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

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Template 4: Gathering information on LLN communication modes to develop assessment questions You can ask the following questions for each workplace task. Answers can be used to flesh out information in a competency conversation or as the basis for formal questions in an oral assessment. General overview questions Reading Does the reading require: Example assessment questions • ‘read and do’, such as following routine instructions or Occupational Health and Safety signage • locating relevant information in workplace documentation, such as the correct form, section of a form or specific information • interpretation and judgement such as problem solving, interpreting procedures or selecting what is applicable from one or a number of documents • integration of different pieces of information into one cohesive whole, such as developing new procedures • comparisons of data based on statistical or computer presented information • graphics, charts, diagrams or technical displays Writing Does the writing include: • symbols, signature, numbers or diagrams • short notes and messages where the content is important rather than the style, such as informal shift reports or messages to colleagues • completing forms with relevant personal or factual details such as tally sheets, workplace records or personnel forms • reports, notices and memos where the writing style is in keeping with the demands of the audience and the purpose of the communication such as minutes of meetings, Standard Operating Procedures or accident reports • reports, letters or notes which put forward a coherent position or conclusion, such as planning documents or promotional letters 74 The Crux of the Matter - Language, Literacy and Numeracy and Vocational Education and Training
Speaking and listening Does the spoken communication include: • exchange of information, such as answering customer enquiries, asking questions of clarification, giving instructions and explanations, responding to interview questions, giving prepared presentations • face-to-face communication, by phone, or in groups • discussion to clarify issues, solve problems or consolidate working relations, such as chairing a meeting, negotiating with customers or participating in a focus group Does the listening require: • short, simple instructions such as evacuation procedures • main ideas and supporting points, such as in a training session • presentations containing logic, arguments, explanations, such as marketing presentations • Is there opportunity for ongoing feedback • What is the power relationship between the participants • Is the exchange structured or more open-ended Numeracy • Does a mathematical process or calculation have to be carried out If so for what purpose • To what extent are the processes, calculations routine and familiar What numeracy tasks have to be completed: • Are estimation skills involved • Is accuracy required • What maths language has to be used • What maths calculations are involved Source: Training Package Development Handbook: LLN – Training Packages and LLN – Units of competency. 75
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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
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Fact Files 15
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Tip 1: Communicating with clients C
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Tip 3: Gathering information There
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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 and 66: Information sheet 2: Identifying th
Page 67 and 68: The following table can be used to
Page 69 and 70: Template 1: Analysis of LLN macro s
Page 71 and 72: Record the performance criteria num
Page 73: Question Yes No Example Are there s
Page 77 and 78: Legislation, policy and guidelines
Page 79 and 80: Specific VET learners Literacy supp
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