Language literacy and numeracy assessment

Tasks 2,4, and 5 require your attention. Please refer to the Participant Manual information and reading to help you complete these tasks.

Task 2: Identify LLN skills needed to perform a workplace task

NYS

Task 2:

Identify LLN skills needed to perform a workplace task

Obtain one copy of a training benchmark that describes a workplace task relevant to your industry or area of expertise—e.g. unit of competency, standard operating procedure, program outcomes, etc.

· Analyse the training benchmark—identify what people must learn, read, write, listen to and speak about, calculate, estimate, or measure, in order to perform the benchmark to the standard of performance expected in the workplace.

· Over write the benchmark in some way either by hand or in soft copy to show what core skills are embedded in your training benchmark.

· Submit a copy of the analysed benchmark with your post-training portfolio.

· Document your findings by completing the template A.

Previous Answer:-

Template A: LLN skills needed to perform a workplace task

Benchmark name

Standard Operating Procedures

What must learners…

LLN demands identified

ACSF level

Learn What learning or research strategies must be used?

Survey which enables the collection of the large amount of data which will be used for the description and the inferential analytical tool. Another research strategy used is the case studies where the empirical investigations about the topic are carried on.

Read

The data about the information collected about the topic so that the who, where, what, when, and why answers can be found.

Level 3 and 4

Write

All the important concepts that has been found from the reading materials.

Listen to

All the important and relevant information about the titles under research

Level 3 and 4

Say

Whatever is good and beneficial to the community.

Estimate, calculate or measure

What the research says about skills

Building numeracy

Comment from Tutor:-

2.

Task 2: Identify LLN skills needed to perform a workplace task

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Not clear what Standard Operating Procedure are you referring? Please attach or upload the procedure so I can see how you have worked the LLN levels.

Task 4: Select instructional and assessment strategies that address identified LLN needs

NYS

Task 4:

Select instructional and assessment strategies that address identified LLN needs

This task has two parts:

Part 1: Instructional strategies that address identified LLN needs

Part 2: Assessment strategies that cater to identified LLN needs.

1. Read the scenarios that follow. Assume that you are the trainer/assessor of the learners described in each scenario.

1. Answer the questions that follow each scenario.

PREVIOUS ANSWER:-

Part 1. Instructional strategies

Scenario 1

Reading

Jake is 33 years old and of Australian Caucasian descent. He has worked as a cook in a family-owned restaurant for 15 years and has been head cook for the past 3 years. He is well known in the community and is a popular ‘face’ of the restaurant. He is famous for his fried chicken and for his lively banter with waiters as they exchange information about customer orders. Waiters know him as ‘the guy who remembers everything’—Jake can prepare and keep track of all orders without needing to reference the notes waiters take about each order.

The owners have recently hired you as their new kitchen manager. You are also a qualified trainer. You introduce a new, efficient, computer-based ordering system. Waiters upload all orders to the system. Orders appear on a large monitor mounted high on a wall in the kitchen. A typical screen for each order looks like this:

The kitchen staff use a touch-screen tablet device to manage orders. Using the tablet, they press ‘next’ to view each successive order. As orders are filled, kitchen staff use the tablet to highlight items that have been served (). For example, once starters are served at table 1, the screen for table 1 will look like this when it next appears:

Table 1

Customer

Starter

Main

Dessert

Notes

1

-

Family fried chicken

Chocolate cake with ice cream

2

Chicken wings

Family fried chicken

Vanilla ice cream with chocolate sauce

3

Soup of day

-

-

No nuts

The day the new system goes live, Jake’s on-the-job performance plummets. He gets orders mixed up and misses two orders altogether.

Table 1

Customer

Starter

Main

Dessert

Notes

1

-

Family fried chicken

Chocolate cake with ice cream

2

Chicken wings

Family fried chicken

Vanilla ice cream with chocolate sauce

3

Soup of day

-

-

No nuts

You organise a private coaching session with Jake to help him learn to use the system. You soon discover that Jake cannot read the orders. He recognises his own name and highly familiar, simple words and phrases. On the screen above, he recognises numbers in digit form and understands ‘fried chicken.’ He deduces that three people are sitting at table 1. He sees ‘fried chicken’ listed twice, which leads him to guess that two people ordered fried chicken. He does not understand other information given.

Questions

1. Describe Jake’s needs (gaps) in reading:

The gap is that he can recognize the complex words. Jake is not able to read and understand the complex words apart from his name and the words and phrases that he is familiar with.

b. Describe one example of a strategy you could use when coaching Jake to:

· upskill Jake in the reading skills he needs to use the new ordering system

Upgrading his reading skills so that he effectively and efficiently uses the new system to serve the customers.

· support Jake’s efforts

Although he is not able to read, he is making the effort of recognizing the famous words so that he can continue to serve the clients.

Scenario 2

Oral Communication (speaking and listening)

A large electronics retail store has just promoted two IT technicians—Rajesh (Indian) and Alain (French)—to the position of Product Expert. As Product Experts, they will answer customer questions and help customers choose the right product/s for them. You have been hired to coach Rajesh and Alain in ‘communication skills.’ Training will be face-to-face.

Both learners hold masters’ degrees in IT and have extensive technical knowledge of all products. English is their second language, but both understand written and verbal English and can engage in simple conversations. They use technical jargon easily, but lack the English language vocabulary to answer questions and provide product information in plain English. They also struggle to pronounce some English words clearly.

