TAE70110 Vocational Graduate Certificate in Adult
Language, Literacy and Numeracy practice
TAELLN705A Design and Conduct pre-training
assessment of adult language, literacy and
numeracy skills
Learner Guide
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TABLE OF CONTENTS
About this guide ...................................................................................................................................................... 3
Assessment ............................................................................................................................................................ 5
Topic 1 Design a pre-training assessment process to analyse adult language, literacy and numeracy skills ......... 9
Topic 2 Conduct the assessment .......................................................................................................................... 38
Topic 3 Analyse data to establish candidate’s language, literacy and numeracy skills ......................................... 58
Topic 4 Provide effective advice on suitable program options .............................................................................. 62
Topic 5 Report outcome of assessment................................................................................................................ 66
Topic 6 Evaluate the process ................................................................................................................................ 76
Appendix ............................................................................................................................................................... 80
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TAELN705A Design and conduct pre-training assessment of adult language, literacy and/or numeracy skills
About this guide
This Guide is a resource for TAELLN705A design and conduct pre-training assessment of adult language,
literacy and numeracy skills. It acknowledges that pre-training assessment of adult LLN occurs in a diverse
range of VET contexts.
This guide contains suggested readings and activities. It has been designed to address the learning needs of a
diverse cohort of participants, acknowledging in its design that participants may have different backgrounds and
experience of LLN delivery and have achieved a range of professional qualifications in teaching and training.
Candidates are encouraged to contextualise the activities to their own work and study environments.
The document is not a definitive training manual. Its content, readings, activities and assessments may need to
be customized to suit the needs of candidates in a range of locations and training environments.
Candidates are encouraged to negotiate activities and assessment tasks with their supervisors, as appropriate.
Introduction
This Unit is an elective unit in the accredited course: TAELLN705A Graduate Certificate of English Language,
Literacy and Numeracy Practice in VET. It specifies the skills and knowledge required to place people in adult
language, literacy and/or numeracy programs appropriately, to make referrals to other suitable programs and to
complete reporting requirements
Language Literacy and Numeracy (LLN) training in the VET system is offered in a range of delivery contexts and
modes of provision. It is offered in accredited stand alone courses or as integrated components of training
packages. Adult LLN is also provided to support individuals or groups of learners undertaking vocational training
at an RTO or in the workplace, and to support the LLN development of individuals through informal courses in
community settings.
Successful placement of learners in an LLN program draws on a diverse range of assessor skills and knowledge.
Assessors need to be aware of not only the range of programs and the nature of delivery of a particular area of
provision, but of the wider issues of policy, funding and target groups within the LLN field. Topic 1 introduces
participants to the contexts of LLN delivery and balances this knowledge with an exploration of the nature of
adult learners and their needs, and the implications of this knowledge to training and assessment. It also
addresses the knowledge and skills to use the Australian Core skills Framework (ACSF) and/or The International
Second Language Proficiency Rating Scales (ISLPR).
Effective assessment of adult LLN proficiency skills often relies on a one to one interview. The interview process
enables the individual’s LLN needs to be understood in a holistic way and consideration to be given to the
individual’s learning goals and experience and learning preferences because these factors are important to
appropriate placement. Topics 2, 3 and 4 focus on LLN assessment within an interview setting, analysis of data
gained during the interview and feedback about placement options.
Assessors of LLN also need to develop skills in communicating the findings of the assessment to other parties
through activities such as making referrals to suitable programs, and fulfilling reporting requirements and
completing relevant documentation. These skills are supported by Topics 5 and 6, Record, report, review.
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The structure of the unit
The unit is comprised of six major topics which correspond to the elements in the unit of competency. Each topic
is broken into a number of sections which are supported by readings relevant to the sections’ learning activities.
Each Topic Guide contains suggested:
Reading content, references and web links mapped to the Unit elements
Learning activities that can be contextualized
Key references
The main measurement tools used for assessing adult Language, Literacy and Numeracy proficiency are:
The Australian Core skills framework (ACSF)
and
The International Second Language Proficiency Rating Scales (ISLPR).
It is assumed that candidates will have a working knowledge/expertise of these benchmarking tools. It is not
within the scope of this unit to train candidates in their use. Candidates can access training in the relevant tool at
RTOs.
Training in the ISLPR can be sought from the designers of the tool: ISLPR
The ACSF is downloadable from the website: ACSF
The ISLPR must be ordered from: International Second Language Proficiency Ratings (ISLPR®)
It is essential that candidates access hard copies of these LLN benchmarking tools.
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Assessment
To complete this Unit you need to identify an LLN training and assessment environment where you can access
resources, mentoring and learners and apply the skills you are developing. This ‘setting’ is called ‘the practice
environment’ in this guide.
Formative assessment tasks have been developed for each topic. These tasks support assessment for the unit
overall, and some participants may wish to use this as evidence for their completion of the summative
assessment for the Unit.
Integration of assessment for the qualification is strongly recommended. Candidates should incorporate relevant
evidence collected in support of other Units of Competency in the Qualification in addressing assessment for this
unit. It is recommended that candidates read the overview of assessment requirements which can be found in
the Unit overview for all other units in which they are concurrently enrolled.
Assessment Task: TAELLN705A: Design and conduct pre-training assessment of adult Language,
literacy and/or numeracy skills
Rationale
Course participants will undertake practical workplace experience in this course. This practical experience will
provide the context and source of the materials and activities required for this assessment task.
The assessment activities developed for this unit acknowledge the need for flexibility in order to accommodate
the needs of participants with a range of professional experience in delivering and assessing LLN. Candidates
may negotiate aspects of the assessment task with the course facilitator, as appropriate.
Participants may negotiate with facilitators to adapt these tasks as appropriate or to undergo an RPL process.
The critical aspects of evidence in this unit state that participants must be able to provide evidence that they can:

outline the assessment process, including own role

develop a pre-training assessment kit that:
 is consistent with AQTF requirements
 is customized to meet the needs of particular learner group, funding body, industry and
workplace
 demonstrates significant knowledge of:
 range of social, psychological, physical and cultural factors that influence
language, literacy and numeracy development in learners
 how these issues have been considered in the design of the assessment process
provide records of assessment (confidentiality protected)
provide current information about the range of adult LLN options available to learners
provide records of evaluations of the process and the assessment kit
provide evidence of changes made to the assessment process as a result of feedback.
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As part of the Assessment for this unit, complete all tasks listed below:
1. Develop strategies and enact processes which support appropriate placement in an adult LLN
program. All stages of the task must be documented.
Task A: Describe the LLN workplace/training environment that you will design a placement process to support.
You should include:
 The cultural and economic context in which the provider operates e.g. urban/rural/remote:
perceived areas of LLN need within the geographic location served by the provider
 The range of LLN programs offered
 The funding bodies which support this provision
 The target group of learners for this provision
 The particular initial assessment and reporting requirements
 The range of placement options available within this provision
 Referral process for external training options
2. Develop an assessment toolkit
Develop a series of assessment tasks (and/or adapt available materials) to support the identification of LLN
needs for a particular group of learners within this provision; for example, trainees in a particular certified course,
apprentices in a particular trade, language learners who are recent arrivals or long term residents; overseas
students with a particular vocational or training goal.
Identify the assessment framework, reporting framework; competency based certificate or rating system used to
locate the LLN performance levels of learners. Explain why this choice was made.
•
•
•
•
•
•
•
•
•
•
Locate the critical LLN levels required for training by either:
•
unpacking the LLN requirements of a particular training package
•
using the mapping of an accredited course to the ISLPR or the ACSF
Develop and describe interactive strategies to support learner’s self assessment and to broadly locate
levels on performance, so that further assessment is initiated at the appropriate level
Select texts and activities to locate learner performance in reading, taking into account the LLN contexts
of provision and learning. Participants should develop tasks enabling location of performance across at
least three levels of the ACSF focusing on those pertinent to the identified learner group.
Develop a process whereby a range of evidence from writing tasks may be collected
Develop numeracy tasks allowing identification of numeracy performance across at least three levels
as/if appropriate to the learning context
Develop and document interactive strategies to locate oral communication performance, including
specific listening activities if appropriate.
Develop and document strategies for collecting evidence of performance in learning strategies, e.g.
interactive, self assessment, and observational strategies.
All tasks should enable performance at a particular level to be clearly identified and to allow movement
into the next level of performance.
The conditions of assessment - the level of support and familiarity of the context should be factored in to
the design of the tasks
Integrated assessment tasks may be used where appropriate
Review the assessment toolkit with a nominated mentor, for example, a supervising teacher at placement. Note
comments and suggestions for changes in strategy and changes to tasks, stating why these suggestions were
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made. Make any changes to the assessment toolkit you deem necessary, explaining why you have made these
changes.
For submission

A description of the context for this assessment ( part 1 of this task)

Your assessment tasks toolkit, documenting suggestions and recommendations made to you by your
supervisor

An accompanying commentary which explains your rationale for task development. Do the tasks allow
specific levels of LLN to be identified? Do the tasks allow learners to be assessed to their ceiling
performance? Have you considered how familiarity of context, level of support and assessment contexts
may influence expected performance levels? Do the tasks meet the requirements for tasks to be valid,
reliable, flexible and fair? Are the tasks grounded in relevant and meaningful contexts for the learner?
Do the tasks contain authentic / real life elements? Were integrated tasks appropriate to this
assessment?

Your modifications and the reasons for them.

A reflection on the process of task development. What have you learnt from this process? What would
you do differently?
Task B: Carry out an initial assessment interview for placement in an LLN program
Participants will need to arrange placement with a particular provider. Arrange for an assessor from this provider
to observe the interview that you conduct.
The assessor will note:
 support given to the learner throughout the interview and particularly in the initial phase
 the information you provide about the assessment process and its purpose
 the interactive strategies you used to support the learner in self identifying LLN levels in the early stages
of the interview
 the interactive strategies you use to gain a holistic picture of the learner’s stated needs, goals
educational background and learning strategies, styles and barriers.
 reactions to stated and unstated feedback given to you by the learner
 the appropriate choice of tasks you use with the learner to refine understanding of LLN levels
 the appropriate level of support you offer to the learner in completing tasks
 the feedback you give to the learner about their LLN levels
 the interactive strategies you use to support learners in negotiating their placement options and
developing a training plan
3. Reporting information.
Report the results of the assessment using the appropriate documentation and submit a copy with this task,
making sure that all identifying information about the learner has been removed.
4. Debrief with the assessor /facilitator who observed your assessment practice
Discuss the observer’s report of your performance asking for clarification of the response. Submit a copy of the
observer’s report with your task response, commenting on the feedback you received. What aspects of the
assessment interview are you happy with? Where would you like to improve?
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5. Review the assessment process
For submission
Submit all written tasks for evaluation, including the observer’s report and your written reflection on the interview
process.
Note: Your course facilitator will inform you about requirements related to submitting your responses to Readings
and Activities listed in the Topic Guides for this Unit.
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Topic 1 Design a pre-training assessment process to analyse adult
language, literacy and numeracy skills
Topic Overview
This topic outlines various forms of pre-training assessment and explores what constitutes initial assessment of
Language Literacy and Numeracy (LLN) skills for placement and support of learners in Vocational Education and
Training (VET) courses. Factors which underpin assessment procedures are identified and their influence on
shaping assessment discussed. A number of readings are included, inviting candidates to consider the
contextual issues affecting the practice of adult literacy assessment.
This topic has four sections:

Design processes within an assessment framework

Contextualise assessment processes within organisational, policy and legislative framework of
assessment in VET and program funding profile

Create a pre-training assessment kit that provides opportunity for candidates to demonstrate their range
of language, literacy and numeracy skills

Select the location for pre-training assessment that meets the needs of candidate and assessor
Design processes within an assessment framework
Principles of assessment
Assessors need to be aware of the underlying principles guiding all LLN assessment practices. These principles
and their application to pre-training assessment practices are also addressed in the core units of this
qualification.
Competency Based Training (CBT)
Competency Based Training (CBT) underpins LLN training and assessment in the VET sector. The following
topic provides orientation to the use of assessment tools and instruments in a competency based training
system. Its goal is to familiarise candidates with assessment and LLN rating systems, explore methods of
locating LLN in training packages and accredited courses and support candidates in developing/compiling a prtraining assessment tool kit appropriate to their work/placement context. Assessment principles underlying the
development of all assessment tasks and practices are also discussed.
Identifying LLN skills using curriculum and reporting frameworks – Measurement rating
systems for adult Language Literacy and Numeracy skills
In the adult LLN field, pre-training assessment of learners’ LLN proficiency is primarily assessed using the
Australian Core Skills Framework (ACSF). The International Second Language Proficiency Ratings are used to
identify levels of development in learners with English as a second language. The International English language
testing System (IELTS) is an additional rating scale used in assessing language skills in tertiary education
contexts.
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The Australian Core Skills Framework
Australian Core Skills Framework
The ACSF is based on the National Reporting System (NRS), a mechanism for reporting outcomes of adult
English language, literacy and numeracy provision.
While the NRS was primarily designed as a reporting tool, the ACSF has been designed as a framework with
applications for a range of contexts. For example, it provides benchmarks against which performance can be
described in detail in each of the core skills and can also be used to describe the core skills needed in a
particular context, such as the workplace, or to map curricula.
The Australian Core Skills Framework has been developed in Australia for use as a central reference for
assessing and reporting adult LLN skills in a wide range of VET contexts. It is used extensively to identify LLN
competency as expressed in VET training packages, accredited curricula and units of competency. It is used to
assess and report the LLN performance of adult learners in VET across diverse settings, including accredited
training and other formal and non formal training in both educational institutions and workplace settings.
The ACSF is also used by curriculum and training package developers to guide the formulation of appropriate
course structure and content. Because it is such a useful reference for assessors of LLN, it is the key document
to support activities in this unit.
You can access the ACSF using the following link:
www.deewr.gov.au/Skills/Programs/LitandNum/ACSF/Pages/download.aspx
The International Second Language Proficiency Ratings
International Second Language Proficiency Ratings
The International Second Language Proficiency Rating: general proficiency version for English (ISLPR) is used
extensively for initial placement of adult language learners in VET programs. If you can access the ISLPR using
the following link: www.islpr.org
The full ISLPR is copyright protected. A copy can be purchased at the above website. The Cost at time of writing
is $38.
LLN in training packages
A Training Package is a set of nationally endorsed competency standards, assessment guidelines and
qualifications. The LLN skills intrinsic to vocational training packages can be identified or “unpacked” and form a
set of LLN criteria to identify training needs of learners. This section describes how assessors can identify the
LLN components of training packages and use these to develop assessment tasks. Training Packages can be
accessed on the National Training Information System website: NTIS
Accredited Courses
Accredited courses are formally recognised in accordance with the Australian Quality Training Framework
(AQTF). These courses address the skill requirements of industry, enterprises and the community where they are
not covered in nationally endorsed Training Packages. Training Packages can be accessed on the national
Training Information System (NTIS).
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Contextualise assessment processes within organisational, policy and legislative framework of
assessment in VET and program funding profile
Registered Training Organisations
Australia’s economic and social development is supported by the national training system. It is instrumental in
determining the design, content and modes of delivery of VET training. National and state governments have
worked with industry representatives to develop the national training system. RTOs provide vocational education
and training throughout Australia. They are from both private and public sectors.
The Australian Quality Training Framework
The Australian Quality Training Framework is a set of nationally recognised standards, which ensures that
consistent, high quality training and assessment procedures are implemented for participants in vocational
education and training. It is overseen and monitored by the National Quality Council (NQC).
Ethical and legislative requirements of assessment
Registered Training Organisations have an obligation to integrate these standards within their assessment
processes. LLN assessors need to be aware of the AQTF standards and the requirements of the various acts
that apply to their role and to be
Create a pre-training assessment kit that provides opportunity for candidates to demonstrate
their range of language, literacy and numeracy skills
In the following guide, models of assessment kits are referred to and samples provided for your consideration. It
is assumed that you will have access to locally developed pre-training assessment tools available in the LLN
settings in which you are working and/or undertaking placement for this course.
Activities in this topic will guide you to create an assessment kit that responds to the needs of the learner groups
in your work and study context.
Select the location for pre-training assessment that meets the needs of candidate and assessor
The main pre-training assessment event is the assessment interview. The location and setting of the interview
will directly affect the outcome of the assessment process.
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Topic 1 Readings and Activities
Work your way through the following readings and activities.
Reading 1 for Activity 1.1 Views of assessment
Below are some broad descriptions of assessment:
A. Assessment is the process of collecting evidence and making judgements on whether
competency has been achieved.
(Booth, Clayton, House & Roy, 2002)
B. Assessment is a process of assessors ‘sitting beside’ learners to get information about
proficiencies, backgrounds and goals, and in doing so immerse themselves in the lives of their
students.
(San Pietro, 1994)
C. Assessment involves measuring appropriate evidence against a standard or scale, which could be:
•
Another group of people
•
An established set of performance benchmarks
•
Individual past performance
(Ecclestone, 1994)
D. Assessment of student learning begins with educational values. Assessment is not an end in itself but a
vehicle for educational improvement. Its effective practice, then, begins with and enacts a vision of the
kinds of learning we most value for students strive to help them achieve. Educational values should
drive not only what we choose to assess, but how we choose to do so. Where questions about
educational mission and values are skipped over, assessment threatens to be an exercise in measuring
what’s easy rather than a process of improving what we really care about
(Banta, 2002)
D. The Overall purpose of assessment is to improve standards, not merely to measure them. Assessment
which is specifically designed to promote learning is the single most powerful tool we have for both
raising standards and empowering lifelong learners
(Derrick, 2004)
Facilitator Guide to the Four Core Units The Advanced Diploma LLN Practice in VET, 2007.
Handouts and Resources, DEST.
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Reading 2 for Activity 1.1 Locating initial assessment within the learning cycle
Initial assessment
May be:
•
Predictive refers to the application of LLN indicator tools which
give a broad picture of the learner’s LLN skill levels so that
appropriate diagnostic tools can be used, or so that provisional
training can be planned for and implemented.
•
Diagnostic refers to procedures used to gather information so
that learners’ needs, goals and preferences can be identified
and they can be placed in appropriate learning/training
programs. It establishes,”the performance gap between where
learner is and where they want to be”. While some contexts
place more emphasis on one or the other of these forms of
initial assessment, they are often blended into a holistic
assessment process.
Ongoing (format) assessment is the process of
gathering of information to demonstrate how
learners have progressed in their learning. It is
called formative assessment since it helps
students form the knowledge, skills and
understanding that will eventually be needed to
demonstrate competence. Assessment a
practical guide DEET.
Exit (summative) assessment is the process of gathering of
information to demonstrate the extent to which learners have met
their needs and goals at the end of the programme. Assessment a
practical guide DEET.
Facilitator Guide to the Four Core Units The Advanced Diploma LLN Practice in VET, 2007.
Handouts and Resources, DEST.
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Reading 3 for Activity 1.1 Rowntree’s five questions for assessors
Watts (1996, p.8) cites the work of Rowntree (1991) who suggests that, ‘there are five different mental
activities among people who undertake assessment and these activities relate to the following five questions:
1
Why Assess? What are the affects or outcomes assessment is expected to produce?
2
What to assess? How to decide, realise or otherwise come to an awareness of what we are
looking for or remarking upon in the people being assessed?
3
How to assess? To select, from all the means we have at our disposal for learning about
people, those we regard as the most truthful and fair for various sorts of valued knowledge
4
How to interpret? When we have the outcome of the assessment what does it mean?
5
How to respond? What are we going to do with the assessment outcome?’
Other stakeholders in initial assessment processes
The answers to the questions above and the roles that they suggest occur in relation to key stakeholders in
the assessment process. Their needs are important in shaping assessors’ roles.
Assessment is a decision making tool for key stakeholders:
Stakeholder
Outcome
The individual being assessed
gain an understanding of own strengths and needs
and form goals in relation to training
The teacher/trainer
The education and training provider
The funding bodies supporting
provision
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design and delivery of appropriate learning in relation
to the learner’s needs and goals
plan resources and programs to meet learning and
training needs
allocate appropriate resources to develop the skills of
learners for work or further training
Reading 4 for Activity 1.1: Initial assessment and the tasks of the assessor
Understand the contexts within which the assessment is to take place
These contexts include the goals of the learner, the performance criteria to be used, the purpose of the
assessment, the particular LLN requirements of an accredited LLN course or a workplace/training package
Develop an understanding of assessment frameworks.
Develop the assessment tasks appropriate to the assessment framework and the learning context.
Prepare for and conduct the interview. Collect the evidence using non formal assessment methods and then
select further the assessment tasks appropriate to the assessment context
Report the evidence against the reporting instrument
Evaluate the evidence against the performance criteria
Place the learner in an appropriate programme
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Activity 1.1
What view of learners and assessment is implicit in the preceding readings? What do you see as the particular
challenges for assessors at initial assessment? Consider Rowntree’s (1991) Five Questions for Assessors in
Reading 3 in your response. How will the pre-training assessment process be influenced by the placement
choices available to the learner? How will the process be influenced by the other stakeholders involved?
What is missing from / could be added to the description of principles of assessment in the preceding readings?
Research the topic further using the following key terms:




