Assessment Materials
TAELLN401A Address adult language, literacy and numeracy skills
1st Edition 2012

Acknowledgement
Innovation and Business Industry Skills Council (IBSA) would like to acknowledge Precision Consultancy for their assistance with the development of this resource.
Writer: Precision Consultancy
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Published by: Innovation and Business Industry Skills Council Ltd
Level 11
176 Wellington Pde
East Melbourne VIC 3002
Phone: +61 3 9815 7000
Fax: +61 3 9815 7001
Email: reception@ibsa.org.au
www.ibsa.org.au
First published: October 2010
1st edition version: 3
Release date: September 2012
Printed by: Fineline Printing
130 Browns Road
Noble Park VIC 3174
ISBN: 978-1-921820-41-0
Stock code: TAELLN401AA

Candidate Declaration
Your trainer/assessor is required to discuss the following matters with you. Tick the relevant box once the matter has been explained to you and you have acknowledged that you understand the advice provided by your trainer/assessor.
? purpose and outcomes of the assessment process
? relevant unit/s of competency
? recognition of prior learning
? appeals process
? confidentiality and security of information
? special needs/additional information
? signing of candidate declaration
Candidate’s name Phone no.
Assessor’s name Phone no.
Assessment site
Assessment date/s Time/s
Date assessment arrangement was notified to the participant
Notification method
In signing this form the candidate acknowledges that the assessment process has been fully explained to them and they understand and agree to the assessment process as described above.
It is proposed that the assessment outlined will take place at times and locations mutually agreed between the candidate and the assessor.
Comments:
Candidate’s signature: Date:
Assessor’s signature: Date:

Table of contents
Getting Started 1
Introduction 2
Assessment Pathways 3
Assessment Task 5
Assessment Task: Address adult language, literacy and numeracy skills 5
Appendices 7
Appendix 1: Spiky profile 7
Appendix 2: Core LLN skill assessment summary 8
Appendix 3: Individual learning plan 11
Appendix 4: Third party observation checklist 12

Getting Started
The assessment activities in this booklet have been designed to allow you to provide evidence that demonstrates your competency in the unit TAELLN401A Address adult language, literacy and numeracy skills.
Your assessor will:
• negotiate assessment activities with you and help with their planning
• answer any questions you might have about the assessment
• assess your competency as required by the unit of competency, by making judgements about the evidence presented in line with the rules of evidence: validity, authenticity, currency and sufficiency
• give you feedback on the outcomes of the assessment process, both formative (as you go through learning and assessment processes) and summative (your final assessment – whether you are competent, or not yet competent)
• counsel you on the outcomes of the assessment including advising you of your right of appeal if you disagree with the assessment decision
• as appropriate, help you to address the work/occupational health and safety (WHS/OHS) requirements of the assessment setting and units of competency.
Some units of competency from the TAE10 Training and Education Training Package can be delivered and assessed with other relevant units. Have a look through the units you plan to undertake, as it might be possible to use holistic approaches to assessment. Work with your assessor to decide which assessment activities are appropriate for you.
Introduction
Assessment of this unit must demonstrate that you can recognise the core language, literacy and numeracy (LLN) demands of training and assessment; and access relevant support resources to tailor training and assessment to suit individual ACSF skill levels. You need to show that you have the skills and knowledge to:
• determine the core LLN skill requirements of the training specification and the training context
• use validated tools to determine learners’ core LLN skill levels
• access LLN specialist learning support
• customise or develop learning and assessment materials to develop required core LLN skills.
You must provide evidence:
• that you have addressed core LLN issues in training and assessment practice on at least two different occasions
• that includes:
o documentation setting out activities, resources and individual learning plans for a particular learner
o third party observations of your work with a range of learners
o documented use of the ACSF to determine LLN skill levels.
This unit may be assessed individually or together with other units in the TAE10 Training and Education Training Package.
Much of the information and materials you added to your resource kit while working through the Participant Workbook will help you undertake these assessments. Taking a portfolio approach to assessment can make the assessment process more valuable for you and will often better reflect processes in the workplace. Gather your evidence together for this unit, and perhaps for other units, and submit it all together as a portfolio.
Helpful templates from the appendices of your Participant Workbook are available in Word format online at http://www.ibsa.org.au/products-and-services/tae10-learner-resources.aspx .
Assessment Pathways
Assessment in vocational education and training (VET) can be undertaken via three different pathways:
1. In a learning and assessment pathway, candidates for assessment attend learning sessions, participate in all activities and complete the assessments to a schedule usually arranged around the learning sessions. In this pathway candidates are usually guided by facilitators and have access to all resources, hardcopy and online. The advantage of this pathway is the development of skills, sharing resources and networking with other people working in the VET sector.
2. In an assessment only pathway, the assessment candidate does not attend learning sessions but completes the assessments and submits them to the assessor at pre-determined times.
3. In a skills recognition pathway, the assessment candidate does not usually attend learning sessions or complete assessments. Skills recognition is another form of assessment only pathway. However, it is through a different type of assessment called recognition of prior learning or RPL.
More about skills recognition, recognition of prior learning (RPL) and credit transfer
You may be eligible for RPL if you have had life, study or work experience that allows you to meet the evidence requirements for competencies in qualification that you are pursuing. You may have covered similar learning and assessment content in other qualifications and have already been assessed against similar benchmarks. Your prior learning in each case is measured against the requirements of each competency.
Credit transfer
You may be eligible for a credit transfer if you have completed modules/competencies in a different course or another educational organisation and those modules/competencies are the same as, or deemed equivalent to, those in this unit.
Why apply for RPL?
RPL recognises that you may already have many skills that apply to the modules or competencies in which you plan to enrol. It may mean you only need to study modules/competencies that are new to you, which may reduce the learning and assessment you have to do as a part of your TAE10 program.

