The Crux of the Matter - Training Queensland - Queensland ...

Tip 10: Inclusive assessment
There is an old saying ‘You don’t fatten a cow by
weighing it’. That is, the result of an assessment
of any kind is only worthwhile if you do something
useful with it – there needs to be some intervention
that results in improvement.
In the case of a LLN screening test, do you have
a business model that includes provision for
all learners Do you have specific LLN skills
development courses that you can recommend to
those who are not of the required standard to help
them develop the missing skills If you cannot
provide an in-house solution, can you refer them to
someone who can
Unless a course has stated LLN pre-requisites it is
more likely that any LLN pre- assessment will act
as a support indicator – an assessment to scope
the learner’s LLN skills and identify areas needing
improvement.
Once a learner is placed in a training program you
may get them to undertake some form of diagnostic
assessment at the beginning of the teaching /
learning cycle. This type of assessment will provide
you with an understanding of the prior knowledge
and skills that a learner brings to a unit of study.
This form of assessment can also provide you
with information about the strengths and specific
learning needs of an individual or groups of learners.
The results of a diagnostic assessment can identify:
• what existing knowledge, skills, attitudes,
interests, and / or needs a learner has already
• the range of individual differences within a group
of learners
This form of assessment is usually informal and
project based and may simply involve the learner
being observed completing a practical task and then
discussing it afterwards. You can then evaluate each
learner’s performance and make adjustments to the
training plan based on this process.
Most people need LLN support when they are
learning in new contexts. In most cases this support
can be provided as part of the training program. But
in some cases learners will be identified who need
additional help. Support is best given within the
context of the vocational content. You should avoid
as far as possible, providing learner support that
stigmatises the learner as having deficit skills.
Tips
Tip 13: Support services.
Page 48.
Literacy support for Indigenous VET students: Good
practice guide
This guide aims to assist teachers and trainers by
providing a set of ‘good practice’ strategies for
designing effective literacy and numeracy programs
for Indigenous VET learners, and for building
effective literacy and numeracy support into
existing VET courses. These strategies can be used
with all VET learners.
• what program plans and / or modifications are
required to meet the needs of individuals or
groups of learners.
36 The Crux of the Matter - Language, Literacy and Numeracy and Vocational Education and Training