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diagnostic assessment
achievement assessment
assessment based on adult learning principles
holistic assessment
contextualised assessment
conditions of assessment
adult learning principles and assessment
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Reading for Activity 1.2
Competency Based Training and Assessment Practices
The advent of competency based curricula and training
Competency based training (CBT) is well established as the definitive rationale underpinning provision in
the VET sector.
The concept of competency has been adapted and applied to the identification of LLN skills in accredited courses
which sequence the progressive acquisition of LLN performance, and through the identification of LLN skills in
training packages.
‘Assessment is given a prominent role in this system. Credentials are directly linked to workplace competency…. The
quality of training is controlled through assessment (McKenna)
Assessment in a competency based system is a process of:
“…collecting evidence and making judgements on the nature and extent of progress towards the performance
requirements set out in a standard, or learning outcome, and, at a particular point, making judgements about whether
competence has been met.”
Assessment, a Practical Guide, (1994). DEET, Commonwealth of Australia ( p.4)
LLN assessment in competency based training enables the identification of a particular skill, or progress toward that skill,
based on predetermined criteria. Evidence is gathered which identifies what learners can do and then this is linked to
specific criteria which describe levels of performance. The way evidence is collected can be customised to be contextually
and culturally appropriate to specific learners and their needs. Accurately locating this evidence using the suggested
criteria facilitates reliability in measuring and reporting individual learner performance.
This process is used in a wide range of vocational, technical and LLN contexts to identify training needs and deliver design
and appropriate training programs. Learners, teachers, assessors and employers can gain a mutual understanding of
learners achievements and needs through the sharing of a common set of performance standards.
Initial assessment of LLN in competency based curricula and training packages will involve:
•
Understanding competency based curriculum and reporting documents by developing a strong understanding of
the rules of evidence and of LLN learning outcomes/ performance criteria as they are expressed sequentially in the
chosen curriculum / reporting system / training package
•
Collecting evidence that is valid, authentic, current and sufficient
•
Understanding and implementing fair, valid, reliable and flexible assessment
•
Measuring the evidence against specified criteria for a particular performance area
•
Confidently locating performance from the evidence in relation to the performance criteria and considering factors
such as the level of support required and the assessment context
•
Making a judgement about whether the performance has been met.
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Identification of LLN Performance and adult learning principles:
There is debate among LLN practitioners about assessing learners’ LLN needs using competency based assessment.
Some assessors feel that the focus on identifying performance takes precedence over the needs of the learner (See
Pauline O’Maley’s article cited below. Another view is that competency based assessment is compatible with adult
learning principles if it:
•
Focuses assessment on describing the learners’ achievements by identifying what individual learners can actually
do.
•
Is focussed on the individual learner, rather than a competitive cohort
•
Takes learners’ goals into account and identifies gaps in performance from this perspective.
•
Involves learners in the assessment process through self - assessment, goal setting and RPL.
•
Allows for the use of a variety of assessment activities and fosters a holistic approach to understanding learners
and their needs.
Facilitator Guide to the Four Core Units The Advanced Diploma LLN Practice in VET, 2007.
Handouts and Resources, DEST.
Activity 1.2
Discuss the points raised in this reading about competency based training for initial assessment of LLN skills with
an experienced LLN practitioner.
Based on your discussion and considering the types of provision with which you are most familiar, what do you
see as the main implications of competency based training principles for initial assessment processes?
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Reading for Activity 1.3 The Australian Core skills Framework (ACSF)
http://www.deewr.gov.au/Skills/Programs/LitandNum/ACSF/Pages/download.aspx
Note: it is assumed that you are familiar with the assessment benchmarking tools used in the following activities.
These include ACSF, ISLPR, and Units of Competency in Training Packages and Accredited Courses
Activity 1.3
Read the concise summary of the ACSF and answer the following questions
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Briefly explain the purpose and features of the ACSF
List the applications/uses and adult Vet training contexts for which the ACSF is designed
What core skills are addressed by the ACSF?
What distinguishes the 5 levels of performance in each of the core skills?
What factors will influence an individual’s performance?
Read the scenarios. How does the ACSF identify a learner’s strengths and weaknesses?
In the ACSF, what are the ‘Aspects of Communication”? Why is so much emphasis placed on these
aspects when considering assessment practices?
The ACSF is informed by a broad range of theoretical understandings including theories of adult learning,
language, literacy and mathematical development. The benchmarking scale relies on theories of task and text
complexity. Make notes on the following issues:


Briefly comment on what theories of language literacy and mathematical development are apparent in
the design of the ACSF. Your studies in the core units for this qualification will be relevant here.
How do notions of ‘text’ in the ACSF correspond to ONE current theoretical principle underpinning
theories of language, literacy or numeracy that you have studied in a core unit of competency in this
qualification?
Reading for Activity 1.4 Introducing the ISLPR
International Second Language Proficiency Ratings (ISLPR®)

ISLPR testing takes the form of an interview in speaking, listening and reading, reflecting the dynamic
nature of these.

Developed by David Ingram and Elaine Wylie in 1980/81, it was originally known as the Australian
Second Language Proficiency Rating (ASLPR) until it was modified for international used and renamed
in ISLPR in 1997. The ISLPR is not a test, but a rating system for second language learners.

What is the ISLPR? The International Second Language Proficiency Rating (ISLPR) is a 12-level scale
that describes the development of second language proficiency. Learners are rated on speaking,
listening, reading and writing on a scale from 0 to 5; 5 is considered to be native speaker proficiency.
There are some intermediate grades of + or – eg 1+ is between 1 and 2. The ISLPR is commonly used
in Australia when doing initial testing of learners who are to be placed in an English language class.

What is the rationale behind the development of the ISLPR? The ISLPR draws on linguistics,
psycholinguistics and socio linguistics to describe the progressive development of language as it is used
in real life, in social settings and domains relevant to the learner or “end-user” (eg. employer or
registration board)
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
Uses of the ISLPR
o Assessing the proficiency of individual learners
o Research and policy making
o Providing a framework for curriculum development

How do the skill levels operate in relation to each other? The four skill areas (subscales) are
conceptually related but learners may develop at different rates and be at different levels in the four
areas. Each of the levels can be seen as a band extending above and below the point described.
Therefore, learners may progress in their language, but not change in their location on the scale.
Learners are assessed against each of the four macroskills (speaking, listening, reading and writing) but
it is not appropriate to aggregate the scores and report an overall score.

The term false beginner is also used to describe someone who has some background in learning
English, but really needs to start again

ISLPR reporting is in the form of a profile
More information can be found at:
www.islpr.org/overview
http://www.griffith.edu.au/centre/call/frameset4.html
Wylie, E (2002). An overview of International English Language Testing System (ISLPR) Centre for Applied
Linguistics and Languages (CALL) Griffith University.
http://www.griffith.edu.au/centre/call/ISLPRoverview.pdf
.
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Reading 2 for Activity 1.4: An interpretative summary of the ISLPR descriptors
Note: The following table is an interpretation of the ISLPR intended to provide participants with an introductory,
accessible summary “map” of the levels. It is not intended to replace use of the ISLPR. Facilitators are
encouraged to access the entire document as appropriate to their participant group.
ISLPR
0 Zero proficiency
Unable to communicate in
the language
0+ Formulaic
proficiency Able to
perform in a very limited
capacity within most
immediate, predictable
areas of own need, using
essentially formulaic
language
1- Minimum ‘creative’
proficiency Able to
satisfy own immediate,
predictable needs, using
predominantly formulaic
language
1 Basic transactional
proficiency Able to
satisfy own basic
transactional needs
1+ Transactional
proficiency able to
satisfy own simple,
everyday transactional
needs and limited social
needs
2 Basic Social
proficiency Able to
satisfy basic social needs,
and the requirements of
routine situations pertinent
to own everyday
commerce and recreation
and to linguistically
undemanding vocational
fields
Listening
Speaking
Reading
Writing
Unable understand
anything at all in
English.
Unable to
communicate in
English; may have
some formulaic
language.
Uses formulaic
language to
communicate simple,
basic information e.g.
greetings, simple
personal information.
Unable to understand
anything in written
English.
Unable to
communicate
anything by writing
in English.
Uses formulaic
language to recognise
simple personal
information; e.g.
name date of birth,
danger signs.
Uses formulaic
language to write
simple basic
information e.g.
personal details
on proformas;
copies short,
needed phrases.
Communicates
simple, predictable
personal information
makes simple
purchases and
requests.
Pronunciation strongly
influenced by L1
Makes basic
transactions in shops,
holds simple
conversation
Recognises names of
everyday objects, ,
signs, basic forms,
requests
Writes short
original sentence/s
to convey simple
information,
instruction,
Able to understand
short, simple texts,
E.g. read a simple
form, lists, street and
shop signs, short,
clear instructions
Understands short
simple texts on limited
range of familiar
topics
Writes simple
message, simple
recount or
instruction
Reads simple
personal letters, work
bulletins, news stories
in routine situations
vocational fields
Fills in forms,
writes memos,
messages, simple
personal letters,
informal memos
and simple
informal reports
Uses formulaic
language to
understand limited
range of short,
utterances.
Understands
simple predictable
requests for
personal
information,
questions or
statements
Understands
enough to
participate in
simple
conversations
Understands
simple information
on the phone, short
simple face to face
texts beyond
survival needs.
Initiates and sustains
simple conversations
on limited range of
familiar topics.
Participates
effectively in social
conversations on
everyday topics.
Understands clear
simple messages
on answering
machine
Sustains basic
everyday social and
transactional
conversations. E.g.
can describe and
comment on everyday
events
2+ Social proficiency
Behaviour is significantly
better than 2 but not yet at
3
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Writes simple
letters to friends
e.g. invitation to
party, notes to
school e.g.
absence note
3 Basic vocational
proficiency Able to
perform effectively in a
wide range of formal and
informal situations
pertinent to social and
community life and
everyday commerce and
recreation, and in
situations which are not
linguistically demanding in
own vocational fields
3+ Basic vocational
proficiency plus
Significantly better than
3 but not yet at 4
4 Vocational
proficiency Able to
perform very effectively in
almost all situations
pertinent to social and
community life and
everyday commerce and
recreation, and generally
in almost all situations
pertinent to own
vocational fields
4+ Advanced
vocational
proficiency Level 4+ is
significantly better than
4 but has not reached
5
5 Native like
proficiency Proficiency
equivalent to that of a
native speaker of the
same sociocultural variety
Participates with
ease in a wide
range of informal
and formal
conversations.
Readily takes
information in by
phone, gets gist of
news stories on
abstract topics
Has control of
discourse and can
convey sufficiently
precise meaning to
enter, participate and
exit most
conversations about
social and community
life.
Reads and gets gist
of articles in popular
magazines, most
news stories for
general readership in
daily papers
Write effectively in
wide range of
situations Writes
letter to Editor,
simple discussion
essay, short report
Understands
conversations at
fast rates of
utterance, most
complex
documentaries
Copes with all spoken
aspects of vocational
roles e.g. makes
presentations,
responds in depth to
technical questions
Understand wide
range of written
material including
formal
correspondence
relating to complex
issues; complex
technical writing;
range of literary forms
Writes complex
correspondence,
expository essays;
reports
Has same degree
of understanding of
spoken language in
all its features as
do native speakers
Learner’s speech is
indistinguishable from
native speaking
peers. No limitation
attributable to L2
Appreciates texts
involving subtle and
covert meanings as
do native speakers.
Even in complex
demanding
situations, writing
needs no more
editing than that of
native speakers.
Activity 1. 4

In the ISLPR what emphasis is placed on tracking the acquisition of language through its social
function?

What criteria are used for determining progression in language skills?

How do + and – ratings serve in locating learner performance?

Research an accredited adult English language course delivered by an RTO. How is the ISLPR used in
the design of the course?

The ISLPR does not address numeracy competencies. How will you address this issue if required?
Note: The ACSF, ISLPR and International English Language Testing System (IELTS) rating scales are aligned
in the following initial English language and literacy assessment kit:
English Language and Literacy Assessment (ELLA) 2010. Adult Migrant English Program. Section 2 Alignment
of widely used assessment scales. http://www.ames.edu.au/content/publicationitem.aspx?pid=191&pcid=1
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LLN in Training Packages
What is a Training Package?


