Taelln411 answers

Assessment Task

National Unit Details

Unit Code

TAELLN411

Unit Title

Address adult language, literacy and numeracy needs

Assessment Information

Qualifications

TAE40116 Certificate IV in Training and Assessment

Type

Task 1: Knowledge questions

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

Task 3: Identify a learner’s LLN needs

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

Task 5: Customise learning resources

Task 6: Work with LLN specialists

Task 7: Select, use and review LLN support strategies

Due Date

6 weeks from last day of workshop

General Information

Decision Making Rules

All assessment criteria within the task must be satisfactorily completed for the task to be assessed as satisfactorily completed.

Reasonable adjustment

Reasonable adjustment for assessment tasks for a unit may be requested by the student for consideration by the facilitator for the methods by which evidence is collected. However, the evidence criteria for making competent/not yet competent decisions must be the same irrespective of the group and/or individual being assessed.

Reasonable adjustment usually involves varying:

· the processes for conducting the assessment (eg: allowing additional time, varying the venue)

· the evidence gathering techniques (eg: oral rather than written questioning, use of a scribe, modifications to equipment)

Special Consideration

Students can apply for special consideration if personal circumstances or illness have adversely affected their result in an assessment, or their ability to undertake an assessment. If they wish to seek special consideration, a special consideration form must be completed no later than 3 days after the due date of the assessment and submitted via e-mail to VE-Progressions@swin.edu.au

1. Unit requirements and Assessment conditions

Application

TAELLN411 Address adult language, literacy and numeracy needs

This unit describes the skills and knowledge a vocational trainer or assessor requires to identify language, literacy and numeracy (LLN) skill requirements of training and the work environment, and to use resources and strategies that meet the needs of the learner group.

The unit applies to individuals who teach, train, assess and develop resources.

Competence in this unit does not indicate that a person is a qualified specialist adult language, literacy or numeracy practitioner.

Conditions

TAELLN411 Address adult language, literacy and numeracy needs

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment and include access to:

· texts and tasks typically found in the workplace

· specialist LLN practitioners for consultation and verification of approaches

· training and assessment tools based on the ACSF levels

· training package support materials

· workplace-specific tools, equipment, materials and industry software packages (where applicable).

Skills must be demonstrated with real vocational learners.

All trainers and assessors delivering any TAE training products must hold one of

· TAE50111 Diploma of Vocational Education and Training or its successor or

· TAE50211 Diploma of Training Design and Development or it successor or

· TAE550216 or A higher level qualification in adult education.

As per clauses 1.22 – 1.23 item 7 of Schedule 1 of the Standards for Registered Organisations (RTOs) Amendment 2017.

Submission Details

When submitting your work, please ensure you have signed the Declaration on the first page.

Your responses may be typed directly into this document, with any additional documentation provided as attachments Please title each attachment (i.e. Attachment A, B etc) and, reference these in the main document with an explanation of their relevance.

All assessment tasks should be submitted via Blackboard, our online learning management system. Please note:

· Assessment due dates are to be6 weeks from the final day of the learning workshop.

· Feedback will be provided by your assessor within 3 weeks following the due date for submission.

· If resubmission of work is required, this must be submitted within 2 weeksof receiving feedback from your assessor

· Final feedback will be provided by your assessor within 2 weeks of resubmission.

Extensions to the due date will be granted under exceptional circumstances.

If you need an extension please contact your designated assessor at least one week before the due date.

Assessment results

Your assessment will be marked using the following scale on Blackboard:

Result Code

Result Certification Description

PU

Achieved Competency

NU

Not Yet Competent

NEN

No Engagement in Unit

SEN

Stopped Engagement in Unit

In addition to the results, you will also get detailed feedback from your assessor on each key aspect of your assessment. This will be provided to you via Blackboard and can be accessed via “my grades”.

Should you have any questions about the assessment process please feel free to contact your designated assessor.