Questions

1. Describe Rajesh and Alain’s needs (gaps) in oral communication:

Their gaps in the oral communication is to struggles they are having in the pronunciation of some words together with the lack of the vocabulary to answer the questions asked by customers.

b. Describe one example of a strategy you could use when coaching Rajesh and Alain:

· to upskill Rajesh and Alain in the oral communication skills they need to converse with customers and respond to their questions in a way the customers understand:

They both should be coached on how to communicate with the customer to ensure that they understand them in all the situation. They should also be coached on enhancing their English vocabulary and speaking capabilities

· support Rajesh and Alain’s efforts

Despite these, they have the efforts of understanding both written and spoken English.

Scenario 3

Numeracy

You are a trainer for an outdoor adventure company that is also a registered training organisation. Your RTO delivers SIS31015 Certificate III in Aquatics and Community Recreation. Most people who enrol in this qualification are outdoor enthusiasts of varying ages, from late teens to fifties. They are usually personable and have strong oral communication skills. Levels of education usually vary from year 10 to university.

One unit covered in this qualification is, SISXFIN001 Develop and review budgets for activities or projects. Based on past experience, you know that learners often struggle with the ‘numbers’ needed to develop a budget. Key skills they struggle with are the ability to:

· identify items that must be included in the budget for a recreational program

· analyse data and calculate costs to organise and implement the program

· calculate a retail cost per program participant.

Questions

1. Describe the learners’ needs (gaps) in numeracy:

The learners need in numeracy is to calculate the costs per the programs participation.

b. Describe one example of a strategy you could use when delivering this topic to:

· upskill the learners in the numeracy skills they need to develop a budget:

The learner should be trained to acquire more knowledge on the calculations that help better his/ her skills in the development of budgets

· support the learners’ efforts

The learners need to be helped to develop strong oral and communication skills.

Part 2. Assessment strategies

Scenario 4

Learning

You deliver Certificate IV in Training and Assessment for a local community college. You are three months into the six-month program.

One learner—Daniella—has not been meeting assessment deadlines, and often comes unprepared for class. She has strong reading, writing and oral communication skills, so did not anticipate that she would have any problems with assessment.

You and Daniella chat after today’s class. She says she is overwhelmed by the volume of information and doesn’t know where to start with her assessment tasks, especially since she has now fallen behind.

Questions

1. Describe Daniella’s needs (gaps) in Learning:

Always behind of others in whatever is being done and lacks confident on what to do. Also, she cannot learn from where she fell from and pick to rectify the mistakes done

1. How can you support Daniella with her assessment?

Daniella can be helped with her assessments by explaining to her on the topics she does not understand. She should also be encouraged to correct her mistakes.

Scenario 5

Writing

You have just begun delivering an online program to a group of eight learners. The program covers the unit, BSBADM405 Organise meetings. This unit requires the ability to type meeting agendas and minutes.

Program activities include one two-hour webinar per week for four weeks. Participants complete summative assessment tasks after the conclusion of training. They must:

· organise one meeting in their workplace or community group

· type the agenda for that meeting

· attend the meeting and type minutes, ready for distribution within one week.

Pre-training assessment results revealed that six of the eight learners have slight gaps in writing. English is the first language of most. All can write simple but grammatically correct sentences about familiar topics, but vocabulary used is too familiar for workplace documents, and there are many spelling mistakes.

Questions

1. Describe the six learners’ needs (gaps) in writing:

Spelling mistakes and the grammatical errors together with the very familiar vocabulary.

1. How can you support these learners with their assessment?

This learning can be done by correcting their work with them and giving them articles and books to read to better their grammar and spelling mistakes.

Comment from Tutor:-

4.

Task 4: Select instructional and assessment strategies that address identified LLN needs

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1. Scenario 1 b) Please provided strategies to help Jake in his LLN development and explain how you would support him

1. Scenario 2-b) Expand and provided more strategies for Alan and Rajesh

1. Scenario 3- b) Expand and provided more strategies. Note: you have written that there is a need to develop Oral Communications. It is not correct. Please read the case study carefully.

1. Scenario 4- Daniela- please read the case study and change your answers.

1. Scenario 5- your answers are not correct

Task 6: Work with LLN specialists

NYS

PREVIOUS ANSWER:-

Task 6:

Work with LLN specialists

Identify a scenario from LLN task 4 in which you felt that the learner/s would have benefitted from support from an LLN specialist. Scenarios covered were:

Scenario 1—Reading (Jake)

Scenario 2—Oral communication (Alain and Rajesh)

Scenario 3—Numeracy (group training covering how to prepare a budget)

Scenario 4—Learning (Daniella)

Scenario 5—Writing (online training covering how to organise meetings)

Assume that in the scenario you select:

· you are the trainer and assessor

· a LLN specialist is available to work with you and/or the learners both before and throughout training.

Review the scenario you have selected. Describe how a LLN specialist could work with you and/or your learners to:

· identify needs, support or build LLN skills before training begins

· measure progress, support or build LLN skills throughout training (

Note your responses in the template B.

Template B: LLN specialist support

How LLN specialist support could best be integrated

Before training begins

The most suitable case is scenario 3-Numeracy (group training, covering how to prepare budget)

The learners should be trained and encouraged to adapt team work. The beginning of the training should be focussed on assessing the learners’ basic numeracy skills before going to complex numerical calculations. (Trainer can get LLN specialist help for this. LLN specialist could be someone working within the organisation)

The learners should also be introduced to all instructors, training process and contents

Throughout training—i.e. during and/or between training sessions

Learners should be given tests and assignments to assess their learning progress. Revisions should be based upon individual learner’s performance. Progress should be determined by learner’s performance. Low learning rate should not be allowed to delay the training schedules.

Comment From Tutor:-

6.

Task 6: Work with LLN specialists

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Please clarify how the LLN specialist can help you with throughout training.