An integrated set of nationally endorsed competency standards, assessment guidelines and Australian
Qualification Framework (AQF) qualifications for a specific industry, industry sector or enterprise.
A Training Package describes the skills and knowledge needed to perform effectively in the workplace
Reading for Activity 1.5 Built in not bolted on (ANTA publication revised edition 2000)
Activity 1.5
Read Chapters 2, 3 and 4 of ‘Built in not bolted on’.
Answer questions for Chapter 4
Chapter 4: Recognising language, literacy & numeracy issues in a Training Package









Locating language, literacy and numeracy information in Training Packages
Checklist for literacy practitioners, trainers and assessors
Is language, literacy or numeracy activity a discrete unit of competence or an element of
a competency?
Are there language, literacy and numeracy ‘signals’ in the performance criteria?
Is language, literacy and numeracy information given in the range of variables or in the
evidence guide?
Using the ACSF to identify language, literacy and numeracy skills levels
What is the centrality of a language, literacy and numeracy skill?
What degree of independence is required in the language, literacy or numeracy
component of a task?
What supporting materials are available?
Accredited Curricula
Accredited courses address skill requirements for industry, enterprises and the community where these are not
covered in nationally endorsed Training Packages. Accreditation means formal recognition of a course by a
course accrediting body in accordance with the Australian Quality Training Framework (AQTF) Standards for
State and Territory Accrediting Bodies and the AQTF Standards for Accredited Courses.
Activity 1.6




Research an accredited LLN curriculum for a course delivered in your workplace or practice teaching
environment. What is the focus of the course?
Who are the intended participants in the training offered by the course?
What RTOs offer the course in your local area?
What assessment benchmarking tool is used to determine entry and exit LLN proficiency levels in the
stages of the course?
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Readings for Activity 1.7 Legislative Frameworks
Frequently asked questions are available from the Australian Human Rights Commission:
http://www.hreoc.gov.au/disability_rights/faq/faq.html
Working with Diversity:
1. A guide to equity in the AQTF
2. Quality training for people with a disability
3. Quality training for indigenous Australians [ANTA 2004]]
www.voced.edu.au/td/alnp_86.05
AQTF Standards
www.training.com.au
Click on “publications”, then “Users’ Guide to Essential Conditions and Standards for Continuing Registration”
(PDF document)
AQTF Standard 2 relates to Access and Equity
AQTF Standard 1 relates to Quality Training and Assessment & also to minimum training and assessment
competencies required by the trainers and assessors.
Following is an extract from the information:
Access and Equity
• Equity principles must be incorporated in the delivery and assessment of all qualifications to ensure that
vocational education and training are responsive to the individual needs of clients whose age, gender,
cultural or ethnic background, disability, sexuality, language skills, literacy or numeracy level,
unemployment, imprisonment or remote location may present a barrier to access, participation and the
achievement of suitable outcomes.
• These principles recognise the need for equitable participation for people from all backgrounds including
Aboriginal and Torres Strait Islander people, people with disabilities, women, people from a language
background other than English, youth and people from low socio-economic backgrounds.
• Where RTOs have specialised equity staff (for example Disabilities Teacher Consultants, Aboriginal
Coordinators, Multicultural Coordinators) they may be consulted for further advice.
Reasonable Adjustment
• Reasonable adjustment is designed to ensure that all people are treated equally in the Assessment
Process. This means that, wherever possible, "reasonable", adjustments are made to the assessment
process to meet the individual needs of students.
• Adjustments can be made to the way in which evidence of candidate performance can be collected.
• Whilst reasonable adjustments can be made in terms of the way in which evidence of performance is
gathered, the evidence criteria for making competent/not yet competent decisions (and/or awarding
grades) should not be altered in any way.
• That is, the standards expected should be the same irrespective of the group and/or individual being
assessed; otherwise comparability of standards will be compromised.
The DET Internet has both Commonwealth as well as NSW State Govt. Legislation
www.det.nsw.edu.au/policies
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Activity 1.7
Read the overview of the policy and legislative requirements for the AQTF in the User Guide and complete the
following activities
Discuss one of the relevant elements from the listed AQTF standards or a key legislative area in more detail, with
an experienced LLN practitioner.
Take notes about how this information relates to your responsibilities as an assessor.
Share your understanding of the key information in discussion with 2-3 other course participants.
Present your findings to the whole group and explain your understanding.
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Reading 1 for Activity 1.8
Provision of LLN Program funding
LLN assessment in VET takes place in range of different learning and training program contexts which
reflect government policy and funding commitments.
In terms of initial assessment, funding bodies may provide criteria for course entry and prescribe particular
LLN performance levels to support effective delivery of provision and the enactment of broader social and
economic goals.
The policy contexts for LLN provision and funding
‘While teachers generally focus on progress in language, literacy and numeracy and basic education,
governments fund programs to achieve broader social, political and economic goals. These goals include
providing English language training to assist the settlement process for immigrants with a language
background other than English; to remove barriers to employment; to improve occupational health and safety
and workplace change; to reduce recidivism in prison populations, etc.’
‘ The range of provision of language, literacy and numeracy in Australia reflects the differing pedagogical
aspirations of teacher and the range of social policy goals articulated by vocational education and training
systems.’ (McKenna 1998)
LLN Provision in VET 2011
Commonwealth Provision
The Workplace English language and Literacy (WELL) Program provides workers with English language
and literacy skills sufficient to meet the demands of their current and future employment and training needs.
The program caters for approximately 300 workplace projects. In 2008-9 the program had a budget of
approximately $14.9million. $11.5million was spent on Training projects and $3.4million on Resource and
Strategic projects. The total number of WELL participants was 12 180 (Department of Education, Employment
and Workplace Relations 2009a, pp.105, 341). The number of WELL participants has gradually decreased from
23 217 in 2003–04 (Department of Education, Employment and Workplace Relations 2006).
Enterprises are required to make a cash contribution to the provision of WELL training, at least 25% in the first
year, and 50% in the second or third yearThe WELL program requires providers to be RTOs and compliant
with the AQTF.
In the 2010 federal Budget, the Australian Government announced, as part of its Foundation Skills Package,
that it will invest $15.7 million over four years to improve the skills of workers with low language, literacy and
numeracy skills. This will pay for an additional 9500 places over four years (Department of Education,
Employment and Workplace Relations 2010b).
The Language, Literacy and Numeracy (LLNP) Program provides up to 400 hours of basic language, literacy
and numeracy training, which is designed to lead to a measurable improvement in the language, literacy and
numeracy competencies of participants. $$67.7million was allocated in 2008-09 to assist approximately 15,710
participants. This figure is well below the 24 000 estimate (Department of Education, Employment and
Workplace Relations 2009a, pp.105, 341). The number of LLNP participants has gradually decreased from 25
454 in 2004–05 (Department of Education, Employment and Workplace Relations 2006). The Australian
Government has committed $294.8 million to the LLNP from 2009 to 2013.
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In the 2010 Federal Budget, the Australian Government announced, as part of its Foundation Skills Package,
that it will invest $67 million over four years to strengthen the LLNP, with the intention of assisting 70 000 job
seekers to improve their language, literacy and numeracy skills. The investment will pay for an additional 55
hours of training per client. This equates to a 25% increase in average client hours (Department of Education,
Employment and Workplace Relations 2009b, 2010a).
LLNP participants come to initial assessment with a Centrelink referral, identifying them as learners who would
benefit from LLN tuition. Because measurable improvement is a key feature of this training, initial assessment
provides a reference against which gains in learning can be measured.
The Adult Migrant English (AMEP) Program provides up to 510 hours of basic English language tuition to
migrants and refugees from non – English speaking backgrounds to help newly arrived migrants and refugees
settle in Australia. In 2008–09 AMEP expenditure was $174.5 million and the program provided English
language tuition to 52 720 clients. AMEP participation numbers have been growing steadily since 2003–04
(Department of Immigration and Citizenship 2010).
Eligible migrants are referred to the AMEP by their sponsor, settlement provider or Centrelink. Clients may also
hear about the program and contact enrolment centres themselves. Migrants are required to register for the
AMEP within three months of arrival, or visa grant if onshore, and commence classes within 12 months. Prior to
commencement of tuition, AMEP service providers conduct an assessment of each individual’s English
language skill (Department of Immigration and Citizenship 2010).
Updated information from “Building the foundations: outcomes
from the adult language, literacy and numeracy search conference”, NCVER, 2011
Provision of LLN Program funding (continued)
States and Territories
States and Territories use a percentage of their VET recurrent funding and their own contributions to deliver
language, literacy and numeracy programs within their communities or fund special initiatives that support
essential skills development (DEST literacynet). These courses are categorised as General Education.
Enrolments in General Education are estimated to make up 21.5 per cent of all VET enrolments (AVETMISS,
2000).
An ANTA adult literacy grant of $7m was distributed to the States and Territories to support community-based
programs in 2003. There is no accountability required for this funding in terms of reports on courses, student
contract hours or products.
Stand alone adult English language, literacy and numeracy courses
Enrolments in language, literacy and numeracy accredited courses make up over 70 per cent of General
Education enrolments (Shreeve, 2002). Each state and territory has developed or uses accredited courses
offering variable hours of training to achieve variable outcomes including Certificates at Levels I, II, and III.
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Integrated provision in vocational education and training
Adult English language, literacy and numeracy has been built into Training Packages so that the literacy and
numeracy practices used in work and described in the standards for assessment and training can be taught
and assessed along with technical skills. In most Training Packages there are mandatory and core units that
cover generic skills like communication.
Adapted from ‘Appendix One: Adult English language, literacy and numeracy provision in VET, 2003’, Department of
Further Education, Employment, Science and Technology (SA) 2005, Advanced Diploma of Language, Literacy and
Numeracy Practice In VET, Adelaide.
Reading 2 for Activity 1.8
Further information about Language, Literacy and Numeracy Provision
‘Stand alone’ delivery as well as integrated approaches to LLN in VET are described in further detail in McKenna
(1998) Chapter 2. The following is a summary of key points in this description:
Stand alone provision refers to delivery of programs which have language skills development as the main
learning focus. Described as preparatory, pre vocational bridging or access courses, they are usually conducted
prior to participation in other forms of education. Stand alone provision meets number of societal needs. ESL
provision supports the needs of learners for immigrant resettlement; labour market language literacy and
numeracy programs. Labour market language, literacy and numeracy programs aim to address barriers prior to
the learner accessing employment or further training.
Stand alone course can be offered as formal accredited courses subject to accreditation system and curriculum
policy of state and territory VET systems.
Formal Provision - Accredited courses come with a prescribed structure, such as that delivered in States and
Territories using range of accredited curricula, and may be linked to Commonwealth funded programs such as
the LLNP. Initial assessment means understanding student needs in relation to the learning outcomes of the
curriculum offered to channel learners into appropriate placement in the program. Some formal provision
specifies targets groups and learning outcomes, with stipulated assessment criteria and conditions of
performance to be taken into account at initial assessment.
Non formal refers to LLN provision which does not lead to a formally recognised statement of attainment. Non
formal provision may mean a tutor working voluntarily with a learner, or funded programs which are non formal
only to the extent that the learner will not issued with a formally recognised award.
McKenna (1998) notes: ‘The ethos of non-formal programs is generally one of responsiveness to the adult
learner’s stated need. Many of these programs have elaborate procedures for interviewing and assessing the
learner’s needs. The [initial] assessment processes in such programs range from an informal chat with the
student to elaborate literacy assessment tasks or tests…diagnosis is then passed on to the volunteer tutor or
teacher to assist in the development of the learners’ program.’
‘Some non formal provision attracts considerable government support. It is non-formal only to the extent that the
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provision does not issue formally recognised awards. Funding agencies may have quite sophisticated
information requirements on the outcomes of such courses.’
For out comes to be meaningfully reported, initial assessment needs to establish a learning pathway based on a
sound understanding of learner needs and goals.
‘As the outcomes from such provision can be mapped to the ACSF so that learner pathways are created, there is
a need for practitioners to attend to the assessment process as part of the overall planning and evaluation.’
Facilitator Guide to the Four Core Units The Advanced Diploma LLN Practice in VET, 2007.
Handouts and Resources, DEST.
Note: For some learners formal LLN training is not appropriate and referral to more suitable programs is
warranted. The following websites provides additional information about a range of community LLN programs.
”Community adult Language literacy and Numeracy Provision in Australia: Diverse approaches and
outcomes, Darryl Dymock, 2007, www.ncver.edu.au/publications/1796.html)
http://www.deewr.gov.au/SKILLS/PROGRAMS/LITANDNUM/LITERACYNET/Pages/default.aspx
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Activity 1.8
Research a range of LLN provision in your local area. Using the following grid, summarise your findings. Note the funding models and settings in which the range
of accredited LLN training is delivered.
Where and how is adult English language, literacy and numeracy provision delivered?
Adult literacy and numeracy courses, both accredited and non-accredited (sometimes referred to as informal), are delivered in a range of education providers and in a range of
ways. The table below indicates
TAFE Institute
– in general
education
course
TAFE Institute
– in vocational
course
Workplace
Community
house or
centre with
education
program
Community
house or
centre social
or welfare
focus
Library
Nonaccredited
Accredited
Page 30 of 80
Home
Nonaccredited
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School
Accredited
Other
institution
Nonaccredited
Blended
learning –
face to face
& online &/
or distance
Correctional
Accredited
Distance
Ed. – print
based &
phone
support
Nonaccredited
Online
Accredited
Class/
group
Nonaccredited
Accredited
Nonaccredited
Accredited
Nonaccredited
Accredited
Nonaccredited
Accredited
Nonaccredited
Accredited
Nonaccredited
Accredited
One to one
Private
training
organisation
OR
Alternative Activity 1.8
Write a brief summary report on one example of adult LLN provision in VET that you have experience of or have
researched. Use the following questions to guide your report:








What is the target group for this provision?
Is there a particular LLN focus? i.e. low level literacy / ESL etc
In what physical environment is this provision delivered?
Is provision linked to an accredited curriculum/ training package?
What impact does this have on what is taught and the way it is taught?
What funding profiles support provision in these programs?
What pre-requisites do prospective learners need to meet to be eligible to enrol in the course?
What impact does this have on assessment practices?
OR
Alternative Activity 1.8
Interview an experienced teacher/ trainer with a background in LLN delivery or the manager of an LLN program
to find out about the provision offered. Participants with particular experience in one form of LLN provision may
choose to research a different area; e.g., those involved in industry based LLN may choose to research a strand
of community provision or vice versa.
Research should cover:





The range of learners that their provision serves.
How assessment processes accommodate the needs of these learners.
The funding bodies supporting the provision offered.
The requirements this places on initial assessment.
How the results of the assessment are reported. To what extent is reporting shaped by funding body
requirements?
Broadly, how the approach to initial assessment procedures builds on adult learning principles? Give examples.

How are the following requirements built into the initial assessment procedure? Give examples for each.
o
o
o
o
o
Privacy and confidentiality
AQTF requirements
OH&S needs
Assessment for learners with special needs
Equal opportunity and anti discrimination
Submit a short written report of your research findings using the dot points as a guide to structuring your work.
Include a paragraph reflecting on the provision you researched compared with that described by other
participants.
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Readings for Activity 1.9
Workplace English Language and Literacy Program
Language, Literacy and Numeracy Program
Activity 1.9
Access the websites for these Programs and familiarize yourself with the key features of the programs:


Summarise the purpose and focus of one of the programs.
Summarise the eligibility of candidates for this training programs
.
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Design a pre-training assessment kit
Note that it is assumed that you will have a working knowledge/expertise to enable you to use Australian Core
Skills Framework and/or International Second Language Proficiency Ratings (ISLPR®) as the benchmarking
measurement tools to design your pre- assessment kit.
Reading 1 for Activity 1.10 Pre-training assessment kit for CESOL TAFENSW
Cipollone, J. Sample Placement Test - See Appendix.
This Sample Placement Test is designed to assess the language skills of learners for placement in accredited
English language courses at Certificate 1 and 11. The courses are benchmarked to the ISLPR.
Reading 2 for Activity 1.10
Learner profile: MARY
Mary is a 32-year old migrant from Sudan; she has been in Australia for 18 months. She has four children and is
pregnant with number 5. If she comes to class, the government will pay for the childcare for her children; she
likes the idea of having a break from looking after them. She seems friendly and outgoing. Her oral skills are
much stronger than her other skills. She has a job cleaning for three hours once a fortnight. She had very little
education in Sudan and so is unable to read or write in either English or her first language. There is a strong
Sudanese community at the local church which Mary attends and many of them also attend classes at the
regional TAFE.
Mary struggled with the reading task of matching key words to symbols, eg police. She copied her name and
address from her Centrelink card however, her script is ungainly and she does not have a good control of a pen.
She was unable to complete any writing without highly supportive modelling. Her poor reading skills also inhibit
her maths and numeracy although she can complete some maths tasks when using hands-on material. This
includes simple fractions and division with counters or lollies.
Throughout the assessment Mary needed much encouragement and support to complete reading, writing and
numeracy tasks. She is not able to identify any particular goals that she would like to achieve in her education.
She would prefer to be in a class with some of her friends. Due to her other commitments she feels she would
only be able to attend a couple of times per week, for a few hours at a time.
Initial assessment:
Reading
Not yet achieved ACSF 1
Writing
Not yet achieved ACSF 1
Numeracy
ACSF 1
Oral Communication
ACSF 3
Learning Strategies
ACSF 1
Include later – Mary is easily distracted in class; she often comes late and likes to have long breaks to talk to
other students. Classes are more important to Mary as a social outlet and something to do rather than be at
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home with her small children. She has made little progress in the six months she has been in class; in part
because she will not take any risks, i.e., will not write a word unless someone tells her how to do it.
Activity 1.10







What context of provision is the focus of this pre-training assessment resource?
What accredited training is referred to?
Who are the target students?
How is the ISLPR used as a framework for the pre-training assessment resource?
How do the placement options influence the design of the pre-training assessment kit?
What rationale informs the design the materials?
Would the tasks and texts be suitable to assess Mary in a range of Vet Training contexts? Give
reasons.
Reading for Activity 1.11 Precision Consultancy Resource: ACSF assessment
tasks
Precision Consultancy
Activity 1.11
The assessment kit design by Precision Consultancy has been developed for use in the workplace English
language and literacy context. It uses the ACSF as the organizing framework for the benchmarking of the
resources and tasks. Explore the ACSF assessment kit provided in the Precision Assessment Resource.

