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

Be clear about the purpose for finding
out the learner’s LLN skill level
Make sure you understand the purpose of the
identification process and explain it to the learner.
Most vocational courses are post-compulsory and
learners will want to know why the process is taking
place.
If identification of the level of a learner’s LLN skills
is a mandatory part of enrolment (as it is in User
Choice), tell the learner. If it is for better program
planning (all vocational training) you need to make
that clear. It is important not to insult the learner
by expecting them to complete tasks without
understanding why.
Make the assessment as informal
and friendly as you can
Many vocational learners and apprentices / trainees
will feel nervous at the prospect of a ‘test’ early
on in their training. For this reason it is best not
to make a big deal of this part of your sign up or
enrolment process – just an activity that needs to
be completed. A LLN screening is not a test. You will
need to put your learner or apprentice / trainee at
ease by being warm, casual and friendly about the
process and letting them know his / her privacy will
be respected. Statements that might help include:
How much assistance can you give
If the learner / apprentice / trainee cannot write you
can write down their answers for them. However,
you must note this on the indicator tool. Reassure
learners who struggle with the tasks that they
will not be disadvantaged by their performance.
Reinforce the message that the indicator is there
to determine if assistance may be required during
training. Where possible and appropriate give the
learner extra time to complete the tasks. Noting
down the assistance given and the time taken for
completion will add important information to the
planning for training.
What do you do next
Each organisation will have a process for following
up on any initial results that indicate that the learner
will need extra support. This may involve a range
of approaches including adjustments to training
and assessment, reviewing training materials and
offering extra support both during the training
delivery and through additional support where
necessary. Collaboration between teachers / trainers
and specialist LLN staff would be essential in
developing appropriate responses for support.
‘This is not a test but a way for us to see where your
skills are at so the trainer can program the course to
best suit your needs.’
‘You may not have done any formal study for a long
time. This is a chance for you to let us know if you
have any concerns or want to brush up on reading,
writing or numeracy so we can get help for you early
on.’
‘Only myself and the teachers will see this. It won’t
be shown to your employer.’
‘If you are concerned about reading the questions
just let me know and I will explain them for you.’
68 The Crux of the Matter - Language, Literacy and Numeracy and Vocational Education and Training