Assessment Task
Assessment Task: Address adult language, literacy and numeracy skills
For your assessment for this unit of competency, you need to carry out a core LLN skill assessment and develop, or customise, learning and assessment materials for a learning program, to suit the needs of a single learner, or group of learners. The materials must incorporate appropriate learning support strategies to assist learners to develop core LLN skills appropriate for the training context.
You must show evidence that you can address core LLN issues on at least two different occasions. To show this you could carry out this task with two different learners, or once with an individual and once with a group.
Procedure
1. Identify at least one unit of competency or training specification that will provide the focus for the learning program.
2. Identify the core LLN skill requirements within the unit/s of competency.
3. Identify the learner or group of learners who will participate in the learning program.
4. Using the ACSF, identify and document the LLN skill level of the training specification.
5. Using validated ACSF assessment tasks, carry out a core LLN skill assessment to identify the LLN skill level of the learner or group of learners.
6. Collaborate with an LLN specialist to discuss the core LLN assessment outcomes and the strategies to be used to develop core LLN skills during the learning program.
7. Prepare an individual learning plan for the learner that incorporates the development of core LLN skills appropriate for the training.
8. Prepare learning and assessment materials appropriate for the learner group, taking into account learners’ core LLN skill levels.
9. Identify how the materials incorporate appropriate learning support strategies to develop core LLN skills (the strategies may be incorporated into the activities, or into the way they will be delivered).
10. Use the materials with a learner and arrange for your assessor (or an LLN specialist or another trainer) to observe your practice.
11. Reflect on the materials and the strategies used to develop core LLN skills and identify any areas for improvement.
Specifications
Submit a portfolio of evidence that you have carried out the tasks listed above.
There is no specific format for the portfolio, but you must include:
? the training specification that provides the basis of the learning program with the core ACSF skills identified
? a summary of an ACSF assessment of learner skill levels using validated tools – which includes details of the tools used and a spiky profile of learner’s performance using Appendix 1 and 2 or a similar format
? evidence that you have collaborated with an LLN specialist to discuss the outcomes of the core LLN skill assessment and the strategies planned to develop core LLN skills in the learning program
? at least one individual learning plan for a learner who has undergone an ACSF assessment – which may be in the format included in Appendix 3 or a similar format from your practice environment
? learning and assessment materials appropriate for the learner and the training context that you have developed or customised
? a description of the learning support strategies to assist the learner develop core LLN skills
? evidence from a third party of your practice to assist learners develop core LLN skill – which may be in the format included in Appendix 4
? a reflection the learning and assessment program identifying what worked and what could be improved (if anything).
Adjustment for distance-based learners
Distance-based learners must negotiate with assessors to determine the most appropriate way to provide evidence of delivery of training incorporating strategies to develop core LLN skills. This could be provided through learning materials and a description of how they are used, but it may include examples of practice provided using technology, for example:
? a video or digital recording of your delivery to a learner or group of learners
? real-time access to view your delivery to a learner or group of learners though webcam technology.

Appendices
Appendix 1: Spiky profile
Record your spiky profile on the grid below.
Level of performance 5
4
3
2
1
Learning Reading Writing Oral communication Numeracy
ACSF skill required for (insert name of benchmark):

Appendix 2: Core LLN skill assessment summary
Candidate’s name: Date assessed:
Assessed by:
Summary of core LLN skills (refer to the ACSF for details of what defines the levels of performance within each skill).
Core LLN skill Support
Note the level of support given, if any, during assessment Notes ACSF performance level
Learning
Reading
Writing
Oral communication
Numeracy
Assessment tasks completed:

Notes about educational background:

Strengths and weaknesses:
Other comments:

Recommendations for support (if any):

Appendix 3: Individual learning plan
Learner name
Contact details
RTO
RTO contact person
Enrolment date
Qualification
Units of competency
(including elective choices and sequencing details where possible)
Mode of delivery
Program details
Workplace supervisor
Key learning resources provided for learner
Learner’s LLN summary details
Additional support required from RTO
Reporting arrangements
Comments
Learner’s signature Date
Trainer’s signature Date
Appendix 4: Third party observation checklist
Your name
Observer’s name
Date
Number of learners in group
Unit/s of competency addressed in training
Did the candidate: Comments Yes No
Encourage learners to develop core LLN skills using a range of strategies, for example:
? visual or audio supports
? plain English appropriate for learner
? simplified explanations
? examples or models of texts
? build on learner’s strengths
? encourage use of personal word lists
? provide opportunities to discuss and ask questions
? other strategies ? ?
Use interpersonal skills to encourage learner development ? ?
Use learning materials appropriate for the learner/s ? ?
Demonstrate sensitivity to cultural issues ? ?
Work to an individual learning plans ? ?
Other comments
Your signature Date
Observer’s signature Date