Describe briefly the background to the development of this resource and its intended use

Describe the context of your own LLN workplace or the practice environment in which you intend to
conduct pre-training assessment of adult LLN. How relevant is this resource to your situation?

Choose an assessment task from the Precision ACSF bank of assessment tasks to address one of the
Core Macro skills. Critically review the task to determine its suitability to assess a learner in the context
you have nominated

Adapt the task to make it suitable to assess the learner

Design an alternative task contextualised to a learner of your choosing.
Reconsider the learner profile for Mary in Activity 1.14

Select the most suitable tasks from the bank of tasks and materials in the Precision materials that you
would have chosen to assess Mary’s LLN skills.

How would you adapt the interview form to include questions to elicit information on Mary’s educational
history and issues that may affect her learning?
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

Which sample questions would you use to:
- assess oral communication
- identify learning strategies or styles
- identify the candidate’s purpose in attending assessment
What modifications, if any would you make? Give reasons.

Are any of the numeracy tasks suitable to assess Mary’s numeracy skills? Can you suggest alternative
texts and tasks?

Which reading samples would be most familiar to the candidate, and drawn from the candidate’s
immediate, social or training environment? Suggest an alternative text and task?

Which writing tasks and associated materials would you use to assess Mary’s reading proficiency? Give
your reasons.
Activity 1.12
Apply your understanding of relevant assessment frameworks / benchmarking tools and the range of contexts of
LLN provision in VET to outline the processes you would follow to design a pre-assessment kit? Use the
research you have conducted to specify and describe the training context and learner profile.
In your outline make reference to how you would align your materials to the ACSF or ISLPR. Describe the
processes you would follow to:








select and/or adapt existing model assessment kits and resources or develop your own assessment tool kit
develop interview and/or self-assessment questions to elicit information on learner’s background and issues
that may have affected learning?
develop and/or adapt available resources and materials to assess reading and writing skills
develop and/or adapt available resources and materials to assess oral communication skills
develop and/or adapt available resources and materials to identify learning strategies or styles
develop and/or adapt available resources and materials to identify the candidate’s purposes in attending
assessment
submit your pre-assessment kit as part of your major assessment task
develop and/or adapt available resources and materials to assess numeracy
Note: the ISLPR does not address numeracy skills. You will need to use an alternative measurement scale
for this macroskill
Note: Additional models of Pre-Training and diagnostic assessment of adult LLN skills include:

English Language and Literacy Assessment Kit (ELLA) 2010, Adult Migrant Education
Service http://www.ames.edu.au/content/publicationitem.aspx?pid=191&pcid=1
This language assessment kit provides comprehensive initial assessment tasks for assessing
the language skills of learners for placement in the Certificate in Spoken and Written English.
The tasks are mapped to the ISLPR. An introductory guide to assessors is a useful introduction
to the initial assessment process.

Guidance for Assessment and Learning, Quality Improvement Agency, Britain.
www.sflip.excellencegateway.org.uk/assessmentguidance
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Preparing for the Pre-training Assessment Interview - LOCATION
Reading for Activity 1.13
Preparing for the interview
The following information has been derived from knowledge of stand alone LLN provision in formal and non
formal contexts. Participants familiar with other training contexts may wish to compare this information with
processes appropriate to their workplace.
Times
Initial assessment interviews vary greatly according to the variables of the assessment context. Many LLN
teachers such as those involved in the LLNP program report interview times as being up to an hour, whereas
other placement contexts, for example where a worker is known and their needs are specific to particular
training, may involve significantly less time.
It can be a useful point of contact for the assessor to confirm the time for the interview with the learner. It
provides the assessor with an opportunity to personally explain the assessment process to learners who may be
feeling some anxiety about what will be required of them. Often appointments are made through provider
administration, and although it is not always possible for the assessor to make contact with the learner before the
interview; in this case it is important for the assessor to have good communication with the liaison / administrative
officer who will perform this role.
The interview space
The interview area should be set up in advance of the learners’ arrival. It is important that this space:

Be welcoming and non-threatening. This may be the learner’s first step into learning after many years
absence and entering LLN premises may evoke negative memories about past learning or anxiety
about future learning. The interview space can send a message to learners confirming or challenging
these negative feelings. It is not easy to be prescriptive about this space: having knowledge of your
client/learner groups will help you select and arrange this space appropriately. The some cultural groups
may find entering a large multi storey building, or a building with an institutional feel, an intimidating
experience. Selecting a space which is not too “buried” architecturally, has external windows, and is
close to external exits can be important. For some learners, it may be more appropriate to conduct at
least the preliminary part of the interview in an environment which is more familiar to them

Allow for learners’ right to privacy and confidentiality to be maintained. When larger providers have
intake days involving many learners and assessors, initial interviews are sometimes conducted in larger
areas allowing for several interviews to be conducted at the same time. Care needs to be taken to give
each learner enough personal space for their conversation not to be easily overheard by others.
Learners should feel that their conversation is just between the assessor and themselves. It is rare to be
able to have a permanent, dedicated interview space, so assessors should make sure that for the time
of the interview they will not be interrupted by other users of the room.

Be easily accessible. LLN sites make provision for access of learners’ with disabilities, for example,
those with mobility issues. This need should be kept in mind when selecting a particular interview
space. It’s also important to consider cultural accessibility, such as provision for prayer space.
Directions explaining where the interview is to be held need to be clear and user friendly. For example
finding ‘Building F, Room 221’ is a literacy task in itself. Assessors may need to arrange to meet the
learner in the reception area, and walk through to the interview space together.
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
Makes the learner feel that they are the focus of the interview experience. A telephone in the room can
be useful for getting further necessary details on the spot e.g. contacting Centrelink or the employer, but
care needs to be taken not to make the learner feel like the third party in the process. Having the phone
ring during the interview can be very distracting to both the learner and the assessor and should be
avoided.

Complies with the OH&S, Equity and Access, Anti discrimination requirements and the AQTF standards
Facilitator Guide to the Four Core Units The Advanced Diploma LLN Practice in VET, 2007.
Handouts and Resources, DEST.
Activity 1.13
Review this information in the light of your own experience of LLN assessment/delivery. What could be added to,
altered, or deleted to make this a better resource sheet for assessors setting up an interview space?
Draw on your own workplace experience as well as interviewing another participant or experienced LLN
assessor about the provision of interview space at their workplace. Respond to the following questions.

To what extent could the interview space used to assess learners affect the initial interview process?

How are processes influenced by the nature of the learners, the provision offered, notions of literacy?
What are the strengths and weaknesses of the placement processes with specific reference to interview
space?

Compare your findings with those of others. Discuss the variations and similarities in assessment
processes and modes of assessment.
Write a summary of your findings and include a paragraph noting comparison with at least one other provider.
(word length at discretion of facilitator – 400 words approx)
References
‘Appendix One: Adult English language, literacy and numeracy provision in VET, 2003’, in Department of Further
Education, Employment, Science and Technology (SA) 2005, Advanced Diploma of Language, Literacy and
Numeracy Practice In VET, Department of Further Education, Employment, Science and Technology, Adelaide.
Banta, T.W.,2002. Building a scholarship of assessment. Jossey Bass Press, San Francisco.
Booth, R., Clayton, B., House, R., & Roy, S. 2002, Maximising confidence in assessment decision-making:
Resource kit for assessors, Report, NCVAC
Dymock, D. 2007 Community adult LLN provision in Australia: diverse approaches and outcomes.
www.ncver.edu.au/publications/1796.html
Ecclestone,K. 1994. Understanding assessment. National Institute of Adult Continuing Education, Leicester,
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England
English Language and Literacy Assessment (ELLA) Kit, 2010. Adult Migrant English Program. Surry Hills NSW.
http://www.ames.edu.au/content/publicationitem.aspx?pid=191&pcid=1
Facilitator Guide to the Four Core Units The Advanced Diploma LLN Practice in VET, 2007. Handouts
and Resources ,DEST.
Falk and Millar, 2001, Review of research: literacy and numeracy in vocational education and training, NCVER,
Review of research: literacy and numeracy in vocational education and training See Policy, practice and
research in VET p 28-52
Ministry of Education and Training Ontario. 1997. Goal Directed Assessment : An Initial Assessment Process.
Toronto.
Jay, D 2004. Making the grade ; assessment in adult literacy, numeracy and language testing, NIACE
Literacynet http://www.deewr.gov.au/SKILLS/PROGRAMS/LITANDNUM/LITERACYNET/Pages/default.aspx
Lonsdale, M and Mc Curry D, 2004, Literacy in the New Millennium, NCVER
www.ncver.edu.au/publications/1490.html
Mc Kenna NSW AMES, 2010. NCVER 2011, Discussion Paper: Building the foundations: Outcomes from the
adult language, literacy and Numeracy Conference. http://www.ncver.edu.au/publications/2345
NCVER 2006, Australian vocational education and training statistics: Adult literacy and numeracy courses 200204, NCVER, Adelaide. www.ncver.edu.au/publications/1697.html
Rowntree, D., (1991). Assessing Students: How shall we know them? New York, Nichols
Santopietro,K and J. Kreeft-Peyton, 1991. Assessing the literacy needs of adult learners of ESL. ERIC Digest.
Watts, M, (1996). How Do Power Relationships, Within an Adult Literacy Initial Assessment for CES Referred
Clients, Influence the Assessment Discourse? http://www.ncver.edu.au
Wignell, L & Oldfield, J, 2006, VETASSESS, Address language, literacy and numeracy within learning and
assessment practice. TAALLN401A, Learner Guide, Commonwealth of Australia
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Topic 2 Conduct the assessment
Topic Overview
This topic focuses on conducting pre-training LLN assessment. Learners will apply the knowledge of assessment
frameworks and use the LLN pre-training assessment kit developed as part of requirements of Topic 1.
Placement in LLN courses generally relies on an assessment interview process. In reality, some training contexts
do not allow for thorough initial assessments and interviews; however, all assessors need to be able to enact
effective initial placement processes and to draw on interview skills when required.
This Topic has six sections






Clarify the assessment process with the candidate – context and purpose
Note and record the conditions of the assessment
Tailor assessment processes to meet individual needs of the candidate and assessor
Select and use questioning and self-assessment strategies to assess oral communication and learning.
Select and use questioning and self-assessment strategies to assess reading and writing
Select and use a range of numeracy tasks for assessment purposes
Clarify the assessment process with the candidate – context and purpose
Considered preparation is required to conduct effective assessment interviews. Assessors must effectively
manage the stages of the interview to respond to the needs of the candidate and to elicit evidence to assess LLN
skills.
Power and the perception of who has power is part of the subtext of the assessment interview process. It is
essential for assessors to consider the social dynamics of the learner /assessor relationship and how the nature
of the dialogue may foster positive interaction. This will not only involve responding sensitively to the needs of
the candidate but also ensuring that the rights of the candidate are protected. It is a requirement of assessors
that they follow confidentiality conventions and inform candidates about the nature/extent of information which
may be disclosed to third parties such as employers, government agencies and RTOs.
The assessor is also required to ensure that candidates are given support as required. The assessment
interview is an opportunity to provide meaningful feedback with options for the candidate’s consideration.
Assessment processes should focus on identifying achievements in responses to assessment tasks as well as
diagnosing areas that require training. Emphasis should be placed on what learners can do in relation to their
goals and the requirements of the course/ training. Gaps will be identified and a range of training plan discussed.
Note and record the conditions of the assessment
During the assessment process, the assessor will need to make careful record of the conditions of assessment.
Conditions of assessment include a range of factors that influence the performance of the candidate in
demonstrating their LLN skills. They include factors such as the degree and nature of support available, the
familiarity with the context, and the complexity of texts.
Sensitivity to learners’ needs and adopting strategies to make the assessment a positive experience will require
the assessor to be flexible and responsive in the administering of tasks. This process needs to be documented in
order to provide accurate data in order to analyse the candidate’s performance and skills.
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Tailor assessment processes to meet individual needs of the candidate and assessor
Learners will have differences in communication styles, preferences and levels of confidence. The assessor will
need to allow sufficient time and adapt to the pace required by candidate to complete tasks and respond. It is
essential to select materials at appropriate level that are relevant to the learner’s experience. Culturally
appropriate processes are needed when assessing candidates. Assessors face challenges in responding to
these needs. There are constraints of time and resources that the assessor must negotiate.
Self assessment
Adult learners have a great capacity to reflect on their own strengths and needs in LLN. Much of the interview is
devoted to supporting LLN learners self identify their LLN usage and goals.
Assessors need to guide learners through this process with skilled and sensitive questioning. It is essential that
learners complete the interview with an enhanced understanding of themselves as LLN learners. Assessors can
use this information to guide their selection of LLN assessment tasks and to give the learner further support in
refining their training and vocational needs.
Select and use questioning and self-assessment strategies to assess oral communication and
learning.
Language literacy and numeracy are interrelated skills and assessment of these skills should be integrated and
grounded within learners LLN practices and personal circumstances. Understanding the learner as an individual
is important to LLN placement.
Learners’ needs, goals and background give meaning to the identification of LLN levels and authenticity to the
assessment process. Assessment of oral communication skills can take place as the discussion of the learners
background, needs and goals unfolds and this discussion can help assessors select appropriate reading, writing
and numeracy tasks.
Pre-training assessment of spoken English of people from language backgrounds other than English is more
appropriately assessed using the International Second Language Proficiency Rating Scale (ISLPR). This
benchmarking tool is used as the assessment framework in National and State adult English language curricula.
The Australian Core Skills Framework (ACSF) is also used to assess language skills of people from language
backgrounds other than English as well as native speakers in a wide range of VET contexts. However it is
essential to be aware that the ISLPR more accurately describes language proficiency levels of learners from
Language backgrounds other than English.
Select and use questioning and self-assessment strategies to assess reading and writing
LLN measurement scales use the organising principle of text complexity to differentiate skills. The ACSF and the
ISLPR list the level of difficulty of texts and reading/writing tasks. Current principles of language and literacy
focus on whole texts that fulfil real purposes in relevant contexts. Assessors select and use an appropriate range
of contextualised reading and writing tasks. Reading and writing processes are underpinned by a range of
identifiable strategies. These strategies must also be assessed.
Select and use a range of numeracy tasks for assessment purposes
Numeracy tasks selected for assessment purposes should also reflect the range of strategies and knowledge
reflected in the ACSF measurement scale.
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Topic 2 Readings and Activities
Work your way through the following readings and activities.
Reading 1 for Activity 2.1 Interview practices and assessment
The placement interview ideally:

Puts the learner at the centre of the interview process so that their learning needs can be understood in
a holistic way. Personal history, present circumstances, experience of learning, attitudes to learning can
be identified.

Allows for contextualization of assessment to the needs of the learner and for integrated assessment of
LLN performance.

Is flexible and allows the assessor to move between semi formal and non formal modes of assessment
as appropriate to the situation.

Enables the assessor to select the assessment tools to allow for the most accurate assessment of the
LLN needs of the individual.

Allows for confidentiality and privacy to be maintained.

Enables learners to be an active part of the assessment process by providing them with the opportunity
to participate in self assessment, to question aspects of the assessment and to clarify their own and the
assessors understanding.

