NTISthis.com

Evidence Guide: CHCEDS423A - Assist in production of language resources

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

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

 

CHCEDS423A - Assist in production of language resources

What evidence can you provide to prove your understanding of each of the following citeria?

Identify a range of language resources in conjunction with teacher

  1. Research and identify different types of language resources which can be used to present words and/or sentences for learning
  2. Identify existing language sources in the community which can be used for assisting the development of resources
  3. Identify any additional language resources required for use in learning activities
Research and identify different types of language resources which can be used to present words and/or sentences for learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify existing language sources in the community which can be used for assisting the development of resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify any additional language resources required for use in learning activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan for the development of language learning resources in conjunction with teacher

  1. Identify the intended audience and purpose of language resources
  2. Establish the type and form of language resource required to meet specific learning needs
  3. Access a range of sources for the development of the language resources
  4. Demonstrate respect for community protocols and ownership of language in the development of language resources
  5. Plan for the development of identified language resources
Identify the intended audience and purpose of language resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish the type and form of language resource required to meet specific learning needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access a range of sources for the development of the language resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate respect for community protocols and ownership of language in the development of language resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan for the development of identified language resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist teacher to produce language resources

  1. Use appropriate technology and equipment to produce language resources
  2. Consult with students, teachers and community members in the production of language resources to ensure protocols are maintained
  3. Produce language resources in accordance with organisation guidelines for resource production
  4. Evaluate the effectiveness of language resources in consultation with students, teachers and community members
Use appropriate technology and equipment to produce language resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with students, teachers and community members in the production of language resources to ensure protocols are maintained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Produce language resources in accordance with organisation guidelines for resource production

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the effectiveness of language resources in consultation with students, teachers and community members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

Range Statement

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