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 CHCLLN002, 'Support adult language and literacy learning'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support adult language and literacy learning' 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
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes of a unit of competency | The Performance Criteria specify the level of performance required to demonstrate achievement of the Element |
1. Identify learner language and literacy requirements | 1.1 Confirm scope of own role and responsibilities in supporting the learner 1.2 Establish learner language and literacy level and needs using appropriate tools 1.3 Identify factors that may inhibit the development of language and literacy skills in consultation with the learner and supervisor according to need 1.4 Negotiate learning needs with learner and establish achievable learning outcomes, in consultation with supervisor |
2. Plan strategies and resources | 2.1 Plan learning environment, activities and teaching strategies in advance, seeking advice from supervisor or other specialists as required 2.2 Monitor learner understanding and use of language, and gather information to inform own planning 2.3 Adapt or develop resources appropriate to learner needs and context according to program requirements |
3. Encourage and model spoken language | 3.1 Demonstrate different styles, ranges and contexts of oral communication across appropriate aspects of communication 3.2 Use spoken language to effectively interact 3.3 Scaffold learning by talking about language |
4. Support learners to read and interpret texts | 4.1 Determine strategies for supporting learner in interpreting texts, with supervisor where appropriate 4.2 Implement planned strategies to enhance learner abilities and address individual needs 4.3 Encourage learner to problem solve to make meaning from texts 4.4 Use a range of planned strategies to focus learner on specific literacy skills 4.5 Evaluate learning outcomes and discuss with supervisor |
5. Enhance learner literacy skills through writing activities | 5.1 Use appropriate terminology with learner as planned 5.2 Implement planned strategies to develop learner skills in the use of written language 5.3 Use planned strategies to develop performance 5.4 Evaluate learning outcomes and discuss with supervisor according to need |
6. Review strategies used to enhance learner skills | 6.1 Monitor learner progress against learning outcomes 6.2 Seek support and feedback from supervisor 6.3 Review and adjust strategies based monitoring and feedback in consultation with supervisor |