NZQA registered unit standard 21194 version 3
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Title
Level
Purpose
Assess adult literacy learning
5 Credits 10
This unit standard is for people with, or developing, specialist expertise to improve the literacy of adult learners in Aotearoa
New Zealand.
People credited with this unit standard are able to: describe type and purpose of literacy assessment appropriate to adult learners; design adult literacy assessment tasks that are relevant to assessment type and purpose; conduct assessment of adult literacy learning; and analyse the information gathered in the assessment tasks, and report to key stakeholders.
Classification Adult Education and Training > Adult Literacy and Numeracy
Education
Available grade
Entry information
Achieved
Recommended skills and knowledge
Unit 21191, Demonstrate knowledge of the history and development of adult literacy and numeracy in Aotearoa New
Zealand ; Unit 21192, Demonstrate knowledge of Māori adult literacy numeracy ; Unit 21193, Demonstrate knowledge of adult literacy learning and teaching theories ; and Unit 21199,
Demonstrate knowledge of adult numeracy learning and introductory numeracy knowledge ; or demonstrate equivalent knowledge and skills.
Explanatory notes
1 For the purposes of this unit standard, adult literacy education includes design, delivery, assessment, and evaluation.
2 The settings for adult literacy education may include but are not limited to
– community, marae-based, wh ānau (extended family) literacy, family (nuclear family) literacy, pre-employment, workplace, integrated with vocational education, and industry training.
3 All activities associated with this unit standard must comply with the provisions of relevant legislation, including but not necessarily limited to: Human Rights Act 1993,
Privacy Act 1993, and, where appropriate, Health and Safety in Employment Act
1992.
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New Zealand Qualifications Authority 2020

NZQA registered unit standard 21194 version 3
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4 When assessing against this unit standard the privacy and rights of stakeholders must be respected at all times. Stakeholders may include but are not limited to – learners, whānau, hapū, iwi, organisations, private training providers, industry training organisations, unions, employers, standard setting body, tertiary education institutions.
5 This unit standard involves learners with diverse literacy needs, which may include but are not limited to – learners with English as an additional language, varieties of
New Zealand English,
(including by Māori), and the use of Te Reo Māori.
6 The focus of this unit standard is undertaking small-scale assessments to meet the needs of particular learners, rather than of assessment tools for use across separate and diverse groups of learners, or between different programmes.
7 Definitions
Candidates refer to those people who are undertaking assessment against this unit standard.
Learners refer to those people receiving adult literacy and numeracy education.
Collaborative refers to ongoing assessment shared and negotiated by the learner and candidate.
Diagnostic (assessment) refers to an assessment done to identify possible strengths and weaknesses of individual learners. It may be broad or specific and can take place at any time in a programme.
Formative (assessment) refers to the activities undertaken on an ongoing basis during a course or programme intended to provide feedback on progress to the learner and the educator.
Summative (assessment) refers to an assessment done at the end of an identified group of learning activities to establish learner achievement and to inform programme development.
Self-assessment refers to the learner’s perception of their own literacy skills within a context.
Validity refers to the task matching the assessment type and purpose.
Outcome 1
Describe type and purpose of literacy assessment appropriate to adult learners.
Range assessment includes – diagnostic, formative, summative purposes; evidence is required for at least two learners.
Evidence requirements
Description includes discussion of the purpose of literacy assessment. 1.1
1.2 Description includes discussion of types of literacy assessment and the purpose of each type.
1.3 Description includes discussion of application of literacy assessments.
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SSB Code 130301
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New Zealand Qualifications Authority 2020

NZQA registered unit standard 21194 version 3
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Range assessments may include but are not limited to – self-assessment, collaborative assessment.
1.4 Description includes a discussion of factors that affect literacy assessment.
Range factors may include but are not limited to
– personal to the learner, environmental.
Outcome 2
Design adult literacy assessment tasks that are relevant to assessment type and purpose.
Range assessment tasks include
– reading, writing, listening and speaking, which may be assessed separately or simultaneously; assessment type includes – diagnostic, formative, summative; evidence is required for at least two learners.
Evidence requirements
Tasks are relevant to programme plan and context. 2.1
2.2 Tasks are suitable for identified assessment type and purpose.
2.3
2.4
Tasks are flexible to meet learner literacy needs.
Tasks enable candidates to observe and identify range and levels of learner’s skills.
2.5 Tasks include opportunities for continuing self-assessment by the learner.
Outcome 3
3.1
3.2
Conduct assessment of adult literacy learning.
Range assessment tasks include – reading, writing, listening and speaking tasks, which may be assessed separately or simultaneously; assessment type includes – diagnostic, formative, summative; evidence is required for at least two learners.
Evidence requirements
Assessment process includes preparation of venue and resources.
Assessment process addresses implications for learner.
Range includes but is not limited to
– organisational requirements, information for the learner about assessment, learner involvement in the assessment process, learner agreement to disclosure of information.
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NZQA registered unit standard
3.3
21194 version 3
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Management of the assessment process is completed in accordance with selected assessment task and type, learner needs, and organisational requirements.
3.4 Assessment process includes recording of assessment results.
3.5 Feedback on assessment is provided in a way that is accessible to the learner.
Outcome 4
Analyse the information gathered in the assessment tasks and report to key stakeholders.
Range stakeholders may include but are not limited to – learners, managers, funders.
Evidence requirements
4.1
Analysis identifies learner’s strengths and weaknesses of language use in reading, writing, listening and speaking, including any patterns.
4.2
4.3
Report includes analysis of assessment tasks in relation to learners.
Report includes analysis of information gathered by the assessment, including relevant physical and environmental factors that may have affected the validity of the assessment.
Planned review date 31 December 2016
Status information and last date for assessment for superseded versions
Process Version Date Last Date for Assessment
Registration 1 23 September 2005 N/A
Review 2 21 May 2010 N/A
Rollover and
Revision
3 20 June 2013 N/A
Consent and Moderation Requirements (CMR) reference 0045
This CMR can be accessed at http://www.nzqa.govt.nz/framework/search/index.do
.
Please note
Providers must be granted consent to assess against standards (accredited) by NZQA, before they can report credits from assessment against unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be granted consent to assess against standards by
NZQA before they can register credits from assessment against unit standards.
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New Zealand Qualifications Authority 2020

NZQA registered unit standard 21194 version 3
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Providers and Industry Training Organisations, which have been granted consent and which are assessing against unit standards must engage with the moderation system that applies to those standards.
Requirements for consent to assess and an outline of the moderation system that applies to this standard are outlined in the Consent and Moderation Requirements (CMR). The
CMR also includes useful information about special requirements for organisations wishing to develop education and training programmes, such as minimum qualifications for tutors and assessors, and special resource requirements.
Comments on this unit standard
Please contact NZQA National Qualifications Services nqs@nzqa.govt.nz
if you wish to suggest changes to the content of this unit standard.
NZQA National Qualifications Services
SSB Code 130301

New Zealand Qualifications Authority 2020