Gives learners and assessors the opportunity to establish a sense of trust and initiate a positive learning
partnership which learners can carry into placement in an LLN course.
Reading 2 for Activity 2.1 Non formal, semi formal and formal assessment and
interview practices
Note: The following notes have been adapted from the work of Wignell and Oldfield, McKenna and Watts. See
references for this section.
The interview is a medium through which a range of assessment modes can be expressed. The three modes
described here are not mutually exclusive, and assessors may use the three modes within the one interview.
Much of the material here about semi formal assessment relates to section A2.1 Using assessment frameworks,
but is included here because it is relevant to understanding interview processes.
Non formal assessment
‘During the initial stages the informal mode consists of talking with the client in a participatory role to discover the
social contexts that are important to the client. Through discussion , it is possible to clarify with the client his/her
reading habits, uses of writing, uses of numeracy through shopping budgeting gardening etc., educational
background, interests, fears of failure in front of a group, situation at home which may impact on training, etc’.
Watts, 1996 (p10)
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The term ‘non formal’ is used to describe assessment that does not rely on a formal test. Unlike its everyday
meaning, in a language literacy and numeracy setting, this term does not imply a casual or ad hoc approach.
Non formal assessment demands a high degree of professionalism from the assessor because it places the onus
for the successful unfolding of the rest of the interview on the assessor’s judgement. Through a one to one
interview process, the assessor draws on a range of varied assessment tools, modes and strategies to complete
a holistic picture of learners. The interview process allows information from one skill area to be related to other
skills and experiences of the learner. Connections between past experiences, present needs and future goals
can be made. Non formal assessment allows a picture of the learners as individuals to emerge, and sees their
literacy needs within the context of their own history, circumstances, beliefs and goals. Non formal assessment
techniques provide the stem from which more formal assessment may be undertaken and from which successful
placement is achieved.
Through the interview process, non formal assessment can integrate a wide variety of information gathering
modes. These may include:





Observation
Dialogue
Learner self assessment .This may be prompted through oral questioning, check lists
Selected assessment tasks as appropriate to the learner and other factors of the assessment context.
See semi formal assessment (below)
It is flexible and can integrate information gained from formal assessment if required
‘The informal discussion process enables me to obtain mental checklists of tasks that would be appropriate to
attempt during the more formal skills sampling stage. The client is then presented with tasks to choose to read
write or problem solve and if the first, informal stage of assessment has been successful it will be possible for the
client to complete almost all of the tasks so that he/she feels successful.’
Semi-formal assessment
This refers to the process of learners engaging in a range of LLN tasks which allow evidence of skill levels or
performance to be identified in relation to a given set of performance standards, such as an assessment
framework.
Evidence is gathered which identifies what learners can do and then links this to specific criteria which define
levels of performance. The way evidence is collected, and the evidence itself, can be customised to be
contextually and culturally appropriate to specific learners and their needs. Learner’s language, literacy and
numeracy skills can be identified by taking into account their particular needs and circumstances, and reported in
a consistent and systematic way
Semi formal assessment allows for both flexibility in evidence gathering, and reliability in measuring and
reporting performance through the use of a recognised performance framework. Learners, teachers, assessors
and employers can gain a mutual understanding of learners achievements and needs through the sharing of a
common set of performance standards. Because this process focuses on what a learner can do, the experience
can foster a positive sense of learner identity.
To locate learner performance in this way, the assessor will need to:

Select tasks carefully, based on information gained from the initial stages of the interview. Tasks which
are below the learners’ level of development may be demeaning to a learner and not reveal the
learners’ true level of performance. Conversely, tasks beyond the learners’ capacity will be discouraging
and will only show what the learner cannot do.
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
Tasks should allow the learner to demonstrate their skills to their “ceiling” level of performance. This
does not mean starting at a very low level of LLN and moving steadily forward until the ceiling is
reached. The ideal starting point is a task which shows what learners can comfortably do, and which
then moves them a little beyond that.

Allow support to the learner to complete the task if it is required. The level of support required then
becomes useful information in locating the learners’ level of performance. For example, a writing task
may be to complete an enrolment form writing down name and address. Some learners may complete
this task copying down their name and address from their healthcare card. This should be noted by the
assessor and used to help locate the learner’s writing levels.

Observation of the way the learner completes the task. For example the time taken the amount of
clarification required, the degree of care and confidence applied to the task.

Select tasks which are culturally and contextually accessible to the learner.

Confidently locating performance from the evidence provided by the tasks. To do this the assessor
needs to understand the performance levels and the underpinning learning outcomes/ performance
criteria as they are expressed sequentially in the chosen assessment framework/ competency based
curriculum / reporting system
Formal assessment
Formal assessment refers to the application of professionally constructed commercially available literacy and
numeracy tests such as those which are sometimes used to establish levels of performance in school education.
Other formal tests are used as screening devices for particular cohorts of learners such as language learners
seeking to study or gain employment status in Australia. They are usually not appropriate for direct use in LLN
initial assessment, especially for learners at the lower level of performance. Because they are designed to apply
to large groups, they do not allow for the contextualization of performance, nor in themselves do they enable the
integrated holistic assessment so crucial to the LLN initial assessment interview. Learners at all levels can find
them confronting and their use could undermine the assessment process.
Adapting formal tests
In some circumstances formal tests may be adapted to the needs of particular courses. For example, some VET
courses may have particular LLN entry requirements and a formal test may be developed expressly to select or
exclude learners from a pool of applicants. Such a test needs professional input from test development
specialists and those who understand the particular LLN requirements of the course.
Facilitator Guide to the Four Core Units The Advanced Diploma LLN Practice in VET, 2007.
Handouts and Resources,DEST.
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Reading 3 for Activity 2.1 Stages in the interview process
The first guideline for good practice in the initial interview is to remember that the process must remain flexible
and develop according to the contexts in which learners and assessors operate.
The initial interview process can be broken into several stages which reflect a range of purposes and provide
scaffolding for assessors’ engagement in good practice. The stages are fluid and may need to be revisited as the
interview progresses.
The focus stages of the interview are:


Support learner’s immediate confidence and ease anxiety they may experience
Establish connection and rapport
Exchange of basic information
 Give learners some broad information about the learning programs and provision offered
Comfort and connection – setting the tone
 Confirm the identity of the learner and gather basic personal details
 Describe what will happen in the interview process and answer any questions
 Explain the confidential nature of the assessment and interview
 Through these exchanges begin to gather evidence about the LLN skills of the learner and their
approach to learning
Understand the learner’s LLN contexts
 Explore the learner’s goals in regard to LLN – short and long term
 Gather information about the LLN history of the learner
 Gather further information about the learner’s approach to learning
 Establish possible barriers to learning
 Use this information to provide evidence of performance in listening, speaking and learning
 Use this information to predict broad LLN levels in reading, writing and numeracy
Gather further evidence to establish LLN levels
 Select LLN tasks based on predictive information and knowledge of learner’s LLN contexts
 Use a bank of materials ranging from simple to complex
 Check with the learner that these tasks are appropriate. Make sure the learner understands the
reason for the assessment and the purpose of the task.
 Provide support to the learner as appropriate
 Record conditions of assessment
 Allow learners time and space to complete the task, monitoring progress as appropriate
Identify learners’ performance in specific LLN areas
 Analyse responses to the assessment tasks
 Identify levels of performance using an assessment framework
 Discuss assessment task responses with the learners in relation to LLN achievements and
needs
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Recommend Placement



Review the learner’s goals
Wok with the learner to negoatiate a training plan
Recommend an initial placement to enact the plan
Collect recorded data for reporting to other relevant stakeholders
Facilitator Guide to the Four Core Units The Advanced Diploma LLN Practice in VET, 2007.
Handouts and Resources,DEST.
Activity 2.1
Summarise the range of assessment processes listed in the preceding readings.
What is the role of the interview in relation to assessment practices?




Are there situations where an interview would not be appropriate?
Could all these assessment practices be integrated into the interview process?
What could be added to this list of assessment practices?
What is the role of non-formal, semiformal and formal assessment practices in an area of
provision that you are familiar with?
Reading for Activity 2.2 Power Relationships Within an Adult Literacy Interview
Watts M, 1996). How Do Power Relationships, Within an Adult Literacy Initial Assessment for CES Referred
Clients, Influence the Assessment Discourse?
Falk I, and Penson M, (1996). Literacy, Adults and Diversity, Literacy and Learning Series, No 1, National
Languages and Literacy Institute of Australia (Available from VOCED Plus, NCVER, www.voced.edu.au)
Activity 2.2









What are the rights of the candidate at interview?
What essential information/explanation should be communicated to the candidate before commencing
the interview?
Outline ways that you would clarify the assessment process with the candidate – its context and
purpose.
How would you reassure the candidate about confidentiality conventions and the nature and extent of
information which may be disclosed to third parties?
How will you provide feedback to the candidate during and after the interview?
Consult the policy and/or guidelines for placement into an LLN program you have researched. What
communication support is available to candidates? These may include interlocutors/support people.
Candidates may also be able to use translators and calculators during assessment.
How would you ensure that these supports were available if required?
What are the implications of having a support person/interpreter at the initial interview?
Write brief notes on these issues in preparation for your major assignment.
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Reading 1 for Activity 2.3 Factors in an adult learner’s background that may affect
learning
EDUCATION BACKGROUND
Literacy, numeracy and ESL classes include learners with no formal school through to those with tertiary
education.
Literacy learners traditionally have had negative experiences in secondary schools; they may have had
interrupted schooling or were early school leavers. Many of them were alienated by the school system, so it is
important to make their adult learning a positive experience. Some learners may be well educated but have
specific needs to enable them to move on in their career, or have problems due to an accident or stroke.
Numeracy learners may come from a wide range of educational backgrounds. They may have had negative
school experiences, they may be ESL learners whose main problem is the language of maths or they may also
be tertiary educated with qualifications in the arts area, but with poor numeracy skills. Obviously putting learners
from this variety of backgrounds into one class puts extra demands on a teacher/trainer.
ESL learners also come from a wide variety of education backgrounds. They may have had no formal schooling,
but they may also be tertiary educated, or anywhere in between. This variety has implications in the classroom.
Learners with more education in their first language often progress rapidly, so this has implications for
administration and classroom management.
PERSONAL/FAMILY CIRCUMSTANCES
This group of issues is very broad, it covers everyday issues such as childcare and other family responsibilities,
financial issues and other life events. If any of these are causing the learner a problem then they are likely to
interfere with their learning.
More traumatic events such as a death in the family, drug/alcohol/sexual abuse, time in a refugee camp or
migrating from a country at war would all have profound effects on a learner. These learners need to be treated
with understanding. Often the most important thing that a teacher/trainer can do is to provide a stable positive
learning environment for the learner to come to terms with the events in their past.
AGE
Literacy and ESL learners include people from their teens through to aged pensioners. The teenagers are often
those who have had negative experiences in traditional secondary schools, this may be because of their poor
English skills, social or family issues or learning difficulties.
Mature age learners are likely to have more time to devote to their study and have often made a determined
effort to return to study. They are often dedicated learners but they may struggle with learning new concepts or
an unstructured classroom, which may be very different from their school experiences.
GENDER
Male and female learners face different challenges in society and in literacy education this can manifest itself in a
range of ways. For example, women with children are more likely to have to take time off if the children are sick
and some non-English speaking background women may come from cultures where education for women is not
valued.
The data from the International Adult Literacy Survey tells us that men and women are likely to be better at
reading different text types.
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CULTURE, ETHNICITY and RELIGION
An understanding of other cultures and a sensitivity to these issues may enhance the learning process by
fostering a positive attitude in the learner (Willing, 1988). Issues such as dress code, religious events, female or
male teachers/trainers, responsibility for family and previous classroom experience, may all impact on a learner’s
ability to attend class, to concentrate, to complete homework and to participate in activities. Craig (2001)
suggests that language and culture as intermeshed so where learners are from a language other than English
background it is important for the teacher/trainer to address the issue of culture in the practices of the classroom.
This may be as simple as acknowledging that different cultural or ethnic groups may value different text types
and writing styles.
ABILITY AND INTELLIGENCE
Everyone learns at different rates and in different ways and it is very difficult to separate innate ability from
environmental factors. McCormack and Pancini (1990) suggest that teachers “need to debunk the idea that
intelligence is a fixed attribute of a person”. They argue that “intelligence is an attribute of actions, not of people;
therefore its primary use is as an adverb – “intelligently”” and that you can do things stupidly or intelligently. They
do recognise, however, that ability may be influenced by biological factors such as a learning disorder, memory
loss, short term memory problem and suggest ways to work around these problems.
In relation to second language learning Lightbown & Spada (1999) have found that it seems that intelligence is
important in learning language analysis and rules, while it is less important when “instruction focuses more on
communication and interaction” (p53).
DISABILITIES
There are many different disabilities that may affect a learner, the main ones being visual, hearing physical,
mental, intellectual and learning disabilities. The disabilities may be congenital or they have been acquired as a
result of an accident, illness or drug abuse. All these learners should be treated, as much as possible, the same
as any other learners. It is important for a teacher/trainer to have some understanding of the disability and issues
that may arise to assist the learner to attain their full potential.






Visual impairment can be assisted with a wide variety of aids from guide dogs to computers which
enlarge text or software which provides an audible reading of the text on the screen. White boards can
be adapted so that information on a white board can be seen enlarged on a learner’s computer.
Hearing impairment may be accommodated as simply as the learner sitting in a specific place in the
classroom, or the teacher/trainer facing the learner when speaking. Other electronic aids can also be
used.
Physical disabilities can be accommodated by having lifts, ramps, wide doorways and computers and
other electronic aids.
Mental health issues – it is important for a teacher/trainer to understand learner’s mental health issues
so there is no undue pressure put on the learner.
Intellectual disabilities – all learners should be encouraged to reach their full potential, but it is also
important not to ask a learner to engage with tasks that they are not able to do. Many of these learners
have had a history of failure and it is important not to repeat this.
Learning disabilities can often be accommodated by different means such as using a calculator or other
technologies. Some disabilities will come with labels such as ADHD or dyslexia, but all learners will
require the teacher/trainer to have patience and understanding.
Facilitator Guide to the Four Core Units The Advanced Diploma LLN Practice in VET, 2007.
Handouts and Resources, DEST.
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Reading 2 for Activity 2.3 The socioeconomic context of LLN provision
Dropping off The Edge: the Distribution of Disadvantage in Australia, by Tony Vinson
http://www.australiandisadvantage.org.au
The Vinson Report presents evidence that demonstrates that there are pockets of extreme disadvantage in
Australia, tied to place or region. He recommends a concerted, strategic and targeted approach by all
governments and services to address the causes of social disadvantage in particular communities, as a matter of
priority.
Reading 3 for Activity 2.3 Adult learning styles
Learning styles can be described in many different ways, one of the simplest suggests that each learner has a
preferred learning style which is either visual, auditory or kinaesthetic. These styles relate to how a learner best
takes in information. No-one uses one of the styles exclusively, but most have a preferred style. If you are aware
of your preferred learning style, it is thought that you can enhance the other (non-preferred) styles to your
advantage. It is also useful, as a teacher/trainer, to be aware that learners do learn in different ways that we
need to cater for a variety of learning styles.
Visual Learners
Visual learners relate most effectively to written information, notes, diagrams and pictures. Typically they will be
unhappy with a presentation where they are unable to take detailed notes -to an extent, information does not
exist for visual learners unless it has been seen written down. This is why some visual learners will take notes
even when they have printed course notes on the desk in front of them. Visual learners will tend to be most
effective in written communication, symbol manipulation etc.
Visual learners make up around 65% of the population.
Auditory Learners
Auditory learners relate most effectively to the spoken word. They will tend to listen to a lecture, and then take
notes afterwards, or rely on printed notes. Often information written down will have little meaning until it has been
heard -it may help auditory learners to read written information aloud. Auditory learners may be sophisticated
speakers, and may specialise effectively in subjects like law or politics.
Auditory learners make up about 30% of the population.
Kinaesthetic Learners
Kinaesthetic Learners learn effectively through touch and movement and space, and learn skills by imitation and
practice. Information is normally not presented in a manner that suits their learning style and as a result these
learners may be perceived as having a learning disability. Kinaesthetic learners make up around 5% of the
population.
Facilitator Guide to the Four Core Units The Advanced Diploma LLN Practice in VET, 2007
Handouts and Resources, DEST.
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Reading 4 for Activity 2.3
Smith, Peter, J. & Dalton, Jennifer. (2005) Getting to grips with learning styles. http://www.ncver.edu.au
Activity 2.3
1. Write a summary report in response to the following issues and questions.



