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

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Point 3: A clear process for making meaningful judgements must be part of each tool or process. The RTO must be able to explain how a LLN assessment tool or process is delivered to the learner and used to determine if further investigation is necessary. Where a single LLN indicator tool is used for learners enrolling in a range of vocational courses, it must be clear how a trainer determines when further investigation is required for learners in the different vocational qualifications. General indicator tools could be administered by teachers / trainers on advice from LLN specialists. Point 4: Processes for obtaining a full assessment and additional LLN support must be related to the vocational training. Each RTO must have a clear process for obtaining a full LLN assessment when this need is indicated. It must also have well established contacts through which additional support may be sought and delivered. All LLN assessments and support must be conducted / delivered by appropriately qualified staff. Additional LLN support should be integrated into the vocational training of the learner through collaboration between LLN specialists and vocational trainers. Be prepared to answer these questions: • What are the LLN tasks and skills that relate to your vocational area • How do those skills and tasks inform your LLN indicator tool • What constitutes a problem / need for further investigation • What is the process for further investigation • What is the process for addressing the additional LLN needs of a learner when required 66 The Crux of the Matter - Language, Literacy and Numeracy and Vocational Education and Training
The following table can be used to determine the best mechanism for your context. Assessment tool Advantages Disadvantages Screening test Self-identification and education and training background checklist Can be administered to a whole group, and therefore is efficient. Does not ‘single out’ anybody. Can be administered to a whole group, and therefore is efficient. Can be administered quickly. When adults respond honestly, their responses are usually consistent with their skills. It is difficult to capture the range of LLN information that is required when using a written test. On-the-job performance can be very different from ‘test performance’. Some adults are not comfortable in a test environment, and will not perform at the level of their potential. Learners may be reluctant to be honest for fear of not being eligible for training. Informal interview in which the potential learner is asked a range of questions, and given a few tasks to perform The interview can be focused on the learner. If the learner indicates the level at which they perceive their skills to be, the teacher is able to choose further questions and tasks that are pitched at the right level. The teacher can gather a range of information about the background, motivation and skills of the learner. This is time consuming. Some potential learners may not perform well in individual interviews. A combination of the above A combination provides the teacher / trainer with optimum opportunities for identifying the skills of the learner,. For example: • an indicator tool which includes a selfidentification checklist to give general information • an interview for those who are indicated to be ‘at risk’ in the initial stage. 67
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The Crux of the Matter 2011: Langua
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Contents Purpose of this resource 4
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Introduction Since 1998, LLN conten
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LLN and Employability Skills Traini
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Training Workplace Balancing the th
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Numeracy Numeracy is the ability to
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Measuring LLN success against the A
Page 15 and 16: Fact Files 15
Page 17 and 18: Tip 1: Communicating with clients C
Page 19 and 20: Tip 3: Gathering information There
Page 21 and 22: Tip 4: Teacher, trainer and assesso
Page 23 and 24: Tip 5: Developing and monitoring pr
Page 25 and 26: Tip 7: Locating LLN in Training Pac
Page 27 and 28: Unpacking a single unit Here is a s
Page 29 and 30: 6. Examine the specific documents a
Page 31 and 32: The third example could require tha
Page 33 and 34: Tip 9: Identifying LLN skills of th
Page 35 and 36: Case study A training provider has
Page 37 and 38: Formative assessment is an ongoing
Page 39 and 40: Tip 11: Assessment as a pathway to
Page 41 and 42: For example, if an assessor is aski
Page 43 and 44: 3. Gather together all the material
Page 45 and 46: 6. Redesign materials and assessmen
Page 47 and 48: 7. Provide models for observation a
Page 49 and 50: Possible support models 1. Liaison
Page 51 and 52: • Support for learners in the Com
Page 53 and 54: AQTF Standard 1: The RTO provides q
Page 55 and 56: AQTF Standard 2: The registered tra
Page 57 and 58: AQTF Standard 3: Management systems
Page 59 and 60: Checklist 3: LLN observation checkl
Page 61 and 62: Macro skill Level Type of task Fill
Page 63 and 64: Information sheet 1: Complexity in
Page 65: Information sheet 2: Identifying th
Page 69 and 70: Template 1: Analysis of LLN macro s
Page 71 and 72: Record the performance criteria num
Page 73 and 74: Question Yes No Example Are there s
Page 75 and 76: Speaking and listening Does the spo
Page 77 and 78: Legislation, policy and guidelines
Page 79 and 80: Specific VET learners Literacy supp
Page 82: The Crux of the Matter 2011: Langua
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