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.
Element | Performance Criteria |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare to engage in learning | 1.1 Identify personal learning goals for work 1.2 Identify own learning needs 1.3 Identify preferred approaches to learning 1.4 Identify potential barriers to own learning |
2. Use strategies for learning | 2.1 Select a short term learning goal 2.2 Identify own knowledge or skills 2.3 Identify basic learning strategies 2.4 Use available support resources 2.5 Develop a basic learning plan |
3. Review own learning progress | 3.1 Check progress against the learning plan 3.2 Seek feedback from appropriate person 3.3 Identify areas for further learning |
Evidence of the ability to:
develop a basic personal learning plan
review own progress.
Evidence must be collected using tasks typically found in the workplace.
Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.
Evidence of the following knowledge must be demonstrated:
own learning goals and needs
strategies for learning.
Assessment texts and tasks reflect those typically found in the workplace.
Advice and support is available.
Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used.
Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.
Assessors must satisfy NVR/AQTF assessor requirements, have sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill - learning.