Which factors such as age, gender, culture, and ethnicity may create barriers, shape preferences and
influence goals and pathways for learners?
Why is it important to consider an individual's learning styles and preferences in relation to placement?
Discuss, drawing on your own experience as appropriate.
2. Based on you reading of the Vinson report: Dropping off The Edge: the Distribution of Disadvantage in
Australia, summarise socioeconomic factors in your local area that may have an impact on learners and create
barriers to achievement of their goals?
3. Identify and interview a learner you have encountered in your workplace or placement environment:






Describe the background of the learner.
What information can be identified about the student’s learning styles and strategies?
What barriers to learning could be identified?
How might this information influence your selection tasks for assessment of the student’s language,
literacy and numeracy?
How might this information influence placement?
What issues influence placement for the learner you have selected?
Use the bullet points above to write up your discussion of these learners
Keep your notes as a reference for use in the next topics of this unit.
Reading for activity 2.4
Literacy support for Indigenous VET students: good practice guide www.ncver.edu.au/publications/1714.html
Activity 2.4
Based on your reading, what factors would you take into consideration when preparing to for initial assessment
of LLN skills of indigenous learners/
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Conditions of Assessment
Reading for Activity 2.5
Precision Consultancy Resource ACSF Assessment Tasks User Guide (Precision Consultancy ) p. 7-8
This resource assumes that those who use it have a sound understanding of the ACSF document and of the
levels of performance indicated at each level, for each core skill. But users should always remember the factors
that may influence a person’s performance at each level (in each core skill). These are:

the degree and nature of support available

the familiarity with the context

the complexity of text

the complexity of the task.
The level of skill demonstrated by a candidate can be changed by any of these factors. For example, if significant
support is given to a candidate completing a level 3 task, the outcome of the assessment could be that the
candidate is at exit level 2.
Activity 2.5
How does your definition of ‘assessment conditions’ relate to the terminology used in the ACSF: ‘support’ and
‘context’.
Consider ways in which support given to the candidate will affect their performance during the assessment. How
will you indicate the level of support that has been given?
What other conditions will affect candidate performance?
Activity 2.6
Predicting appropriate assessment tasks.
Reliable initial assessment does not mean that assessors need to progress through all the levels until
performance ceiling is reached. This would be tedious, time consuming and a negative experience for both the
assessor and the learner. Experienced assessors usually can predict an appropriate starting point for
assessment tasks.
What strategies could you use to predict an appropriate level to begin the assessment?
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Assessing the oral communication skills of language learners
Resource for Activity 2.7:
Check One, Two - Using the National reporting System (NRS) to assess the spoken English of people from
language backgrounds other than English, 2002, Access Division, TAFE NSW, Summerhill Media, DEST,
Commonwealth of Australia.
Note: Although the ACSF has replaced the NRS, the pre-training samples of assessment tasks and interview
techniques used in this resource provide excellent models of ways to interview learners from language
backgrounds other than English.
Activity 2.7



View the DVD and/or read the dialogue transcript: Interview with Jenny in Check One, Two.
What issues are revealed in this interview process?
Evaluate the strengths of the interviewer?
Supporting Self assessment
Reading 1 for Activity 2.8
Precision Tools Self assessment -There are a number of checklists available to prompt learners in locating their
strengths and needs Precision Consultancy
Activity 2.8
Checklists can be useful as a prompt to guide both learners and assessors in the self assessment process but
do not replace the careful interaction between the assessor and learner.





What are the advantages and disadvantages of presenting self assessment in check list format?
In which assessment contexts would written checklists be extremely useful? How could they be
developed?
Consider an assessment context that you have some knowledge of
Would a formal self assessment checklist be appropriate? Why/ why not?
If a formal checklist is appropriate, construct your own for the context you identified, If not, what
strategies would you utilise to support self assessment? Describe processes. Make notes about
your approach.
Select appropriate tasks from the assessment kit that you developed for Topic 1 to assess reading, writing and
numeracy. Give reasons for your choice. Include the results in your major assignment.
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Reading for Activity 2.9
That first interview – literacy assessment, mutual obligation and performativity
Excerpts from Fine Print Article by Pauline O’Maley (2003)
This article looks critically at the impact that government programs such as the LLNP have on notions of literacy,
adult learning and assessment practices at initial interview. Participants are encouraged to access and read the
entire article. In the future it will be available from the Fine Print website:
www.valbec.org.au/05/fineprint/archive/2003%20folder/03-spFP-body.pdf
or by going to www.valbec.org.au, and click on Fineprint Journal, then Archive, then Spring 2003.
The following extracts are provided to stimulate discussion of interview and assessment practices and the
degree to which funding body requirements can influence interview practices and purposes.
“The initial assessment interview-especially for those with no choice about attending classes-offers prospective
students the chance to re-engage with education. However, both possibility and choice are compromised under
the present system.”
“The discourse of mutual obligation, with its emphasis on compliance and accountability, is at odds with beliefs
articulated by assessors that the initial assessment interview should be low key and student focused. The impact
of the new discourse of literacy and literacy assessment under mutual obligation has been felt by students and
assessors.”
“Assessors are under pressure to do more in less time. Accountability requirements are foregrounded in
assessments. There has been no evaluation of the interview process and purpose. As a result, the assessment
interviews have lengthened from the one hour allotted (the average time taken was one and half hours-I sat
through several that were two hours long). The interviews have two distinct phases that sit uncomfortably
together.
– the informal relaxed part of the interview and the formal process where the assessment takes place. Assessors
feel increasingly under surveillance as a result of the verification process and the needs of the prospective
student inevitably become a secondary focus. Further, the new accountability requirements have impacted on
the amount of paperwork that needs to be completed and this in turn impacts on all aspects of assessors
practice as time becomes an increasing constraint.”
“For prospective students, choice has also been eroded. They must attend an interview if directed by Centrelink
to do so, or face financial penalties. Many are baffled by the process and the part they must play in it. They
understand the need to be compliant and go along with what they are expected to do. Only one student resisted
the position of deficit subject. This is a position that is hard to avoid, because the narrow conceptualisation of
both literacy and assessment does not allow room for prospective students to show their literacy repertoires in
the initial assessment interviews, given the interview structure.
“Under these circumstances, assessment becomes a vehicle for control and a tool for performativity, where
measurable outputs are the only indicators of success.”
Pauline O'Maley, P 2003 That first interview-literacy assessment, mutual obligation and performativity in Fine
Print, Volume 26 No. 3, Spring, VALBEC, Page 8
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Activity 2.9
What challenges face assessors who are conducting pre-training assessment? Suggest strategies to respond to
these challenges. Discuss these issues with colleagues in your workplace or your placement setting.
Do O’Maley’s concerns apply to all assessment contexts? Is it possible for her concerns to be addressed within
the interview process?
Reading for Activity 2.10 Learner Profile for Deng
David (Chinese name Deng) has been in Australia for 18 months. He has a wife who attends English classes at
the local neighbourhood centre and one young child. David has completed his 510 hours of English and is now
working in factory but needs to improve his language skills to get on in his work. In China, he completed nine
years of formal education before going to work in his family shop which sold household and kitchen items. He
has been working at the factory for 12 months, but his supervisor has suggested that he do some English
classes to help him with reading signs and completing work related forms. Eventually David would like to have
his own business or shop, but initially he needs to have enough English to allow him to progress in the factory.
David needs to improve all skill areas. His priority however is his pronunciation.
Initial assessment:
Reading
ACSF 2
Writing
ACSF 1
Numeracy
ACSF 2
Oral Communication
ACSF 1
Learning Strategies
ACSF 1
Activity 2.10
From your knowledge of Deng’s backgrounds and goal:

how would you elicit responses which identify his listening and speaking skills?

describe appropriate task/s to identify Deng’s writing levels

describe appropriate texts to elicit a reading level.

Explain your choice of tasks to other participants
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Reading for Activity 2.11 Learner Profile Mary
Mary is a 32-year old migrant from Sudan; she has been in Australia for 18 months. She has four children and is
pregnant with number 5. If she comes to class, the government will pay for the childcare for her children; she
likes the idea of having a break from looking after them. She seems friendly and outgoing. Her oral skills are
much stronger than her other skills. She has a job cleaning for three hours once a fortnight. She had very little
education in Sudan and so is unable to read or write in either English or her first language. There is a strong
Sudanese community at the local church which Mary attends and many of them also attend classes at the
regional TAFE.
Mary struggled with the reading task of matching key words to symbols, eg police. She copied her name and
address from her Centrelink card however, her script is ungainly and she does not have a good control of a pen.
She was unable to complete any writing without highly supportive modelling. Her poor reading skills also inhibit
her maths and numeracy although she can complete some maths tasks when using hands-on material. This
includes simple fractions and division with counters or lollies.
Throughout the assessment Mary needed much encouragement and support to complete reading, writing and
numeracy tasks. She is not able to identify any particular goals that she would like to achieve in her education.
She would prefer to be in a class with some of her friends. Due to her other commitments she feels she would
only be able to attend a couple of times per week, for a few hours at a time.
Initial assessment:
Reading
Not yet achieved ACSF 1
Writing
Not yet achieved ACSF 1
Numeracy
ACSF 1
Oral Communication
ACSF 3
Learning Strategies
ACSF 1
Include later – Mary is easily distracted in class; she often comes late and likes to have long breaks to talk to
other students. Classes are more important to Mary as a social outlet and something to do rather than be at
home with her small children. She has made little progress in the six months she has been in class; in part
because she will not take any risks, ie, will not write a word unless someone tells her how to do it.
Activity 2.11
Read the learner profile of Mary. Mary has an ACSF spiky profile ranging from NYA (i.e., not yet achieved level
one) to 3 across the macroskills. How might this be reflected in her ISLPR ratings in reading, writing, speaking
and listening?
Imagine you are the assessor interviewing Mary for the first time re placement in a new class. You have already
found out about her listening and speaking skills, but you are not sure about her reading and writing
What assessment tasks and processes would you use to find out more about her reading and writing skills?
Consider information in her learner profile to inform your choice.
Explain your choice of tasks.
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Reading for 2.12 Challenges faced by the assessor at interview
Following the placement interview, a variety of factors may leave assessors feeling uncertain about some
aspects of their placement .The interview process will not always yield the information required for levels to be
confidently obtained. It is important to remember that the placement interview is a snapshot of performance on
the day. Anxiety, medication, tiredness may all play a part obscuring learners’ skills and weakening the accuracy
of the assessment process.
(i)Time constraints
It is generally acknowledged that reliable assessment in LLN will use a variety of assessment tools and
activities for each skill area being assessed. This is often not appropriate at the placement interview, with
its accepted time frame of 1 – 11/2 hours.
(ii) Issues in numeracy assessment
Time problems may be particularly evident in numeracy assessment which is often the last part of the
assessment to be completed. Numeracy can be neglected and numeracy teachers may be given very little
information about their prospective students.
Marr, Helme and Tout suggest‘ in this situation, the numeracy teacher may decide to use the first few sessions to
gain an appreciation of student’s knowledge and skill levels before finalising classes or enrolment details’.
In addition, LLN assessors may not have a numeracy background and not be sensitive to the issues of
numeracy assessment, preferring to revert to pages of sums as a quick assessment. This is not a good
introduction to numeracy. In these situations it is advisable to call on and involve a numeracy teacher in the
placement process.
Another issue for numeracy assessment can be the English language level of learners. Because numeracy is
embedded in language, it can be difficult to ascertain levels of numeracy in learners with low language levels.
(iii) Accompanying third party at interview
Learners may be accompanied by others whose assistance may be valuable or necessary to complete the
interview, such as an interpreter, carer, welfare worker or supportive family member. It is important that all those
attending the interview understand their role and that they do not corrupt the authenticity of the assessment
process. For example, well intentioned accompanying friends or family members may obscure the learners’
abilities by speaking on their behalf, by adding to written information to an enrolment form, or by adding their
view to the learners’ self assessment.
This can become particularly problematic when the learner relies on a friend or family member to act as an
interpreter on their behalf.
Accompanying young children may mean that it is difficult for a learner to focus on the assessment if the learner
is torn between completing assessment and caring for the immediate needs of children.
(iv) Lack of engagement in the interview process
Accurate assessment relies on positive learner engagement in the interview. However, some learners may not
engage fully in the interview process for a variety of reasons. While the majority of learners referred to LNN
programs by funding agents see this as an opportunity to further their skills, some may feel hostile to the idea of
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studying and express this through minimal engagement in the assessment process. Others may use hostility and
or disengagement as a mask to protect anxiety about their learning and achievement.
(v) The subjectivity of the assessor’s judgment
Assessors generally work with learners on a one to one basis during the interview and the interview process
places great responsibility on the accuracy of their judgement. Assessors develop judgement schema based on
professional knowledge of language literacy and numeracy development, adult learners and learning, LLN
competency curricula and reporting frameworks and the learning culture of the proposed placement. Assessors
are also individuals who bring their own personal schema -beliefs, value systems, biases and preferences -to the
interview process. For example some assessors may value learners whose learning style is similar to their own.
The interview is a social medium and its text is jointly constructed by the assessor and the learner. Assessors
are not immune to social and emotional triggers intrinsic to this process. It is important to acknowledge that
professional expertise cannot entirely eliminate subjectivity from the assessment process.
Session 4 of this unit examines the processes of moderation and evaluation which provide opportunities
assessors to evaluate their assessment processes and judgement.
(vi) When to write
Assessors are often torn between the need to record information in the interview and the need to listen, observe
and respond to the learner. Some feel it is disrespectful or intimidating to take notes during the interview. This
will vary from situation to situation. There are generally pockets of space in the interview for some note taking,
e.g. when the learner is completing a written assessment task and needs to be given some space to complete
the task. Some note taking is better to be left to the end of the interview when the assessor has time to reflect
holistically on the learner’s needs and skills.
In many instances notes can be collaboratively constructed with the learner giving input as the interview unfolds.
Learners should always have the opportunity to read or listen to the notes that you have taken. This can be a
learning experience and a useful method of summing up where you have progressed to in each stage of the
interview.
Facilitator Guide to the Four Core Units The Advanced Diploma LLN Practice in VET, 2007.
Handouts and Resources, DEST.
Activity 2.12
Review the challenges faced by assessors outlined in the preceding reading.
 Are there other issues that could impact on the interview process?
 Suggest strategies that you could implement to respond to these issues/challenges.
 How important is it to discuss these issues with colleagues and supervisors/line managers?
 How could you build these concerns into the overall pre-training assessment review process?
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References
Check One, Two - Using the National reporting System (NRS) to assess the spoken English of people from
language backgrounds other than English, (2002). Access Division, TAFE NSW, Summerhill Media, DEST,
Commonwealth of Australia
Vinson, T, (2007). Dropping off The Edge: the Distribution of Disadvantage in Australia,
www.australiandisadvantage.org.au
Facilitator Guide to the Four Core Units The Advanced Diploma LLN Practice in VET, (2007). Handouts and
Resources, DEST.
Falk I, and Penson M, (1996). Literacy, Adults and Diversity. Literacy and Learning Series, No 1, National
Languages and Literacy Institute of Australia (Available from VOCED Plus, NCVER, www.voced.edu.au)
Learning Strategies Resource supplement, (2006). DEST, Commonwealth of Australia access
www.literacynet.dest.gov.au/key_nat_tools_resources/
O’Maley, P, (2003). That first interview-literacy assessment, mutual obligation and performativity. Fine Print,
Volume 26 No. 3, Spring, VALBEC Rumsey D, 1994, Assessment Practical Guide, DEET, Commonwealth of
Australia
Smith, P,J. & Dalton, J, (2005) Getting to grips with learning styles. http://www.ncver.edu.au
Watts, M, (1996). How Do Power Relationships, Within an Adult Literacy Initial Assessment for CES Referred
Clients, Influence the Assessment Discourse? http://www.ncver.edu.au
Wignell, L & Oldfield, J, 2006, VETASSESS, Address language, literacy and numeracy within learning and
assessment practice. TAALLN401A, Learner Guide, Commonwealth of Australia
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Topic 3 Analyse data to establish candidate’s language, literacy and numeracy
skills
Topic Overview
The analysis of evidence gathered at pre-training assessment will use the ACSF as the benchmarking tool. This
tool addresses 5 macro skills including numeracy. The process of analysing data gathered at pre-training
assessment needs to be systematic.