Assessment support

Your Assessor for this program is contactable via email for any questions, queries or concerns you may have through the assessment process.

You also have the option of undertaking one 15 minute support coaching session to be scheduled between yourself and your Assessor. To confirm a mutually agreeable time, please contact your Assessor via email.

National Unit Details

Unit Code

TAELLN411

Unit Title

Address adult language, literacy and numeracy needs

Assessment Cover Sheet

Students must include the following information and declaration of original authorship with their submission.

student name:

email:

mobile:

qualification: TAE40116 Certificate IV in Training and Assessment

unit code & title:

TAELLN411 Address adult language, literacy and numeracy needs

Student Declaration

· I understand that competency will not be given if I do not meet the assessment evidence and activity requirements.

· I declare that this is my own work in accordance with Swinburne Plagiarism policy, as found on: https://www.swinburne.edu.au/current-students/manage-course/exams-results-assessment/plagiarism-academic-integrity/plagiarism-misconduct/

· I declare all documents submitted for assessment are my own work. Where I have used other sources, acknowledgements have been made.

Student signature:

Date:

Task 1:

Knowledge questions

When preparing written responses to each of the knowledge questions, use examples to support wherever possible. These examples should be based on your own experiences and demonstrate your understanding of key concepts.

Acknowledge any sources of information you have used (websites, books etc.) by referencing the original source.

Task

Task title

Task requirements/Questions

1.1

Strategies and resources you use to identify learners’ LLN needs:

a. Describe two specific examples of how you could find out the level of LLN skills held by a learner group before or at the start of training you deliver.

b. Name and describe one quality-approved LLN pre-training assessment tool that is (or could be) used in your workplace, OR research and identify an assessment tool available from outside your workplace that is suitable, given the training you deliver (or hope to deliver).

c. Explain why you selected the LLN assessment tool described in question 1b above.

1.2

Interact with individuals needing LLN support

a. Describe two cultural or social considerations when communicating with individuals identified as needing LLN support.

b. Describe how to approach and interact with individuals needing LLN support, to maintain a safe and positive learning experience.

1.3

Source LLN support

a. Research and describe at least two resources available to help you support learners and build their LLN skills—e.g. consider relevant reference materials or other resources to help you help learners, or resources that you could direct learners to.

b. Research, identify and describe how and from where you could access an LLN specialist to support you and/or your learners.

1.4

Evaluation

Describe best practice techniques you use (or could use) to evaluate the effectiveness of LLN support provided within your own training and assessment practice.

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.

Template A: LLN skills needed to perform a workplace task

Benchmark name

What must learners…

LLN demands identified

ACSF level

Learn What learning or research strategies must be used?

Read

Write

Listen to

Say

Estimate, calculate or measure

Task 3:

Identify a learner’s LLN needs

This task requires you to read the scenario information below and:

· Review the LLN (core skill) assessments that Arthur completed (see over)

· Identify Arthur’s core skill levels

· Describe Arthur’s LLN needs.

Scenario

There-On-Time Buses

There-On-Time Buses (TOT) is a private charter bus company. It is also a Registered Training Organisation. TOT is implementing a new initiative in which experienced drivers are assigned as mentors for new drivers. The aim of this initiative is to help new drivers develop the full range of knowledge, skills and work habits needed for their role, in a shorter time frame than the current average. TOT management has nominated eight (8) experienced drivers to be promoted to the role of workplace mentors.

Training

TOT’s learning and development team will deliver a Workplace Mentoring program to the eight (8) nominated workplace mentors. Training will address the unit of competency, TAEDEL404 Mentor in the workplace. The eight nominated program participants must achieve competence in TAEDEL404 before TOT will offer the promotion to the Workplace Mentor position.

Arthur

Arthur is 45 years old and has lived in Australia all his life. He has always lived in an urban area, either Brisbane or Sydney. English is his first language and he doesn’t speak any other languages.

Arthur left school after year 10, which he successfully completed. He has not participated in any formal education or training since leaving school.

Arthur has been with There-On-Time buses since the age of 19. He started there as a cleaner, then became a bus driver when he was 21.

Arthur has a relaxed and easy-going manner. He is popular, both with customers and TOT staff. Clients often specifically request him for charter work. He enjoys driving buses, and does it well. He says, “I like being ‘out and about’ all day, getting to know new people. A desk job with lots of paperwork wouldn’t suit me.”

Like most participants, Arthur is excited about this opportunity, but unsure as to whether or not he will be able to cope with the increased responsibilities.

Core skill assessments

The L&D department asked Arthur to complete the following core skill assessments:

1. Verbal interview— ACSF core skills covered: oral communication and learning

2. Written assessments (2)— ACSF core skills covered: reading, writing, learning and numeracy.

Copies and transcripts of Arthur’s competed assessments are below.

Review the core skill assessments Arthur completed

Assessment 1: Verbal Interview

Below is a typed transcript of the verbal interview. The transcript was typed word-for-word from an audio recording of the interview:

1. Why do you think we identified you for the workplace mentor role? “Well, I guess I’ve been around here long enough to know what I’m doin’, ya know? And I like the job. I think I’d make someone else like it too.” 2. Tell us what excites you about this new role. “I think it’d make me feel good, knowing I was helping a new driver along. Back in the day when I started, we just had to figure it out, and I remember some things were tough—like I remember the first time I drove Route 599 in the morning, I wasn’t sure which stops to stop at. I remember stopping at a stop that I shouldn’t have, and one passenger yelled at me, told me he was late for work. It’d be good to save someone else that grief, you know?” 3. What questions do you have? “I’d still want to drive my own routes sometimes, a nd not always be with the mentee . If we do this mentor thing, can I still do that? (response given). And I saw that I have to write reports. What kind of reports? I can fill in forms okay—incident forms, time sheets and such—but I haven’t had to write an essay in years.”

Assessments 2 & 3: Written assessments

Arthur completed two written assessments:

1. Assessment 2: Reading Covers ACSF core skills of reading, learning and to a very limited extent, numeracy

2. Assessment 3: Writing instructions Covers ACSF core skill of writing

Copies of Arthur’s completed written assessments follow.

Arthur’s: core skill assessment 2: Reading

Assessment 2 : R eading Instructions Read the incident report below, then answer the questions that follow: Incident Report Form: There-on-Time Buses Details of the person completing this form Name Rajesh Doright Position Shift Supervisor: mechanics Date completed 18 November Signature R ajesh Doright Work phone 9999 9999 Email rdoright @tot.com.au Details of the injured person Name Raymond Rayonne Position Mechanic Sex Male Female Experience in job 12 years DOB 24 May 1987 Address 123 Lovely Lane, Anywhere NSW 8888 Details of the incident Date 17 November Time 3:45pm Location Garage #2 Description of incident Raymond was returning from his afternoon break. He was walking through the garage to resume work on the bus he was working on. Just before he got to the bus, he slipped and fell backward. He tried to break his fall but landed hard on the ground. Injuries sustained Broken wrist and sore back. 1st aid given He said his back was stiff so we didn’t move him. We brought him an ice pack within 1 minute and held it on his wrist while we called the first aid team. The team wrapped his wrist in a tensor bandage, and then organised for him to go to the hospital for X-Rays. Details of witnesses (if any) Name Rajesh Doright (me) Contact details As above Name Clyde Climber Contact details cclimber@tot.com.au This form submitted to Name Steven Saveall Position Safety Officer Method Internal mail Email (attached) Other: ____________ Follow up action: to be completed by the person to whom this form is submitted Description of actions to be taken Raymond to be given minimum 6 weeks’ leave with pay—his condition is to be re-evaluated at the end of 6 weeks . Internal investigation to be initiated.