The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!
From the Wiki University
What evidence can you provide to prove your understanding of each of the following citeria?
Facilitate application of mathematics skills for numeracy
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Identify and explain a variety of numeracy demands and opportunities in daily life Completed |
Evidence:
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Demonstrate the different functions of mathematics using activities and examples Completed |
Evidence:
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Monitor students' understanding and use of mathematics through observation, listening and conversation, and provide information to teachers to inform planning Completed |
Evidence:
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Identify factors affecting acquisition of mathematics skills for numeracy and discuss with the teacher/s Completed |
Evidence:
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Develop numerate understandings appropriate to students' culture, age, abilities, interests and needs Completed |
Evidence:
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Use examples and activities to highlight and explain applications of mathematics for numeracy to scaffoldlearning Completed |
Evidence:
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Model use of mathematics skills appropriate to a range of life and workplace situations relevant to specific students Completed |
Evidence:
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Support students to develop mathematics skills for numerate understanding
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Determine strategies for supporting students in the application of mathematics skills for numeracy in consultation with the teacher/s Completed |
Evidence:
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Implement planned strategies to enhance the abilities of students and address their individual needs Completed |
Evidence:
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Encourage students to problem-solve using mathematics knowledge and skills in everyday life contexts Completed |
Evidence:
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Use explicit talk to focus students on specific mathematics knowledge and skills to be numerate Completed |
Evidence:
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Enhance students' mathematics knowledge and skills through structured activities
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Use accurate mathematics terminology and concepts, as planned with teacher/s, to support students' learning Completed |
Evidence:
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Implement strategies devised with teacher/s to develop students' skills in the use of mathematics for numeracy understanding Completed |
Evidence:
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Use planned strategies to engage students in identifying mathematical knowledge and skills for numeracy across all key learning areas Completed |
Evidence:
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Encourage students to improve mental computation and calculation skills using strategies appropriate to students' developmental levels Completed |
Evidence:
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Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology Completed |
Evidence:
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Encourage students and build their confidence to attempt problem solving that requires the use of mathematics knowledge and skills Completed |
Evidence:
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Design resources to support mathematics learning for numeracy
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Plan learning environments and activities in advance with the teacher/s Completed |
Evidence:
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Design resources, in consultation with teacher/s, to reinforce mathematical knowledge and skills, while fulfilling curriculum requirements Completed |
Evidence:
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Design resources to suit the developmental level of the students, as determined by the teacher/s Completed |
Evidence:
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