Compare responses to interview questions with benchmarks in relevant frameworks to analyse oral
communication and learning

Compare responses to reading material with text features and performance strategies to analyse
reading skills

Compare responses to candidate’s writing with text features and performance strategies to analyse
writing skills

Compare responses to numeracy tasks with numeracy features and performance strategies to analyse
numeracy skills
Reading and Activities for Topic 3
Work your way through the following Readings and Activities
Australian Core Skills Framework
Activity 3.1
Familiarise yourself with the layout and structure of the Australian Core Skills Framework
Summarise the framework of the ACSF LLN ratings using the following focus questions
What are the key components of the ACSF that you will use to analyse data?
What key features/factors differentiate performance at different levels of The ACSF?
Use candidate’s responses to the oral communication, learning strategies, reading, writing, and numeracy
assessment tasks from the assessment you conducted. How did you ensure that you assessed to the
candidate’s upper limit of performance in these macro skills?
Use the ACSF to assign an appropriate level.
Use a reporting pro forma or template to record your analysis and relevant comments. You may use sample
templates from your workplace or placement setting. Templates are also available in kits such as Precision
Consultancy ACSF assessment kit. Include all relevant information and observations.
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Activity 3.2
Review your research and reading from previous topics in this unit.
Develop a learner profile for a specified student. You may use the learner profile from the previous topic or
choose a learner from your workplace or placement environment. .
Select an appropriate reporting pro-forma or design your own.
Using the assessment kit that you developed for Topic 1, conduct the pre-training assessment for oral
communication and learning, reading and writing, and numeracy
Analyse the responses to the assessment session using a specified benchmark – ASCF and/or ISLPR.
Locate information about the range of local training options available to the student.
Summarise Course Information relevant to placement of the candidate into training. This could include:
The range of provision available to meet the needs of the learning and training needs of the candidate. You will
need to consider:



the purpose and structure of available courses
the benchmarking criteria used to determine entry and exit points of Training (ISLPR, ACSF)
pre-requisites / eligibility criteria for enrolment
Activity 3.3
“Spiky profiles”
It is usual for learners to display uneven development across the macroskills or even within the aspects of a
particular macro skill; this uneven development is referred to as a “spiky profile
Review the Precision Assessment tools: Precision Consultancy
Look at the section on educational history and self assessment. What could be altered or added to in order to
find out something about preferred modes of learning, barriers to learning and motivation and goals?
Conditions of assessment will affect the outcome of the assessment process. The level of support required to
complete tasks is crucial to determining ACSF performance levels. Do the tasks clearly indicate the level of
support allowable to achieve a certain level? For example, if the reading tasks were completed with/ without
support, how might this alter the level of performance? How important is it to note the level of support within the
tasks and tasks responses?
Look at the numeracy tasks. What do you consider the strengths of these tasks? ACSF numeracy also
encompasses skills measurement, location, data, in charts and tables. Should these be reflected in the
numeracy tasks?
• “…the initial indicator tool may be used by a range of employees with limited training, it should be short and
easy to use, and the manner of data collection should be straight forward.” Overall, what onus does the indicator
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tool place on the assessor being experienced at LLN assessment in order to give an accurate “snapshot” of LLN
skills?
Is it appropriate to collect more evidence about performance in learning strategies and oral communication? If
so, how could this be achieved?
Could this kit be adapted for use in other contexts? Explain what changes you would make to the tasks for use in
a context which is relevant to you.
Reading for Activity 3.4
Fitzpatrick, L. Mckenna, R and Wignell, L. 1999, Assessment and Placement Resource for the Literacy and
numeracy program, DEST, Commonwealth of Australia Assessment and Placement Resource for the Literacy
and Numeracy Program http://www.labyrinth.net.au/commet/assessresource.pdf and click publications to
access this document.
Activity 3.4
Access Fitzpatrick, Wignell and McKenna (1999). The Assessment and Placement resource for the literacy and
numeracy Program (refer to pp. 28 – 31).
Discuss the following points and take notes as necessary.

The sample assessment task – Writing on page 29 may elicit performance levels at 1 and 2 in writing
and reading and also part of numeracy performance at level 1.

This is an example of an integrated task. What are the advantages of using integrated tasks?
Disadvantages?

The task can be described as authentic to the situation. What is meant by this term?

Identify which parts of the form relate to particular levels. What are the advantages of using an
assessment task with the potential to elicit a range of performances at the initial stages of the
assessment?

The task does not define performance, but elicits it. How do performance context and assessment
context influence levels of performance? ( See page 30 of the Fitzpatrick, Wignell and McKenna
resource, and also refer to resource A in this section)

Look at the learner response to the assessment task (page 31). It refers to NYA (not yet achieved).
What does this term mean?
Note: unlike training package performance criteria, the performance features are a guide to the level, they do not
define the level. Therefore, not all of these features need to be elicited by the task for performance to be
achieved. They are to support assessors’ understanding of the level.
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Activity 3.5
Choose a task from the Precision Consultancy bank of assessment tasks: Precision Consultancy
Reflect on this task and consider:
What aspect does this task most strongly relate to?
Could the task elicit performance in more than one macroskill area?
Could the task elicit a number of macroskill levels? What factors (e.g. complexity of response; support/ time
required for completion; context would determine performance level? Refer to resource A when considering
these factors.
If the task was confidently completed by the learner, what further tasks could be used to establish the learner’s
performance level in the macro skill?
Compare your task with those of others in your group. Explain why it is located at the particular macroskill level
and Aspect. Discuss the questions above in relation to your task.
References
Fitzpatrick, L. Mckenna, R and Wignell, L. (1999). Assessment and Placement Resource for the Literacy and
numeracy program. DEST, Commonwealth of Australia Assessment and Placement Resource for the Literacy
and Numeracy Program http://www.labyrinth.net.au/commet/assessresource.pdf
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Topic 4 Provide effective advice on suitable program options
Topic Overview
This topic explores ways assessors and candidates negotiate a final agreement on placement and/or referral to
an appropriate LLN program.
This topic has 4 sections:

Provide feedback to the candidate on assessment outcomes emphasising strengths and positive
strategies

Apply knowledge of VET provision in discussions with candidate

Apply knowledge of options suiting the specific needs of the candidate

Provide feedback to the candidate on assessment outcomes emphasising strengths and positive
strategies
Feedback is an integral part of process and can provide learners with information about their individual
performance in the assessment process and can be a positive tool for training and career development.
Assessment processes focus on identifying achievements in responses to assessment tasks. Emphasis on what
learner can do in relation to their goals and the requirements of the course/ training. Gaps identified. Training
plan discussed
An important goal of the pre-training assessment process is to discuss with the candidate their strengths and to
focus on positive outcomes. The assessor can use the feedback provided to the candidate as a learning
opportunity. The learner will need to know their current skills and to identify any gaps between these skills and
those required to achieve vocational and educational goals.
It is therefore essential to allow plenty of time for discussion with the candidate and to ensure that the candidate
is confident to ask questions.
Apply knowledge of VET provision in discussions with candidate
The pre-training assessor is required to discuss the training programs that are available that will best meet the
learner’s needs. This will include identifying programs at appropriate skill levels that will provide training
pathways to meet achievable learner goals. The eligibility pre-requisites of a range of courses will also need to
be investigated to ensure that the candidate is referred to the most suitable program.
The pre-training assessment process is conducted within the context of an understanding of the range of LLN
training options that are available to each candidate. Assessors need to have comprehensive knowledge of:






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the range of accredited adult LLN course
program involving adult literacy and numeracy mentoring
vocational program with LLN components and/or LLN support
referral to other services to assist the candidate
referral to other RTOs offering more appropriate LLN courses or courses with a different focus
workplace LLN training options
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Apply knowledge of options suiting the specific needs of the candidate
Decisions about placement and referral into appropriate training must take into account the full scope of
information about the candidate gathered at interview. The needs and circumstances of the learner, including
awareness of any real or potential barriers to entry and successful participation are essential factors in
negotiating appropriate placement. Full and meaningful discussion of options is required.
Topic 4 Readings and Activities
Work your way through the following readings and activities.
Provide Feedback
Reading for Activity 4.1: Goal directed assessment
Goal Directed Assessment, 1998, Ministry for Education and Training Literacy and Basic skills Section, Ontario,
Canada pp 7 -14 www.edu.gov.on.ca/eng/training/literacy/goal/goal. Alternatively use search engine Google and
type in Goal Directed Assessment-Canada
Activity 4.1
Developing a training plan
Access the Individual Training Plan in Appendix 1, Goal Directed Assessment, pp 145-7. This is a LLN
training plan used for initial assessment of adults in Ontario, Canada. Discuss using the following points
as a guide:





What are the benefits of using a training plan at initial placement?
What do you consider to be the strengths/weaknesses of this training plan?
What educational values are reflected in this training plan?
Could it be adapted to LLN placement in Australian contexts? What would you change to suit a context
that you are familiar with?
Develop a training plan format which could be used in a particular context e.g. workplace training,
vocational language learning access education.
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Reading for Activity 4.2: Learner Profiles learners Suzanna and Deng
Suzanna is a 20-year old student from an Anglo-Saxon background who has vision impairment. She would like
to study Cert III in Disability Work but needs to improve her writing and numeracy before she can undertake the
course. She completed year 8 at school and has tried adult education previously, however, she did not like
having an aid to help her with her work. She says that the aid did not allow her to do her own work, so she
wants to try studying without an aide. She has enough vision to move around unaided and uses public transport.
She can read 18 point font and can read from the board if she is allowed to go up very close and look at it.
When studying a novel it would be necessary to get a large print version from Vision Australia. It is sometimes
possible to get a computer which enlarges the print or one which read the information that the teacher writes on
the board, but this technology is expensive and not always available.
Suzanna is a cheerful student who is eager to learn. She has done a little voluntary work in the disability area
which she enjoyed. She has a disability pension and lives with her mother.
Initial assessment:
Reading
ACSF 3
Writing
ACSF 3
Numeracy
ACSF 2
Oral Communication
ACSF 3
Learning Strategies
ACSF 3
David (Chinese name Deng) has been in Australia for 18 months. He has a wife who attends English classes at
the local neighbourhood centre and one young child. David has completed his 510 hours of English and is now
working in factory but needs to improve his language skills to get on in his work. In China, he completed nine
years of formal education before going to work in his family shop which sold household and kitchen items. He
has been working at the factory for 12 months, but his supervisor has suggested that he do some English
classes to help him with reading signs and completing work related forms. Eventually David would like to have
his own business or shop, but initially he needs to have enough English to allow him to progress in the factory.
David needs to improve all skill areas. His priority however is his pronunciation.
Initial assessment:
Reading
ACSF 2
Writing
ACSF 1
Numeracy
ACSF 2
Oral Communication
ACSF 1
Learning Strategies
ACSF 1
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Activity 4.2
Outline strategies you would use to explore placement options with each of the selected learners.
This should include:

Giving feedback about the learners’ LLN, (use the ascribed ACSF levels in the Learner Profile Resource
and ISLPR ratings if appropriate) in relation to their goals and other factors influencing their identities as
learners.

Providing information to the learner about their LLN which identifies what the learner has achieved and
the areas where further training is recommended in order to fulfil identified goals.

Opportunities for the learner to explore and respond to the feedback including, revisiting and clarifying
information as necessary.

Exploration of training options available which could meet the learner’s identified needs. If suitable
training is not available within the assessor’s organisation/area/workplace, referrals to external/further
provision should be discussed.
References
Goal Directed Assessment, 1998, Ministry for Education and Training Literacy and Basic skills Section, Ontario,
Canada pp 7 -14 www.edu.gov.on.ca/eng/training/literacy/goal/goal. Alternatively use search engine Google and
type in Goal Directed Assessment-Canada
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Topic 5 Report outcome of assessment
Topic Overview
This topic outlines post interview assessment processes. The function of these processes is to facilitate effective
communication of the information collected, to ensure that access to and storage of the information address
privacy and confidentiality issues.
To maximise the pre-training placement interview as an effective resource for ongoing use by other stakeholders,
thorough and appropriate documentation needs to be completed by the assessor. As well as recording levels
within a reporting or assessment framework, assessors need to document a mix of primary evidence (learner
responses to tasks) and secondary evidence (assessor comment on the conditions of performance and
assessment).
Assessors also need to report other information relevant to placement. Assessors need to be aware of the
different audiences for the initial assessment file and of the ethical and practical challenges assessors
sometimes face in completing documentation, In addition, in a funding environment where payment is often
based on outcomes, the recording and documentation of performance at initial assessment becomes crucial in
establishing evidence of a learner’s baseline performance against which further development can be measured.
This information may be used to evaluate programs.
This topic has two sections
 maintain records of assessment process, evidence collected and outcome according to policies and
procedures of the training organisation and funding body
 report outcomes of assessment process to relevant parties in required format and manner in line with
confidentially requirements.
Notes:
In order to complete the activities for this section, participants will need to access the:
1. Assessment and Placement Resource for the Literacy and Numeracy program
This resource was designed to be used within the framework of the NRS which has been superseded by the
ACSF. The materials are still appropriate and relevant to this topic. The following sections of the resource are
relevant and useful.
Assessment tasks cover sheet with guide questions p40.
 The completed assessment tasks coversheets for Rosie (page 48), and Quon (page 52)
 Interview form (page 58)
 Self assessment form (page 60)
 Reporting the assessment (page 45)
2. Precision Consultancy ACSF Assessment Resource
Maintain records of assessment process, evidence collected and outcome according to policies and procedures
of the training organization and/or funding body.
Reporting and documenting information
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The interview assessment can be an effective resource for ongoing use by other stakeholders if thorough and
appropriate documentation is completed by the assessor. Assessors need to be aware of the different audiences
for the initial assessment file and of the ethical and practical challenges assessors sometimes face in completing
documentation.
Creating and storing files
The information collected and recorded at placement interview enters the provider’s record keeping system.
Information in the file needs to be stored in such a way that relevant personnel can readily access the
information, the integrity of the file is maintained, and each learner’s personal details remain confidential and
secure.
Communicating relevant information
Information in the placement file is used to meet the needs of different audiences and purposes. At program
delivery level, this may include the LLN teachers and trainers delivering the designated program, and other
training professionals. Select data from the file is also used for broader long term planning of training provision at
state and national level. All providers in the VET sector are required to report particular information through the
AVETMISS system. In addition, there is an obligation to meet the particular reporting requirements of various
funding bodies.
Readings and Activities Topic 5
Reporting performance - Completing the task coversheets
Reading for Activity 5.1
Fitzpatrick, L McKenna, R and Wignell, L. (1999). Assessment and Placement Resource for the Literacy and
Numeracy program. DEST, Commonwealth of Australia Assessment and Placement Resource for the Literacy
and Numeracy Programme http://www.labyrinth.net.au/commet/assessresource.pdf and click publications to
access this document
Activity 5.1
Review the following document in Fitzpatrick, McKenna, and Wignell (1999). (See access details in reference
below.) The assessment task coversheets for Rosie and Quon (page 48 and 52) are used to report LLN
performance. The left hand column gives prompts for the assessor notes explaining the performance outcomes
identified (top left hand side). The assessor’s notes on performance and conditions of assessment are displayed
in the right hand column (blue writing).




Assuming the trainer/teacher has a good knowledge of the LLN benchmarking tool, why are the notes,
as opposed to simply the identified levels, still important to understanding learner performance?
Why is it important to note the conditions of assessment in the report?
For these learners, the interview has been treated as a holistic assessment task across the macroskills
and the notes are adequate for placement for these learners in this context. Describe situations where
more detailed notes addressing learner performance would be required eg. specific training contexts,
learners completing a range of reading, writing and numeracy tasks.
The LLN tool’s conditions of performance include identifying the level of support required, the familiarity
of the task. Are these conditions adequately identified in the notes?
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
What further documentation could be presented in the files of both learners to:
o provide further first hand evidence of performance? And
o help address the learner’s training needs?
OR
Alternative Activity 5.1
Review the documents identified in Fitzpatrick, McKenna, and Wignell (1999).
What changes, if any, could be made to the forms to more accurately reflect the needs of other training contexts?
Summarise your comments in note form.
Issues in completing documentation
Information about learner’s training goals, educational background and other factors related to future learning will
be documented in the learner file. Assessors using the ACSF have the opportunity to report this information
when completing a report on the learning strategies macroskill, however this may not be the case for other
frameworks. Assessors need to be mindful that the file is not only a receptacle of information but a
communication tool for a range of different audiences.
Reading for Activity 5.2 Guidelines for reporting and recording information:
The files of individual learners contain personal information which is sometimes of a sensitive nature. This
information may include:
 Personally identifying details – addresses phone numbers, family contacts etc
 Completed tasks and comments on LLN performance, including located levels in the NRS/ ASCF,
ISLPR ratings
 Training plan
 Details of placement destination
The audience for the information
The provider
The provider will need information about learners so that effective programs can be planned for and delivered. All
providers will rely on filed information in the file to enter AVETMISS data. See A4.3
The funding body
The funding body will have specific reporting requirements which will draw on the information in the file.
Government funding of LLN provision in the VET sector is contingent upon meeting particular reporting
requirements. The requirements vary according to the various funding profiles, however all requirements must be
AQTF compliant. See A4.3
Other non LLN professionals
This may include Non LLN vocational trainers, support workers such as counsellors, agency representatives
such as Centrelink personnel. In these cases, direct access to the file will not be appropriate, however, the
assessor may need to communicate relevant information contained in the file.
Learner /assessor collaboration
Information in the file will have been collected during the interview in collaboration with the learner. It follows that
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information should be recorded with learner’s knowledge and agreement. Learners may contribute directly to
building the written record of file information through recording their personal details, completing written
assessment tasks, and providing other documentation for photocopying. They also contribute to the written
record through oral exchanges with the assessor by providing information, reflecting on their learning
background, preferences and goals The assessor contributes directly to the written record through descriptions
of LLN performance, and other information from the oral exchange relevant to placement and learning, such as
information about learning barriers and goals. This information will rarely be recorded verbatim from the learner
(unless it is the recording of basic details) and will usually be the product of the assessor’s professional
interpretation.
Recording and checking
It is useful for assessors to check all information with learners as it is recorded during the interview process and
to revisit this information as appropriate during the closing stages of the interview. This allows for learners and
assessors to clarify or elaborate on information as the file is being constructed. Learners are supported in
reflecting on their own learning and in the awareness of factors influencing their training needs. It also means
that learners have an opportunity to affirm the accuracy of the information and assessors can be assured that
they have collected and recorded information with the consent of the learner.
It is important that assessors inform learners of the way that the information will be used, including who will have
access to this information.
Flexibility and timing
Assessors may find that a mix of recording information during the interview process and completing a more
thorough write up at completion of the interview results in the most effective documentation, balancing the need
for accuracy with the need for reflection and judgement.
Some assessors have strong views that note taking sabotages the collaborative nature of the interview as it is
unduly cumbersome, creating a barrier between the assessor and the learner which is detrimental to the
assessment process. Some interview situations mean that it is difficult or inappropriate for assessor notes to be
taken during the interview or for only minimal notes to be taken. In these situations the assessor needs to make
notes as soon as possible after the interview and to let the learner know that they can access the written record
and discuss the placement and training plan at a follow up meeting when the learner feels comfortable with the
process.
Reporting LLN levels
Competency based assessments focus on learners’ achievements – what the learners can do as identified
through the assessment tool. This creates a positive perspective from which to report the assessment to all
parties and to discuss and identify further training needs.
Using pro formas
Most providers have pro formas which allow for information to be set down consistently and which prompt
assessors to include relevant details. The assessment kit will contain not only tasks but have provision for
learner responses and assessor notes on performance. There should also be space within the forms for
assessors to make notes about individual responses to the assessment tasks which explain the rating given.
This is particularly important when considering the assessment context, the level of support required, the time
taken and any other observations about the way the learner has completed the tasks such as their degree of
confidence, their strategies for self checking organising and completing the task. It is important that these factors
are documented so that those not present at the interview can understand the judgements made by the
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assessor.
Some examples of pro formas can be found in:
 Fitzpatrick, McKenna, and Wignell (1999) resource (see reference section of A4.1),
 Assessment task cover sheet ( page 40)
 Interview form ( page 58)
 Self assessment form (page 60)
Although these have been developed for reporting NRS performance for the DEST funded LLN Programme, they
are examples of good practice which could be adapted to other assessment contexts.
Use the preceding guidelines for recording information. Now read and respond to the following activities:
Scenario 1
During the course of an interview with ‘John,’ you discuss his education and training history. He discloses that his
study has been intermittent because of mental health issues for which he must take daily medication. When you
revisit the information with him towards the end of the interview, he asks you not to record his illness or
medication details as he believes others have judged him unfairly in the past because of his illness.
Outline your response to his request.
Scenario 2
‘Jill’ has been sent by Centrelink for assessment regarding suitability for an LLN training program. She has had a
negative educational experience in the past and is suspicious of those she regards as authority figures. You
have worked very hard to establish rapport in the early phase of the interview. She is reluctant to complete any
written assessment tasks, but in discussion with her, you are gaining a good picture of her skills through carefully
supporting her self assessment. This leaves little time to record information and you are afraid that you will lose
her engagement if you stop to write notes.
Write down the strategies you would use to maintain the positive connection yet not “lose” the valuable
information that she is communicating?
References
Fitzpatrick, L McKenna, R and Wignell, L. (1999). Assessment and Placement Resource for the Literacy and
Numeracy program. DEST, Commonwealth of Australia Assessment and Placement Resource for the Literacy
and Numeracy Programme http://www.labyrinth.net.au/commet/assessresource.pdf and click publications to
access this document.
Creating and storing files
Information in the file needs to be stored in such a way that relevant personnel can readily access the
information, the integrity of the file is maintained, and each learner’s personal details remain confidential and
secure. AQTF guidelines stipulate responsibilities for meeting access, confidentiality and privacy requirements.
For this reason, you may need to return to resources related to the AQTF which were accessed in the topic
‘Approaches to Assessment.’
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Reading for Activity 5.3 The National Privacy Principle
National Privacy Principle (NPP)4.1provides that an organisation must take reasonable steps to protect the
personal information it holds from misuse and loss and from unauthorised access, modification or disclosure.
Data security is an important way of ensuring that personal information is only used for permissible purposes. In
general, personal information should be treated as confidential and sensitive information as highly confidential.
The key to effective compliance with NPP is developing an organisational culture that respects privacy.
Organisations need to ensure that management and staff have a good understanding of their responsibilities in
protecting personal information from misuse, loss, corruption or disclosure
Activity 5.3
Discuss with your Line Manager the guidelines for storage and access of learner files at your place of work or
work placement setting. You should make notes about:
 Guidelines for personnel accessing the files
 Storage of hardcopy data
 Storage of and access to electronic data
 The rights of the learner
Report outcomes of assessment process to relevant parties in required format
and manner and in line with confidentiality requirements.
It is important for assessors to be aware that information in the file may be collected not only for those directly
involved in the LLN placement but for a range of other purposes. Quite specific data is required for the
AVETMISS system and for various other funding bodies. In addition, the file may be accessed directly by other
relevant LLN deliverers, and may be used to support communication of information to non LLN professionals.
Reading 1 for Activity 5.4 AVETMISSP: The Standard for VET Providers
All RTOs in the VET sector are required to collect and report specific data about students and enrolments as part
of their obligations under the AQTF. This data is non identifying. The data provided must conform to the
Australian Vocational Education and Training Management Information and Statistical Standard (AVETMISS)
and is reported to the relevant state or territory training authority in which the RTO operates. AVETMISS, “
ensures accurate and consistent vocational education and training (VET) measurements by providing a common
language for the collection of data on training delivery. It enables comparison and analysis at all levels of the
training system, nationally and within each state and territory. AVETMISS data must be submitted annually.” See
Training .com below
”The Standard for VET Providers offers a nationally consistent standard for the collection, reporting and analysis
of publicly funded vocational education and training information throughout Australia. It forms part of the
Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS). The
standards have been developed and refined over a number of years through consultations with major
stakeholders. The current set of standards was developed in accordance with the National VET Statistical
Implementation Strategy. Data collections made under the standards will be used as the basis for reporting the
key performance measures for the VET sector which were developed by the Performance Review Committee of
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the ANTA Board. Both the National VET Statistical Information Strategy and the new key performance measures
have been endorsed by the ANTA Ministerial Council.” (See NCVER link below)
AVETMISS includes details about the enrolling students such as their age and gender and information about the
courses that they are enrolled in.
“The information gathered is used at a national, state and territory level to:
 develop a picture of the vocational education and training sector in Australia
 inform policy decisions
 enable reporting of what has been achieved with public funds”
 assist future planning.
Each state or territory has different reporting requirements because:
 they may collect supplementary data along with AVETMISS information
 they may use different software programs or formats.
AVETMISS: The standard for VET Providers gives comprehensive support to providers required to submit
AVETMISS data and is available online. Further information can be found at:
http://www.ncver.edu.au/vetstandard/publications/872.html#Summary_information
http://www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/a qtf/reporting.htm
www.training.com.au/portal/site/public/menuitem.4fe93908f3097880f9fa5a1017a62dbc
Reading 2 for Activity 5.3 Programs with specific reporting requirements
Particular reporting requirements are required by specific programs and Funding bodies, such as the LLNP and
WELL
1. The DEEWR Language Literacy and Numeracy Programme LLNP
Language, Literacy and Numeracy Program
Reporting requirements
The LLNP programme requires providers to report information to DEST about participants’ LLN on a periodic
basis, using the National Reporting System to report the achievements of learners. This information is used to:
•
•
report on outcomes from the Literacy and Numeracy Training programme; and
evaluate the cost effectiveness of the Literacy and Numeracy Training programme
The placement interview provides baseline data in of the learners’ performance in reading, writing, speaking and
listening numeracy and learning strategies. Individual learners (jobseekers) are identified and their progress is
then tracked throughout the training period. Data is submitted electronically and is protected by a high level of
security and restricted access.
Because accurate reporting of learner performance is crucial to this process, learner files must be available for
verification of reported levels of LLN achievement for each round of training. Therefore evidence of performance,
including assessment tasks, responses and assessor notes on performance, must be available in the learner file
for the verification process.
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The workplace English language and literacy programme (WELL)
Workplace English Language and Literacy Program
WELL also uses the ACSF to report the achievements of learners, but has different reporting requirements.
Learner files in the WELL programme are also subject to independent verification. The following information is
taken from the WELL website:
WELL The guidelines for reporting on the WELL programme stipulate that individual ACSF reports on each
worker are not required. What the funding body (Department of Education, Science and Training) wants is an
aggregated report from each WELL-funded project about the ACSF outcomes achieved within that project. This
means that the language and literacy outcomes for all participants within a project must be combined to create
aggregated data.
In other words, they want to know what language, literacy and numeracy outcomes were achieved by the
workers who participated in WELL training. To establish aggregated outcomes, you will obviously have to track
individual progress. Depending on the structure of your programme this may be fairly straightforward or it could
be quite complex. The important point is that outcomes for all workers trained within the programme must be
recorded and form part of the aggregated data recorded on the WELL report. Outcomes are required for every
participant.
Additional information such as improvements in participation in workplace training, participation in workplace
teams and meetings, and improvements in job flexibility and promotion are also part of the reporting process.
If you have a programme that focuses on supporting the carrying out of a fixed set of workplace tasks and roles,
for example oral skills for housekeeping staff, then your ACSF report will reflect the aggregate achievement of
the staff in developing such skills. You will have to map the skills against the ACSF but not report on the other
skill levels of the staff.
If, however, the programme is more individually focused, for example a group of production staff with different
levels of responsibility and work tasks, you will have to develop individual programmes. Your report on the
language, literacy and numeracy outcomes will probably be across a wider range of levels, a wider range of
aspects and a wider range of indicators of competence.
Activity 5.4
What influence do you think the reporting requirements of various programs would have on your record keeping?
If you have had experience delivering programmes with different funding profiles (eg. LLNP, WELL) reflect on
this experience and list the positives and negatives of reporting within this program.
Interpreting results for other professionals
It is important for assessors to be aware that information in the file may be needed by non-LLN training
personnel who may not be familiar with LLN assessment tools and frameworks. Such personnel may include
vocational trainers, support workers, counsellors and others.
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Reading for Activity 5.5 Case studies of Boris and Len
Len is employed in a transport and distribution company. He left school early and has been working in the
industry for many years. He is a native speaker of English but his reading and writing skills are extremely limited.
The company is aware of the language difficulties of some of its employees and wants to ensure that they all get
their forklift licences. Because of the communication skills required in the Evidence Guide of the Competency
Standard ‘Operate a Forklift’, they have to ensure the language of the training program is accessible to the
employees. The vocational trainer and the language trainer from the local TAFE Institute meet to plan the
program. The language teacher conducts individual language assessments before the course starts to
find out about any communications problems. They reassure employees of the confidential nature of this
process. Each week the two teachers meet before the lesson to plan the material they will deliver to the class.
This involves some rewriting of the training materials.
Boris is a process worker at a polymer product manufacturing company. The company is in the process of
developing a training program for its employees. Most of the employees undertaking the Unit Maintain and
Organise Workplace Records have been in Australia for 20 years or more and have incomplete secondary
schooling in their own country. The communication skills/language teacher assesses them before starting
the training to ascertain their levels of English, particularly their reading and writing skills. She then
designs the training, taking account of their language needs as well as the competencies of the Maintain and
Organise Workplace Records Unit. The training is customised to the particular language needs of this group of
employees using the documents required in this workplace. At the end of the Unit, the employees are assessed
against the Performance Criteria
Activity 5.5
The audience for this text are trainers who are not LLN experts, however it provides an understanding of the way
LLN and non LLN professionals can work together to deliver training which meets the needs of individual
learners and an insight into what the vocational trainer can expect from the LLN professional.
Consider the following scenario: You have provided LLN assessments for Boris and Len at the request of their
workplace trainers. Now you need to communicate the results of the assessments. How will this be different from
the way you communicate this information to an LLN teacher? Consider this in terms of the goals of training, the
way the information about the assessment is communicated, and the specific purpose of the assessment.
Consider other professionals for whom results may need to be interpreted. Where possible, draw on your own
professional experience in your response.


What are the issues which may arise? For example, consider the clarity of the information, danger of
misinformation, confidentiality requirements
Should formalised guidelines be implemented to ensure the safe and effective communication of this
information? If so, suggest advice to new LLN practitioners.
References
Goal Directed Assessment, (1998). Ministry for Education and Training Literacy and Basic skills Section, Ontario,
Canada pp 7 -14 www.edu.gov.on.ca/eng/training/literacy/goal/goal Alternatively use search engine Google and
type in Goal Directed Assessment-Canada
Fitzpatrick, L McKenna, R and Wignell, L. (1999). Assessment and Placement Resource for the Literacy and
Numeracy program. DEST, Commonwealth of Australia Assessment and Placement Resource for the Literacy
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and Numeracy Programme http://www.labyrinth.net.au/commet/assessresource.pdf click publications to
access this document
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Topic 6 Evaluate the process
Topic Overview
The concept of continuous improvement has been widely adapted to processes of assessment in the VET
sector. While much of the focus has been on summative and formative assessment processes, the principles
and processes associated with this concept can also be applied to the initial placement and is relevant to both
accredited course and vocational training contexts.
In addition accredited courses such as the CGEA have well established review and moderation processes which
are directly relevant to initial placement assessment. This section describes established processes for review of
placement, including collecting feedback about the placement and engaging in moderation and validation
processes.
There are two sections to this Topic:


Collect feedback on the pre-training assessment process from relevant parties.
Improving assessment processes in response to evaluation.
The initial placement process can be said to be under continuous review. The first and most direct way of
checking that the assessment and placement process is working well is to see that it is fulfilling its function in
placing learners in appropriate programs which are meeting their needs and from which they are deriving benefit.
Where possible, this may be done informally through checks with the receiving trainer/tutor and the learner in the
early weeks of placement. In some cases, for example where the learner’s needs are difficult to meet or where it
is difficult to ascertain performance levels at interview, this needs to be followed up more formally.
Towards the end of the training cycle is another point at which the placement process can be checked.
Establishing good communication links with trainers and tutors is vital to this process.
Readings and Activities for Topic 6
Activity 6.1
Feedback about placement in different settings
Because of the wide variety of LLN delivery settings – from neighbourhood houses with one or two teachers, to
large further education environments with many staff members, or workplace environments with integrated LLN –
the process for gaining feedback needs to be flexible.
List some methods of getting quality feedback about placement in a range of LLN settings. Where
possible, draw on your own experiences in LLN settings.
Early checks on placement
Look at the following scenario: ‘James’ had difficulty in participating in the initial interview, was distracted and
somewhat unresponsive. He was able to complete the enrolment form independently but was reluctant to
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engage in any further activities. Most of his oral responses were monosyllabic although he did tell you that he
enjoyed maths at school. You are unsure about appropriate placement and have placed him conservatively in a
lower level literacy class.
What will you do to ensure that his receiving teachers are aware that there is a placement issue?
How will you follow up on the placement?
How will you find out if the placement is appropriate?
Activity 6.2
Collecting information about the placement
Respond to the following questions:
What are some possible problems related to the placement process? Problems could relate to:





interview processes
assessment tasks
understanding of performance in relation to assessment tools
failure to understand the needs of the learner in a more holistic way.
practical considerations related to location, timing, personal circumstances, record keeping?
Suggest other potential problem areas.
Problems may be reflected in the learner’s engagement in training.
End of course review is also an essential point at which to collect feedback about the placement.
What questions would you ask of teachers, trainers and learners to ascertain that the placement process was
effective?
Devise a short questionnaire for learners or teachers/trainers which could be used to collect this information.
What changes would you make in response to this feedback?
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Assessment validation
Reading for Activity 6.3 AQTF Assessment Validation Standards
AQTF Standards
http://www.ddaedustandards.info/index.php
Activity 6.3
What is assessment validation?
What obligation is there for RTOs to conduct validation as part of AQTF Guidelines?
How does validation contribute to pre-training assessment evaluation processes?
Review your assessment tool kit with a nominated mentor eg. A supervising teacher at placement.
Note comments and suggestions for changes in processes you used and or changes to tasks. In collaboration
with your supervisor make any changes to the assessment tool kit that you decide are necessary.
References
Booth, R., Clayton, B., House, R & Roy, S., (2002). Maximising confidence in assessment decision-making:
Resource kit for assessors. Report, NCVAC.
Fitzpatrick, L McKenna, R and Wignell, L, (1999). Assessment and Placement Resource for the Literacy and
Numeracy program. DEST, Commonwealth of Australia CGEA home page.
http://www.staff.vu.edu.au/cgea/principles.html from Teaching 4 Learning CDU
http://learnline.cdu.edu.au/t4/teachinglearning/assessment.html
http://www.vetinfonet.det.wa.edu.au/progDev/resources.aspx?menu+4&menultem+4#Contl
Rowntree, D., (1991). Assessing Students: How shall we know them? New York, Nichols
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Useful hyperlinks
Australian Core Skills Framework
ACSF
ISLPR
International Second Language Proficiency Ratings (ISLPR®)
AQTF (Home Page)
AQTF (Standards)
Precision Consultancy
DEEWR
DEEWR Assessment Guidelines
NTIS
Built in not bolted on (ANTA publication revised edition 2000)
‘Built in not bolted on’ Wignall, L
http://www.voced.edu.au/td/tnc_82.462
VET funding table
LiteracyNet
WELL
Workplace English Language and Literacy Program (WELL)
Language, Literacy and Numeracy Program
LLNP
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Appendix
Sample Placement Test
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