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 CHCLLN402A, 'Support adult numeracy learning and development'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support adult numeracy learning and development' 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 |
1. Identify numeracy learning requirements of learners | 1.1 Meet with supervisor to establish own role and responsibilities and identify learner's language and numeracy levels and needs 1.2 Meet with learner to establish rapport and identify factors that may inhibit the development of mathematical skills for numeracy, and discuss with supervisor as required 1.3 Negotiate numeracy learning needs with learner and establish achievable learning outcomes, in consultation with supervisor where appropriate 1.4 Monitor learner understanding and use of numeracy to inform planning of strategies and resources |
2. Plan resources to support mathematics learning for numeracy | 2.1 Plan learning environments, activities and appropriate method to evaluate learning outcomes in advance with the supervisor 2.2 Adapt or develop resources appropriate to learner needs and context according to program requirements |
3. Facilitate application of mathematics skills for numeracy | 3.1 Identify and explain a variety of numeracy demands and opportunities in daily life 3.2 Demonstrate the different uses and functions of mathematics using activities and examples 3.3 Develop numerate understandings appropriate to learners' culture, age, abilities, interests and needs 3.4 Use examples and activities to highlight and explain applications of mathematics skills and knowledge for numeracy to scaffold learning 3.5 Use diverse strategies to model use of mathematics skills relevant to specific learners |
4. Support learners to develop mathematics skills for numerate understanding | 4.1 Determine strategies for supporting learners in the application of mathematics skills for numeracy, seeking advice from supervisor or other specialist as needed 4.2 Implement planned strategies to enhance the abilities of learners and address their individual needs 4.3 Encourage learners to problem solve using mathematics knowledge and skills in everyday life contexts 4.4 Use the language of numeracy at the appropriate level to focus learners on specific mathematics skills and knowledge 4.5 Evaluate learning outcomes and discuss with supervisor as required |
5. Provide structured activities to further develop learners' mathematics skills and knowledge | 5.1 Plan strategies with supervisor where appropriate, including accurate mathematics terminology and concepts, to support learners' learning 5.2 Implement strategies that develop learner skills in using mathematics for numeracy understanding across appropriate aspects of communication 5.3 Encourage learners to improve mental computation and calculation skills using strategies appropriate to individual learners 5.4 Ensure learners check for reasonableness of solutions when calculating and measuring, using a range of strategies and tools 5.5 Encourage learners and build their confidence to attempt problem solving that requires the use of mathematics skills and knowledge |
6. Review strategies used to enhance learner skills | 6.1 Monitor learner progress 6.2 Seek support and feedback from supervisor when required 6.3 Review strategies in terms of their effectiveness and feedback received |