to assist a teacher in the development and production of language resources to assist students learning where English is a second language

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable

Employability Skills

This unit contains Employability Skills



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place

Method of assessment:

Assessment may include observation, questioning and evidence gathered from a workplace environment

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Community languages and dialect variations in community of work

Community protocols for researching and using languages in the community

Guidelines and procedures for development and production of learning resources

Evaluation strategies involving stakeholder participation

Essential skills:

It is critical that the candidate demonstrate the ability to:

Engage with students and communities where English is not the first language

Demonstrate respect for language ownership in communities where required

Apply an understanding of community protocols for accessing information for language resource development

Recognise suitable technologies to the development of resources

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Implement strategies for valuing and celebrating diversity and inclusivity

Support the and encourage the contributions of stakeholders in the development of resources

Problem solve for managing specific projects

Communicate ideas and strategies to people of non English speaking background

Demonstrate commitment respecting the importance of traditional languages

Use a range of equipment for the production of a range of resources

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Existing language sources may include:

Elders

Community custodians

Fluent speakers of the language

Documents written in the language

Internet sources

Library

Intended audience may include:

Students of all ages

Language learners

Language tutors

Language teachers

Community members

Type and form of language resource may include:

Posters

Cards

Audio tapes

Books

Visual media forms

Purpose for resource development may include:

Language learning

Use in a range of learning activities including:

reading

writing

numeracy

Passing on oral histories

Language maintenance projects

Maintaining culture

Supporting diversity in the community or education environment

Community protocols may include:

Discussing content of intended resources with one or several:

elders

community council members

custodians

language committee members

clan leaders

Obtaining permission to develop language resources

Discussing language ownership issues

Appropriate technology and equipment may include:

CD Rom

Disks

DAT recorder

Video camera

Computer

Cameras

Internet

Desk top publishing software

Language teaching computer games

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Research and identify different types of language resources which can be used to present words and/or sentences for learning 
Identify existing language sources in the community which can be used for assisting the development of resources 
Identify any additional language resources required for use in learning activities 
Identify the intended audience and purpose of language resources 
Establish the type and form of language resource required to meet specific learning needs 
Access a range of sources for the development of the language resources 
Demonstrate respect for community protocols and ownership of language in the development of language resources 
Plan for the development of identified language resources 
Use appropriate technology and equipment to produce language resources 
Consult with students, teachers and community members in the production of language resources to ensure protocols are maintained 
Produce language resources in accordance with organisation guidelines for resource production 
Evaluate the effectiveness of language resources in consultation with students, teachers and community members 

Forms

Assessment Cover Sheet

CHCEDS423A - Assist in production of language resources
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCEDS423A - Assist in production of language resources

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: