Topic A1: Approaches to assessment............................................................................................. 1
Handout 1: Views of assessment................................................................................................ 2
Handout 2 Locating initial assessment within the learning cycle ................................................. 3
Handout 3 Rowntree’s five questions for assessors................................................................... 4
Handout 4 Initial assessment and the tasks of the assessor....................................................... 5
Handout5 Describinglanguage,literacyandnumeracy.............................................................6
Handout6: AnoverviewoftheAustralianresultsfromtheInternationalAdultLiteracySurvey...8
Handout 7: Factors in an adult learner’s background that may affect learning .......................... 11
Handout 8: Linking learning and lives ....................................................................................... 13
Handout 9: VAK: Visual, auditory and kinaesthetic learning styles............................................ 14
Handout 6 Principles of adult learning ..................................................................................... 15
Handout 11 Assessmentbasedonadultlearning principles...................................................16
Handout 12 Provision of LLN Program funding........................................................................ 17
Handout 13: Where and how is adult English language, literacy and numeracy provision delivered?.................................................................................................................................. 19
Handout14 CompetencyBasedTrainingandAssessmentpractices.......................................20
Handout 15: AQTF standards and assessment of LLN in VET ................................................. 22
Handout 16: Further legislative guidelines relevant to initial assessment and placement.......... 23
Resource A:QuotefromMcKenna............................................................................................25
Resource B: Further information about Language, Literacy and Numeracy Provision............... 26
Resource C: That first interview-literacy assessment, mutual obligation and performativity ...... 27
Topic A2:Identifying LLN needs using assessmentframeworks...................................................28
Handout 17 An introduction to the AALF/Revised NRS ............................................................ 29
Handout 18 Introducing the ISLPR ........................................................................................... 31
Handout 19 An interpretative summary of the ISLPR descriptors ............................................. 32
Handout 20 ISLPR and other language assessment systems .................................................. 34
Handout 21 Principles of assessment-valid, reliable, flexible, fair ............................................ 36
Resource D: ESL Framework course structure in relation to ISLPR ......................................... 39
Resource E: NRS Principles of assessment.............................................................................40
Topic A3 Conducting assessment: the interview ........................................................................... 41
Handout 22 Interview practices and assessment...................................................................... 42
Handout23 Nonformal,semiformalandformalassessmentandinterviewpractices..............43 Handout 24
Preparing for the interview .................................................................................... 46 Handout25
Stagesintheinterviewprocess.............................................................................48 Handout 26A
Recognition of prior learning .............................................................................. 50 Handout 26
Supporting self assessment .................................................................................. 51 Handout 27
Developing positive dialogue in the learner/assessor relationship ......................... 55 Handout 28
Challenges for the assessor during the interview .................................................. 58 Resource G
LEARNING STRATEGIES GUIDE FOR PRE TRAINING ASSESSMENTS .............................. 60
Topic A4 Record, report, review...................................................................................................61
Handout29 Guidelinesforreportingandrecordinginformation................................................62 Handout
30 AVETMISS: The Standard for VET Providers........................................................ 65 Handout31
Programswithspecificreportingrequirements......................................................66 Handout 32
Moderation as part of the evaluation process ....................................................... 68 Handout 33
Checklist for moderation of assessment activities and processes ......................... 70 Handout34
ModerationAssessmentGlossary.........................................................................71 Resource H (OHP)
The national privacy principle.................................................................... 72 Resource I
Communicating with other professionals: case studies........................................... 73

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 Maximising Confidence in Assessment Decision
Making , NCVER
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 in Goal directed Assessment, Literacy, Canada
•
•
•
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 in Goal Directed Assessment , Literacy, Canada
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
Austin, Banta, Cross et al, Centre for teaching learning and assessment, Indiana University
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 life long learners
Jay Derrick, Making the grade: assessment and achievement in adult literacy, numeracy and language, Testing, Testing, 2004 NIACE

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 proced ures used to gather of 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.” Assessment a practical guide DEET
While some contexts place more emphasis on one or the other of these forms of initial assessment, they are often blended into an holistic assessment process.
. e) assessment is the in their learning. It is called formative assessment since it he lps st ud en t s for m the knowledge, skills and understanding that will eventually be needed to demonstrate competence. Assessment a
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

Watts (1996, p 8 ) cites the work of Rowntree [Rowntree D,1991, Assessing Students: How shall we know them? New York, Nichols] 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 design and delivery of appropriate learning in relation to the learner ’s needs and goals
The education and training provider plan resources and programs to meet learning and training needs
The funding bodies supporting provision allocate appropriate resources to develop the skills of learners for work or further training

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 appropriate to the assessment framework frameworks . Develop the assessment tasks 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

Assessment is shaped by its relationship to learning so it is important to describe what is meant by adult language, literacy and numeracy learning in order to understand its assessment. There is a considerable amount of overlap between these three terms and interpretation of what each means.
This Handout presents a summary of current perceptions of LLN. Participants are encouraged to draw their own understanding of these terms by engaging in the recommended reading. The Krudenier article is a useful text for discussing literacy and its definitions in relation to assessment. For more comprehensive descriptions of literacy and numeracy particularly as they relate to the Australian political and social context, see the work of Falk and Millar (2001)and Lonsdale and Curry (2004), referred to in the pre and key reading for this section.
Language development refers to the ability to produce understandable written and oral text, and to understand written and oral text. Within the LLN professional field, language often refers to the development of these skills in relation to speakers of English as a second language. A common practice is to the focus on the oral components of these skills, however, the wider definition still holds.
There is no single fixed view of literacy: definitions vary, are evolving and are contested through time..
The trend is to see the term “literacy” embracing ever more broad and diverse definitions. We speak of computer literacy, financial literacy, critical literacy and many other forms of literacy. (See NYRB/C/D for further definitions of literacy). Clearly, language and literacy are related but not interchangeable terms.
Literacy practices are the application of skills used in a given situation and for a particular purpose.
Whether or not agreement is reached about whether specific areas of learning can be considered to be literacies, the role of context is central to defining literacy. In terms of LLN provision, literacy is the ability to practice reading, writing, speaking and listening in specific contexts which may require specific literacy practices. For example, reading a novel for pleasure and reading a job sheet for work are specific literacy contexts which involve different reading skills and strategies. A specific literacy context, such as interpreting a diagram explaining construction of a bookshelf may draw on both language and numeracy learning.
Numeracy encompasses skills in being able to read, write and manipulate numbers. It parallels literacy in that the application of these skills to particular contexts and for particular purposes is essential to its definition. Most definitions of literacy embrace numeracy, and numeracy and literacy are inseparable in many learning contexts, for example reading instructions for assembling a bookshelf. (See NYRC for a more comprehensive description of numeracy)
• Language, assessment involves assessment of the learners’ writing, reading, listening and speaking from the perspective of ESL learners and their needs.
• Literacy assessment involves assessment of the learners’ writing, reading, listening and speaking as they apply to the demands of different settings and contexts
• Numeracy assessment involves assessment of learners’ ability to read, write and manipulate numbers within particular contexts and for particular purposes.
Language, literacy and numeracy assessment involves the assessment of reading, writing, speaking and listening practices as they apply to specific contexts and purposes. This may include skills from other literacies such as numeracy ( e.g. interpreting charts and graphs), and critical thinking.

Language, literacy and numeracy as part of a learning continuum
It should not be assumed that the terms literacy and numeracy refer to basic levels of skill development only. Being literate was once narrowly viewed as having acquired basic functions in written language: the ability to decode words and sentences and the ability to produce understandable words and sentences. This view has been refined to describe being literate and numerate as it relates to specific contexts and purposes. For example, literacy for specific types of employment, for specific types of training , for university study , for undertaking civic and community responsibilities. Language, literacy and numeracy learning is a continuum, building from basic to complex levels.
An important part of initial assessment is to broadly identify learners’ skills in relation to this continuum, so that appropriate assessment tools can be used when identifying specific skill areas.
Appropriate assessment tools will also be designed to learning contexts: the experience of the learner, their needs and goals; the requirements of the learning organisation.
Katrina Lyle, 2007

The International Adult Literacy Survey (IALS), referred to in Australia as the Survey of Aspects of Literacy
(SAL), was undertaken in 1996.
According to the IALS data, approximately 47% (over 6 million) Australian adults don’t have adequate literacy skills to cope with the demands of everyday life and work. In other words, they have literacy skills at levels 1 and 2 on the IALS. This is true for the three literacy scales—prose, document and quantitative.
• Prose literacy —the knowledge and skills needed to understand and use information from texts including editorials, news stories, brochures and instruction manuals
•
Document literacy
– the knowledge and skills required to locate and use information contained in various formats, including job applications, payroll forms, transportation schedules, maps, tables and charts
• Quantitative literacy – the knowledge and skills required to apply arithmetic operations, either alone or sequentially, to numbers embedded in printed materials. For example, balancing a cheque book, figuring out the GST, completing an order form or determining the amount of interest on a loan from an advertisement (OECD and Statistics Canada 2000: x).
As can be seen in the table below, Australia has a similar distribution of skills across the three literacy scales.
Table: Number and proportion of the Australian population at each skill level
Skill level
Level 1
Level 2
Level 3
Level 4
Level 5
Total
Prose scale
‘000
%
2 607.4
3 631.9
4 668.9
2 052.7
259.9
13 220.8
19.7
27.5
35.3
15.5
2.0
100.0
Document scale
‘000
%
2 580.3
3 738.3
4 774.2
1 880.8
247.2
13 220.8
19.5
28.3
36.1
14.2
1.9
100.0
Quantitative scale
‘000
%
2 531.8
3 590.8
4 764.0
2 011.9
322.3
13 220.8
19.2
27.2
36.0
15.2
2.4
100.0
(McLennan. 1997:3)
The results showed:
• a strong relationship between English literacy skill level and English as the first language
• those who spoke a language other than English and arrived in Australia after the age of 16 were significantly more likely to have lower levels of literacy.

The results showed:
• educational attainment was strongly linked to literacy performance. In general, greater proportions of people with high literacy skill levels had high educational attainment
• those with vocational qualifications have skill levels similar to those who are still at school but lower than those who have completed school
• of people who have completed school, those in the 55+ age group tended to have lower skill levels.
The results showed:
• younger people tended to have higher levels of literacy than older people
• the proportion of people at level 1 increased significantly with age, especially for those whose first language was not English.
The results showed:
• a higher proportions of females than males at high levels of prose literacy for all ages except 55-74 years
• on the quantitative scale, the proportion of males with level 4/5 skills was larger than that of females
• the proportion of older females at level 1 on the quantitative scale was markedly greater than that of older males
• older males (45 +) tended to have better document skills than older females.
The results showed:
• a clear relationship between literacy skill level and labour force status, with employed people being less likely to be at level 1 than unemployed people
• a clear relationship between literacy skill level and income.
Of the Indigenous population, approximately one quarter were not surveyed as they lived in remote areas. Of the others, approx 98% spoke English as their first language. They had significantly lower literacy levels compared with other adults who spoke English as their first language.
The survey also compared respondents self-perception of their literacy skills with their assessed skills. It was found that almost all (92%) of those who rated their reading skills for the needs of daily life as poor were at the lowest level on the prose scale.
However, of those who rated their reading skills for the needs of daily life as excellent, 28% were at levels 1 and 2 on the prose scale.

Of those who rated their basic maths skills for life as poor, 79 % were at level 1 on the quantitative scale, and 15 % at level 2. Of those who rated their basic maths skills as excellent, 23 % were at levels 1 and 2 on the quantitative scale.
The study also found considerable differences between the literacy levels of those in different states and territories. For example, Tasmania had the lowest proportion of people at levels 4/5. New South Wales and
Victoria had the highest proportion of people at level 1 on all scales.

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 back ground. 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 with a wide variety of education background. 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, this has implications for administration and classroom management.
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 affects 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.
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.
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.

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.
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).
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 informat ion 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.

NYRA Conduct initial assessment for placement within an adult English language, literacy and numeracy program
NYRA Handouts and resources 13

NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
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.

NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
The following points summarise many of the characteristics of adult learners identified by Malcolm Knowles and others:
• Adults are autonomous and self directed. They need to be free to direct themselves. Adults should be actively involved in the learning process and their teachers’ role is to facilitate this process. The active participation of learners should be encouraged in designing and implementing new educational programs.
• Adults have accumulated a foundation of life experiences and knowledge that may include work related activities, family responsibilities, and previous education. They need to connect this knowledge experience base to their learning. Teachers should recogni se the value of using learners’ experience as a resource, drawing out knowledge relevant to particular topics.
• Adults are goal oriented. Learners need to see how a particular class will help them attain their goals they need the opportunity to explore and discuss where they are in their learning, where they would like to be and what stops them from getting there.
• Adults are relevancy oriented. They must see a reason for learning something. Learning has most value to adults when it is applicable to their work or other responsibilities. Objectives for participation should be identified before a course begins. For many learners, it is particularly important to relate theories and concepts to familiar settings and experience. Most adults learn best if the knowledge skills an d strategies to be acquired are linked to real life contexts that mirror their own circumstances or a illustrate a reality that they would like to know.
• Adult learners expect to have a high degree of influence on what they are to be educated for, how they are to be educated how their learning will be evaluated.
Adapted from Stephen Lieb’s
Adults as Learners and The Oxford Centre for staff and learning development
NYRA Handouts and resources 15

NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
Kruidenier cites the work of Kasworm and Marienau who identify five key principles for assessment derived from commonly held premises about adult learning p97:
• Assessment recognises that adults come to literacy instruction with a wide variety of experiences and an extensive knowledge base and that what they learn will be applied to specific situations.
• In addition to the need to improve their literacy abilities, adults also have affective needs and should be involved in the assessment process, through for example, self assessment and the sharing of assessment results.
•
•
Giving adults feedback promotes learning.
Assessment should take into account and use adults’ involvement in work family and community.
• Adults’ prior experienced based learning gives them the knowledge to participate in the design of assessment programs and to be actively involved in their own assessment ( through the use of procedures such as self assessment.)
1 See discussion of Kasworm and Marienau in Krudenier, J,
Literacy Assessment in Adult Basic Education p 97, The
Annual Review of Adult learning and literacy, Volume 3, 2002, National Centre for Adult Learning and literacy, John Wiley and sons
NYRA Handouts and resources 16

NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
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 recidivi sm 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 o f social policy goals articulated by vocational education a and training systems.’ (McKenna 1998)
LLN Provision in VET 2003
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. The program has a budget of approximately $12.4 million. The WELL program requires providers to be RTOs and compliant with the
AQTF.
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. $ 40.7 million was allocated in 2003-04 to assist approximately 18,000 participants. 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. Around six million hours of adult English language tuition are provided each year from a budget of approximately $92 million.
NYRA Handouts and resources 17

NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
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 communitybased 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.
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.
NYRA Handouts and resources 18

NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
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 the range
One to one of
Class/ possible group delivery.
Online
TAFE
Institute
– in general education course
Accr edite d
Nonaccre dited
NYRA
Distance ed.
– print based & Handouts and resources 19 phone support
Blended learning
– face to face & online &/ or distance
Other
TAFE
Institute
– in vocational course
Ac cre dite d
Nonaccre dited
Ac cre dite d
Workplace
Communit y house or centre with education program
Nonaccre dited
Ac cre dite d
Nonaccre dited
Commun i ty house or centre social or welfare focus
No
Ac cre dite nacc d red ited
Library
Accr edite d
Private training organisation
No nacc red ited
Ac cre dite d
Nonaccre dited
Correctional institution
Acc redi ted
Nonaccr edite d
School Home
Acc redi ted
Non accr edit ed
Acc redi ted
No nacc red ited

NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
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 competenc y 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 P4
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. See also: NYRC
Program Development and Design, Handout 1 An Overview: Competency Based Training
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
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•
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
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• Making a judgement about whether the performance has been met.
Identification of LLN Performance and adult learning principles:
There is debate among LLN practitioners about asses sing 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 Resource C). 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.
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The following AQTF standards are relevant to assessment of LLN in VET:
•
Standard 6, (6.1, 6.3 iv, v) which relates to Access and Equity issues regarding the right of learners to access appropriate support for their LLN needs.. Other legislation which supports this is embodied in the Human rights and Equal opportunity Act.
• Standard 7, (7.2, 7.3, 7.4 )which describes the minimum necessary competencies required of assessors and trainers in understanding the LLN requirements of training packages or accredited courses i.e. the current TAA40104 Certificate IV in Training and Assessment.
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Standard 8, (8.1 iv, viii) which relates to the application of fairness to assessment methodology, tasks and practice.
• Standard 9, ( 9.2, 9.3) which relates to the responsibilities of RTOs in implementing appropriate learning and assessment strategies to meet the needs of learners. This includes: Documentation of assessment processes used
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Identification of particular LLN learning needs in relation to workplace demands or to particular training modules
• Development of assessment materials which can meet the needs of a diverse range of learners.
The revised AQTF can be downloaded at www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/aqtf/default . or go to: AQTF 2007 Users'Guide to the Essential Standards for Registration
###
DEST has developed a set of publications called 'Working with Diversity'to assist RTOs in providing quality services to all learners, and to meet access and equity obligations under the AQTF. The resources outline some of the key issues to consider when working with different client groups and explain such concepts as equity, diversity, cultural appropriateness and reasonable adjustment.
• “Working with Diversity: Quality Training for People With a Disability” http://www.dest.gov.au/sectors/training_skills/publications_resources/profiles/anta/profile/working_diver sity_quality_training_people_with_a_disability.htm (See alternative access route below)
• Error! Hyperlink reference not valid. http://www.dest.gov.au/sectors/training_skills/publications_resources/profiles/anta/profile/working_diver sity_guide_to_equity_and_the_aqtf .
•
Note: For A Guide to Equity an the AQTF ; Quality training for people with a Disability and Quality training for Indigenous
Australians go to: Working with diversity Alternatively, access the Error! Hyperlink reference not valid. site above, and follow the relevant links on the right hand side:
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A guide to other relevant information concerning the various Acts is included as resource material with website references so that this information can be pursued in more detail.
1. The Disability Discrimination Act
Please see: Human Rights and Equal Opportunity Commission 2001 – 2006 website. http://www.hreoc.gov.au/copyright/index.html http://www.hreoc.gov.au/disability_rights/faq/f.a.q.html
The following are some key points from the disability Discrimination Act. Participants will need to use the links provided to gain a deeper understanding of the Disability Discrimination Act (DDA).
“prohibits direct and indirect discrimination on the grounds of disability and makes it unlawful to discriminate on the grounds of disability in a wide range of areas including: sport, access to premises, accommodation, education, employment and the provis ion of goods, services and facilities”
It is discrimination under the D.D.A. to treat a person less favourably, because of his or her disability, than a person without that disability would be treated in the same or similar circumstances. This is also known as direct discrimination. (See section 5 of the DDA .)
The D.D.A. also covers discrimination where the same treatment applies to people with and without a disability but the impact is to disadvantage or exclude people with a disability in a way which is not reasonable. This is known as indirect discrimination . (See section 6 of the DDA .) For example: stairs are the same for everyone but some people cannot use them; print on paper is the same for everyone but some people cannot read it.
Changing rules or requirements, premises or equipment so that indirect discrimination does not occur is often referred to as making reasonable adjustments .
It is also discrimination to treat a person with a disability less favourably because he or she uses an assistive device (see section 7 of the DDA ), or is accompanied by a accompanied by an interpreter, reader, assistant or carer (see section 8 of the DDA ) or by a guide dog, hearing dog or other animal trained to provide assistance (see section 9 of the DDA ).
To be unlawful under the DDA, something unfair or unwelcome that happens to a person with a disability has to come within these definitions. See http://www.hreoc.gov.au/disability_rights/faq/discrimination.htm
More details of how discrimination applies in different areas under the DDA is provided in other FAQ material on this site, in our brief guide to the DDA , and in standards and guidelines on some issues.
2. The freedom of Information Act
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What information can be accessed?
You have a right to apply for access to documents that are held by an agency which is covered by the
Freedom of Information Act. This includes:
•
•
Documents created by the agency.
Documents supplied to the agency by an external organisation or individual.
You can apply for access to:
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•
•
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Documents about your personal affairs, regardless of the age of the documents.
Documents of a non-personal nature, not older than 5 July 1978.
Documents held by a Council, not older than 1 January 1989.
It is not only documents in paper form that are accessible. The word 'documents' covers a broad range of media including maps, films, microfiche, photographs, computer printouts, emails, computer discs, tape recordings and videotapes.
You may ask for a copy of the document, or you may request access to the document, for example, to see a film or to get a transcript of a tape recording
Freedom of Information Online -What information is available? http://www.foi.vic.gov.au/CA256BE9002028C5/HomePage?OpenForm&1=Home~&2=~&3=~
3. Confidentiality and privacy requirements of government agencies in regard to Personal
Information
See Office of the Privacy Commissioner -Australian Government http://www.privacy.gov.au/publications/ipps.html
Information Privacy Principles under the Privacy Act 1988
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•
•
•
•
•
•
•
•
•
•
Principle 1 -Manner and purpose of collection of personal information
Principle 2 -Solicitation of personal information from individual concerned
Principle 3 -Solicitation of personal information generally
Principle 4 -Storage and security of personal information
Principle 5 -Information relating to records kept by record-keeper
Principle 6 -Access to records containing personal information
Principle 7 -Alteration of records containing personal information
Principle 8 -Record-keeper to check accuracy etc of personal information before use
Principle 9 -Personal information to be used only for relevant purposes
Principle 10 -Limits on use of personal information
Principle 11 -Limits on disclosure of personal information
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‘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 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 p rocedures 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 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 NRS 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.’ .
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Excerpts from Fine Print Article by Pauline O’Maley
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: http://fineprint.valbec.org.au/index.html However, it was not available from this site at the time of writing. At present, copies of the article may be requested by emailing: info valbec.org.au
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 focussed. 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 inturn 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 propective students toshow 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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The National Reporting System has operated as a central reference point for reporting LLN performance in the broad spread of provision of LLN training in VET for the past decade. Currently undergoing extensive revision, it is envisaged that it will maintain this central role with the provisional title Australian Adult Learning
Framework. Reference in this document is made to the AALF / revised NRS so that it may be easily identified. Because its identity is in a transitional phase, resources are drawn from the AALF where possible and the NRS as appropriate.
The AALF/revised NRS enables learner achievements to be identified and reported in a consistent and systematic way from a wide range of training contexts. It details the progressive development of specific competencies in LLN, and allows for the skills of individuals to be reported against these competencies.
These key areas, or macroskills, are identified as Reading, Writing, Numeracy, Oral Communication and
Learning Strategies. Each macroskill has five levels which sequence progressive skill development. The indicators and performance features of the macroskills are based on generic LLN skills drawn from a wide range of LLN curricula. These provide a framework within which the performance of an individual or group can be located and described.
The AALF/revised NRS can be used to analyse the LLN skills within training packages, to check the LLN levels of accredited curricula, and to report the LLN skills of learners in government funded programs such as WELL and LLNP. Central to the framework is the understanding that the acquisition of key literacy and numeracy skills underpin the degree to which an individual can participate in all aspects of society, and this understanding is reflected in the description of the skills identified at each level.
Some LLN funding for example, the DEST funded Language, Literacy and numeracy Programme, will require the performance benchmarks / learning outcomes of the particular competency based curricula used to have a central mapping to the AALF/National Reporting System. A resource which maps the learning outcomes to the LLN benchmarks of the National Reporting System can be used to confirm shared understanding LLN performance from a national perspective.
It must be stressed that the handouts and resources included here provide an orientation to the AALF/NRS.
Participants should access the complete document to develop greater understanding of the performance indicators and the way that these are supported by the performance features.
The structure of the AALF revised NRS
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Five broad skill areas (macro skills) in five levels ( performance indicators),
Performance features which give meaning to the levels
• Sample tasks through which performance in each level may be expressed as applied to various contexts ( See resource )
• Sample tasks can be seen in a range of areas at each level and in each skill . These are known as the procedural, technical, systems, personal, cooperative, and public aspects of performance.
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• The underpinning factors controlling movement through the five levels are: -the level of support required to perform the task -the degree of familiarity with the context -the complexity of the task -the complexity of the text ( See AALF Layer 1 )
The AALF/revised NRS recognises that individuals may operate at a mix of levels across the macroskills and across the aspects of performance within each macroskill. These are known as “spiky profiles” ( See AALF
Layer 1 )
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• 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.
• 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.
• The term false beginner is also used to describe someone who has some background in learning
English, but really needs to start again
• More information can be found at: 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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3 Basic vocational proficiency Able to perform effectively in a wide range of formal and informal situations pertinent to social and community life and
ISLPR recreation, and in
0 Zero proficiency
Unable to communicate in own vocational fields
3+ Basic vocational
Participates with ease in a wide range of informal and formal conversations.
Readily takes information in by phone, gets gist of
Listening anything at all in
English.
0+ Formulaic proficiency Able to perform in a very limited
4 Vocational proficiency Able to
Uses formulaic language to understand limited fast rates of utterance, most complex
1 Minimum ‘creative’ proficiency Able to simple predictable satisfy own immediate, predictable needs, using requests for personal predominantly formulaic language
4+ Advanced information, questions or statements vocational
1 Basic transactional Understands proficiency Able to enough to participate in simple
5 Native like proficiency Proficiency
1+ Transactional equivalent to that of a 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
2+ Social proficiency
Behaviour is significantly better than 2 but not yet at
3 of understanding of
Understands spoken language in simple information all its features as on the phone, short simple face to face texts beyond survival needs.
Participates effectively in social conversations on everyday topics.
Understands clear simple messages on answering machine
Has control of discourse and can convey sufficiently precise meaning to enter, participate and exit most conversations about social and community
Speaking
Unable to communicate in
English; may have some formulaic language.
Uses formulaic language to communicate simple,
Reads and gets gist of articles in popular magazines, most news stories for general readership in daily papers
Reading
Unable to understand anything in written
English.
Uses formulaic language to recognise simple personal
Write seffectively in wide range of situations Writes letter to Editor, simple discussion essay, short report
Writing
Unable to communicate anything by writing in English.
Uses formulaic language to write simple basic presentations, responds in depth to formal correspondence simple, predictable personal information makes simple purchases and requests.
Pronunciation strongly influenced by L1
Recognises names of everyday objects, , signs, basic forms, requests
Makes basic Able to understand transactions in shops, short, simple texts, holds simple E.g. read a simple conversation form, lists, street and
Learner’s speech is indistinguishable from
Initiates and sustains native speaking simple conversations peers. No limitation on limited range of familiar topics. range of familiar topics
Sustains basic everyday social and transactional conversations. E.g. can describe and comment on everyday events
Reads simple personal letters, work bulletins, news stories in routine situations vocational fields needed phrases.
Writes short original sentence/s to convey simple information, instruction,
Writes simple message, simple recount or instruction
Even in complex demanding
Writes simple situations, writing letters to friends needs no more e.g. invitation to party, notes to native speakers. school e.g. absence note
Fills in forms, writes memos, messages, simple personal letters, informal memos and simple informal reports
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.

• IELTS
International English Language Testing System . is a test of English language proficiency. It is jointly managed by University of Cambridge ESOL Examinations, British Council and IDP Education
Australia. Two different modules are offered:
• The Academic Module is intended for those who wish to enrol in universities and other institutions of higher education.
• The General Training Module is intended for those planning to undertake non-academic training or to gain work experience, or for immigration purposes.
Candidates are given a band score between 0 and 9 on each of the four skills: reading, writing, speaking and listening where 9 indicates native speaker fluency. There is also an overall score given between 0 and 9. To enter university in Australia, a score between 6 and 7 is required on the academic test; a score of 5 or 5.5 is required for TAFE courses. The score required varies for different courses and some may also require a minimum score for writing.
More information can be found at: www.ielts.org http://en.wikipedia.org/wiki/IELTS
• TOEFL
Test of English as a Foreign Language is used to test Standard American English. This test is used by many universities world wide, to assess whether a learner has the English skills required to undertake academic study. The TOEFL test is commonly used in America, but can also be used in
Australia.
Traditionally a paper based test covering reading, writing and listening, the final score ranges between 310 and 677 and is based on listening, structure and reading. The score of the writing section is reported separately on a scale of 0 –6 (TWE). The TOEIC test was used to cover speaking. Test of English for International Communication (TOEIC) measures the ability of nonnative English-speaking examinees to use English in everyday work activities.
The test has recently been changed and is now internet based (TOEFL IBT) and includes all four skills.
A score between 0 and 30 is given for each of reading, writing, speaking and listening and a total score out of 120.
To enter universities in Australia a TOEFL (paper based) score of 550 to 580 is required, with TWE of
4.5 or, for the internet based test, a score of 20 – 23 on each section and overall score of 80 –
90. Scores required vary for different courses and some may also require a minimum score for writing. More information can be found at: www.ets.orghttp://en.wikipedia.org/wiki/TOEFL
• Cambridge ESOL exams
The Cambridge exams are very popular in Europe, but are also used a limited way in other parts of the world. There are five different level exams for general English. The most common of these is the FCE (First
Certificate in English). The exams cover reading, writing, grammar and speaking and listening. There are two English exams for business. The BEC is the easier one. BEC means Business English Certificate . http://www.cambridgeesol.org/ http://simple.wikipedia.org/wiki/English_as_a_foreign_language
• Aligning the testing systems:

This table gives an approximation of the equivalence. Assessors must rely on their own assessment processes to confirm levels
Level
Elementary
Lower
Intermediate
Intermediate
Upper
Intermediate
Advanced
ISLPR
1-/1
1/1+
2
2+/3
3+
IELTS
NA
2-3
4.5-5.0
5 -6
6 – 8
TOEIC
50-300
300-500
500-600
600-700
TOEFL
0-300
300-425
Approx
NRS levels
425-475
475 – 525
NRS 3
(ISLPR 2-2+)
NRS 4
700-800+ 525 – 575+
(ISLPR 3)
Note that the terms Elementary, Lower Intermediate, Intermediate, Upper Intermediate and Advanced do not refer to an official rating or scoring system, but to knowledge built up over time and widely drawn upon within the ESL teaching community. It is the rating “system” which predates the
ISLPR, and which many in the field keep in the head as a useful, informal reference point. It is included here because it is so widely understood within the field.
ISLPR and REVISED NRS
The relationship of the ISLPR to the REVISED NRS is not straightforward, because of the different purposes and focus of each document. The relationship is limited and can be broadly applied.

Valid, Reliable, Flexible and Fair
Adapted from Rumsey, Assessment a Practical Guide pp17-21. See also: A New Assessment Tool
The assessment processes are guided and evaluated by establishing their:
1. Validity
• Assessment is valid when it assesses what it claims to assess: the assessment process and assessment materials must assess everything they claim to assess, and nothing else.
• Assessors are fully aware of what is to be assessed, as indicated by the unit of competency, learning outcomes and clearly defined performance criteria
• Evidence is collected from activities and tasks that can be clearly related to the unit of competency or learning outcomes specified for the course or training program
• Evidence demonstrates that performance criteria have been met
•
Evidence is sufficient
Example A Zara, a qualified workplace assessor, assesses the literacy needs of Sam, a trainee in Aged Care
Certificate
IV. Zara has a good knowledge of the LLN requirements of the Aged Care course.
She has developed a group of assessment tasks based on identifying the literacy and numeracy activities Sam will use in her course and employment and has linked these activities to NRS levels. Sam completes the assessment and Zara analyses Sam’s responses, which show that she is competent in some areas but needs extra training in others. Zara can then document Sam’s LLN training needs
Is this a process likely to lead to valid assessment?
Example B
Lucy has a lot of experience in primary teaching and has recently moved into vocational assessment and training field.
She has been asked to conduct a reading assessment for Elly, a workplace trainee in hospitality.
Lucy has a great deal of experience in using “close” reading tests used to predict reading ages, which she found really useful in her past teaching experience. She has a bank of reading passages ready to use. She feels confident about their value and she is very familiar with them.
She knows she will be able to tell a lot about Elly’s reading levels from the results of the test although the passages may take some time to complete.
Elly completes the reading test which shows that she has a reading age of 14, equivalent to year 9 expectations. What advice would you give to Lucy?
2. Reliability
Reliability means that assessment must be consistent, regardless of assessors, candidates and situations. This means that for all candidates who have the same level of skills to be assessed, the outcome will be consistent, regardless of who does the assessing and when and where the assessment is done. A New Assessment Tool

For assessments to be reliable, assessors need to develop assessment materials, and plan and conduct assessments in ways which are fair and valid.
Example C
Kalesh was placed in an LLNP program in Adelaide
His placement was based on a range of tasks in reading, writing oral communication. The tasks were culturally accessible to him and were constructed to identify NRS performance levels using the performance criteria
Kalesh was found to be performing at exit NRS 2 in oral communication, exit NRS 1 in writing and exit
NRS 2 in reading.
Kalesh moved interstate half way through the course and presented his initial LLNP report with NRS levels to his new teacher.
Would you ask him to undergo another assessment for placement? Why/Why not?
Would it be possible to measure his learning gains at post course assessment?
Flexibility
Assessment practices are flexible if they can accommodate the scope and knowledge of the assessment criteria and the variations in contexts in which assessment may be conducted and the range of needs and personal situations of many candidates.
There is no single best approach or set of approaches to the assessment of performance in a competency based system of vocational education and training. As far as is reasonably possible, sufficient choice should be made available to candidates to enable them to complete assessment that matches their particular personal situation.
While cost and time are considerations, reasonable flexibility in assessment enables learners to be assessed who might otherwise not be able to be assessed or who might otherwise be unfairly or invalidly assessed.
For example, assessment processes need to be flexible enough to allow learners with physical disabilities to complete the assessment. A reading task may need to be adapted to allow for an oral rather than a written response while still meeting the same performance criteria. The need for assessment to based on highly familiar texts is important at the lower levels of language literacy and numeracy, so flexibility in selecting texts reflecting relevant contexts for learners is crucial for valid and fair assessment.
Example D
Angela ‘s cerebral palsy has left her with a discernable speech impediment and a palsy in her right hand, which makes holding and using a pen extremely laborious to the extent that she writes very brief messages only. She has filled in the enrolment form with great difficulty. Her assessor David, has prepared reading tasks which involve a series of short answer responses. He also wants a more extended sample of Angela’s writing. What can David do to adapt his tasks to meet Angela’s needs?

Fairness
Assessment is fair if it does not disadvantage particular learners.
Assessment should be available to all eligible persons regardless of age, gender, ethnicity disability or language barriers. Persons being assessed should understand clearly what is expected of them and what form the assessment will take. Assessment should place all persons on equal terms
Assessment should support learning processes.
“A fair assessment is also one in which the candidate is able to perform at their best. People perform at their best when they know what they have to do and feel confident of their ability to do it. “ A New
Assessment Tool
The processes and criteria for assessment are clear and transparent to those being assessed. Learners are informed of the assessment processes and the criteria for assessment is available to the learner and those with an interest in the assessment outcome, such as teachers, employers or funding bodies.
The personal contexts of the assessment and circumstances of those to be assessed is understood as much as possible.
In selecting or developing assessment tasks and procedures, consideration should be given to as to whether those to be assessed could be disadvantaged.
Adjustments can then b made to address any tasks or processes of the assessment deemed to be unfair.
• Assessment tasks and processes should be reviewed regularly to endure that fairness is maintained.
Example E
Su Yin, has lived in Australia for a number of years. She studied English as a foreign language in her country of origin, and has identified reading newspapers is a familiar activity. During her LLN placement interview her assessor, Peter, has presented her with an everyday reading text, in this case a newspaper article. He has used this text before with other learners to great effect; it is a humorous piece about football and one of his assessment strategies is to observe readers to see if they laugh while reading the text. The text, entitled Maggies make Crow Eaters Cry is accompanied by a series of questions.
Su Yin spends quite some time reading the text and studying the questions but makes almost no attempt to respond to the questions. She appears perplexed rather than amused.
What could Peter do to ensure that his assessment of Su Yin’s reading levels is fair

From ESL
Framework
Version 3, April
2007, page 16
From ESL
Framework
Version 3, April
2007, page 16

:
P
N
R
S i r n i c s o l p e s s e f
A ent s s m

NYR
A
Cond uct initial asse ssme nt for place ment withi n an adult
Engli sh langu age, litera cy and
/or nume racy progr am
NYRA
4
0 e s r c s o r e u n d a t s o u n d
H a

• uts the lear ner at the cen tre so that thei r lear nin g of the inte rvie w pro ces s
The pla ce me nt inte rvie w ide ally: 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.
A 2001 survey of Vet teachers and assessment practices (152 responses) revealed that assessors use a wide variety of assessment strategies within the interview process: 93% of those surveyed interviewed students before placement 57% used a diagnostic screen 55% use a test 54% use other procedures such as:
Access
Division,
2001, Adult literacy and
Numeracy
Practices ; a
Snapshot,
DEST,
Commonweal th of
Australia
• O bservatio n
• Di scussion of skills and goals
•
Evidence of previous work or results
TAFE NSW

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 educational background, interests, fears of failure in front of a group, situation at home which may impact on training, etc’.
Watts (p10)
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 on us 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 form 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 formalassessment 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 lit 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. Learn er’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 focusses 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 informatio n 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.
• 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
The development of tasks which allow the identification of learners LLN using assessment frameworks is explored in Section 2 on the assessment unit.
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.

They can be a useful resource in certain circumstances:
Adapting formal tests
I n 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.
Evidence from formal language tests Further information about the role and use of evidence from formal tests within language assessment is provided in Using Assessment Frameworks Section 2 of this unit.

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 nonthreatening. 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.
• • 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 identified in Session 1 of this unit

The interview kit
Assessors need to have familiarised themselves with the kit and the tasks before the interview. It may need to be adjusted to meet the anticipated needs of the prospective learner.
This kit will include a range of reading, writing and numeracy tasks from which the assessor can select as appropriate to the predicted level of performance and the learners interests and experience. The kit will also include material related to the administrative procedures for enrolment and stimulus material for eliciting learners’ oral communication and learning strategy levels.

The initial interview process can be broken into several stages which support assessors’ engagement in good practice
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. What is appropriate to one situation and one learner may not work in the next instance.
However, the initial interview process can be broken into several stages which reflect a range of purposes and provide some s caffolding for assessors’ engagement in good practice. The stages are fluid rather than neatly sequential, and may need to be revisited as the interview progresses.
The focus stages of the interview are:
• Support learners immediate confidence and ease any anxiety they may be experiencing
•
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
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•
•
•
•
•
•
Confirm the identity of the learner and gather basic personal details
Describe what will happen in the interview process and answer any questions they may have about this process
• Explain the confidential nature of the assessment and interview, and how learners are
• Through these exchanges, begin to gather evidence about the learners, their LLN skills and their approach to learning
Understanding the learners LLN contexts
Explore the learners goals in regard to LLN – immediate/ long term
Gather information about the LLN history of the learner
Gather information which helps assessors understand the learners’ approach to learning
Establish possible barriers to learning protected by legislation
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 learners LLN contexts Bank of materials range from very simple to complex
•
•
• task.
Check with the learner that these tasks are appropriate. Make sure the learner understands the reason for the assessment and the purpose of the
Provide support to the learner, if required
Allow learners time and space to complete the task, monitoring their progress through the task as appropriate

Identify learn ers’ performance in specific LLN areas
•
•
Analyse the learners’ responses to the assessment tasks
Identify levels of performance using an assessment framework
• Discuss assessment task responses with the learners in relation to their LLN achievements and needs
Recommend placement
•
•
Review the learners goals
Work with the learner to establish a training plan
• Recommend and initial placement to enact this plan
Collect recorded data for reporting to other relevant stakeholders e.g. DEST, employers

RPL involves the assessment of skills and knowledge that an individual has achieved outside the formal education and training system. RPL is an assessment process that assesses a person’s informal learning to determine the extent to which that person can demonstrate that they have already achieved the required learning outcomes or competencies of a qualification. Successful RPL will result in a person gaining entry to a qualification or being awarded part of or a complete qualification.
There are a range of RPL models that have been developed and are being used by registered training organisations. Under the standards of the AQTF it is important that all students are offered accessible RPL in an effort to remove the duplication of learning. RPL allows for the recognition of the value of learning achieved outside the formal system, as part of everyday living in a continuum of learning throughout life.
RPL assessment processes should be comparable to other assessment processes used to assess whether the competency outcomes of a unit of qualification have been met.
RPL is different to Credit Transfer which assesses a course of subject that a student has successfully undertaken in a formal learning environment.
In RPL it is the student who is assessed. However, in Credit Transfer it is the course or subject that is examined in order to determine the extent to which it is equivalent to the required competency outcomes in a qualification.
(Adapted from The National Principles and Operational Guidelines for Recognition of Prior Learning, http://www.aqf.edu.au/rplnatprin.htm last accessed 22 June 2007

Note: These are suggested focus questions only and are to be used as deemed appropriate to the individual learner.
Many of the general questions and questions for the lower LLN levels have been drawn from the Learning Strategies Guide for Pre-training Assessments and participants may wish to use it in conjunction with this handout.
Understanding the learner
This information supports learners in expressing awareness of themselves as learners and assists in finding focus for further self assessment questions. Stem questions could be : What brings you here today? How do you think this course might help you?
Further information may be elicited by questions such as:
Tell me about something you have learnt in the past (could be formal or informal setting) How did you go about it? Tell me about your schooling? Tell me about your time at school? When did you leave school? What classes were you good at? What did you like learning/ How did you like learning? Have you done any classes since you left school? What classes/course s/training might you do in the future? How would you get information about this? What work have you done? Did it involve any reading, writing, numeracy? How did you find this? What work would you like to do/ What interests you about this kind of work? What do you think you will need to do first? Are there any issues that might make it difficult to come to class/ affect your LLN learning?
How do you feel about joining this program? What changes will you have to make in order to come to class / complete the program?
Identifying other LLN needs
They can be expressed through generic questions such as :
•
•
•
What kinds of reading/ writing/ numeracy/speaking do you do now?
What reading / writing/ numeracy/speaking are you confident with/ have no problems with/ do you do easily?
What reading / writing/numeracy/ speaking would you like to improve?
• How important is confidence in reading /writing/numeracy/speaking to achieving your work/study/ personal goals ?
The initial stage of your interview will have provided information to guide the self assessment processes and the kinds of texts /activities which may be appropriate in individual situations.
You can use the enrolment form as a reading and writing text and as an initial indicator by asking; Are you happy to fill this in? / Would you like me to go through this with you ? Observing the learner’s response will give you added information about where to direct the self assessment focus. The following texts and activities are suggestions only.
Reading

Have some text samples ready to share with learners. These can range from everyday texts such as newspapers, circulars, advertising, samples of work based texts, text from relevant training documents etc. Without asking the learner to complete a reading task, you can ask them to flip through the reading material and then respond to the generic questions above. Obviously this activity is only appropriate where the learner has some reading skills .
Assessors need to be careful not overwhelm a beginner reader, or under whelm and insult a proficient reader.

Another useful question is; If you had to read something and it was a bit difficult, how would you manage?
This are some possible text types from which the generics self assessment questions may be framed. Levels relate to the NRS/ AALF. The tasks are only a guide to levels, and should be loosely applied at the self assessment stage. Responses will help assessors in selecting appropriate tasks to confirm levels.
Level 1 Signage and logos (e.g. traffic. work, advertising) Product labels, street signs Own name and address Calendar information, TV guide to find out when program is on
Level 2 Basic information in a letter such as time and place of interview Short tex t messages or notes from home or work Children’s story book
Instructions on safety signs or labels Train /bus timetable, street directory
Level 3 Magazine or newspaper article about subject of personal interest Clearly labelled work instructions An agenda for a meeting Information presented in technical drawings, manuals and work instructions Information on internet sites to read and compare (Note: also appplies to level 4, according to the way the text is used, its complexity)
Level 4 Workplace report Texts which require some analysis and may be extended or involve some specialist knowledge A complex diagram or text related to work Extended texts for study
Level 5 Professional journals Agenda papers Articles for academic study e.g. those presenting alternative viewpoints and requiring analysis of some depth
Writing
Level 1 Own name and phone number Short personal notes and messages e.g. Greetings in cards
Level 2 Longer messages, e.g. postcards, end of shift entries Complete simple job/ course application, requiring information in 2-3 sentences Level 3 A variety of writing for work, pleasure and everyday use Everyday letter in routine format for work , business or personal reasons Set of procedures for a new work task for personal use Short letter expressing an opinion on a current public issue

Level 4 Take notes from a written text using headings and sub-headings Write clear and detailed instructions, so that others to complete a task, such as job instructions or equipment operating procedures Report for work or study using appropriate language
Level 5 Formal report for professional audience Complex persuasive essay using academic conventions
Numeracy
Level 1 Reading the time on own watch Read, know and use Australian notes and coins Read simple diagram Estimate change from daily ticket Identify prices to work out best value Use an ATM in routine way, e.g. make withdrawals
Level 2 Calculate change from petty cash purchases Locate address using street directory Calculate the money needed for a leisure activity Read and compare information contained in two-column tables Uses everyday measurements such as kitchen scales and understands conversion to other measurements, such as cup/ tablespoon etc
Level 3 Compare costs of similar items from two sources e.g. family dinner at two different restaurants Selects and use workplace measuring devices such as rulers, scales, micrometers, gauges Calculate with common fractions and metric measurements such as adjusting ingredients in a recipe
Level 4
Apply formulae to measure 2 and 3 dimensional spaces e.g. calculate the amount of paint needed for interior walls of bedroom and the costs involved Use memory/square root functions on calculator to solve multi-step problems Read and interpret engineering drawings
Speaking and listening Skills
While the interview interaction will provide the bulk of the evidence for the speaking and listening assessment, it is useful to ask learners the generic
•
•
•
•
•
• questions listed above in relation to various speaking and listening contexts e.g.
• informal social interaction,
•
• vocationally specific areas
Further study
• Presentations for work or study Listening contexts might include: social conversation,
TV, radio programs,
Taking notes in classes
Following work instructions
Participating in meetings

The progress of the interview assessment discourse is influenced by the way power is shared by the participants. Watts (1996) notes that the balance of power can be different in each assessment interview and shifts and changes as the interview progresses. She identifies four “participants” in the assessment interview: the learner, the assessor, the corporate client (eg DEST) and LLN culture (i.e. accepted beliefs about how the LLN interview should proceed). Watts believes that information gathering is most effective when there is a sharing of the power within the interview process.
There can be an inherent imbalance in power with the assessor perceived as the expert and the learner deferring to the “expert”. Assessors are conscious of this and try to maintain equality through the way that they shape the discourse pattern. When the interview process is collaborative, discourse structure allows for very detailed information to be collected.
Some features promoting collaborative discourse in the interview:
•
•
The pattern of discourse moves from
• general to very direct questioning as the interview progresses.
Open ended questions to begin the interview and allow the information gathering process to commence. Such questions could be: What brings you here today? What are you expecting to happen in the interview? What do you think the interview is for? What would like to come out of our time together today? ###
• Building rapport through the use of inclusive language . Assessors need to be aware of the relational meanings conveyed by the vocabulary that they choose. Pronouns such as I, we, you, they, can be used to include or exclude participants in the interview.
This is demonstrated in the following transcript excerpt with learner X, a reluctant attendee. (Adapted from Watts, p17)
Assessor: So you didn’t really want to come in
X: No Assessor: Right, right…. So ah … did they tell you what to expect?
X: No
Assessor: Well maybe if I tell you what happens. We have a chat and then… uhm… while we’re talking I try to find out… what you’re interested in.
X: Right
Assessor: and… uhm… if..if you think you would like any…any tuition in improving your writing or your reading or your numeracy

X: Yes
The assessor says we’ll have a chat and while we’re taking to establish a connection with the learner and to show X that he will have a large input into what will happen.
The use of your is an attempt to show X that it is his skills that will be discussed and that the interview is worth while and of value to him. Who is “they” a reference to? What is the effect of this use of the pronoun? ###
• The universal “you”
•
•
•
Read the followin g exchange from Watt’s transcript with learner W
• but ah… apart from that everything’s all right I’ll work anywhere Assessor: Right
• anywhere if it’s not paperwork Assessor: Right
I’ll work anywhere Assessor: Okay
But the trouble is everything’s bookwork Assessor: Well, there’s a minimum amount of writing you’ve got to do now isn’t there.
Yeah Assessor: In everything You’ve is used by the assessor to show that she understands the client’s dilemma because it is a universal dilemma: everyone has the same problem, including the interviewer. How would this encourage a learner to express their LLN needs? What else is the assessor doing to support W in stating what he thinks he may require in LLN? ###
• Turn taking and questioning
The assessor’s interaction should encourage and support the learner’s exploration of their literacy needs. The interactive styles of learners will vary greatly, so it is not possible to “script" the assessors responses. In supporting learners, assessors
-avoid dominating the interaction and allow learners to make the largest contributions to the interview
-ask direct questions which may need to be reframed and repeated or broken down into more specific questions in order to elicit enough information to gain a clear picture of the learners LLN background.
This exchange is from Watts transcript of learner D (Watts p21)

Assessor: Yeah, yeah, right so what sort of what What I’m trying to work out is what sort of reading you do. What sort of things do you read?
• I don’t read at all much Assessor : No do you read the newspaper would you look at that?
• yes I don’t buy newspapers but I read like …those papers you get in the letterbox ###
• Feedback techniques
In the interview excerpts above, the assessors uses short supportive responses to give feedback to the learner. ( e.g. OK, right , Yeah Mmm, Oh right and so on)
This assessor is indicating that she is listening to and understanding what is being said without intruding on the flow of information. Similar feedback techniques can be seen in Scenario One and Scenario Two of the video , What’s that you said , Here, the assessors Philippa and Karen provide positive non intrusive feedback to support learners Diana and Cam.
###

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 ids 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 enr olment 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 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 judgement.
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 notetaking is better to be left to the end of the interview when the assessor has time to reflect holistically on the learners 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.

C on du
N
Y
R
A ct initial assessment for placement within an adult English language, lite ra cy an d
/or nu me rac y pro gra m

N
R
S,
L e el s of th e ar ni n g
St fi v e le v c h of th e w
:
At e a
O v er vi e rategies have been addressed under three headings:
Pathways;
Barriers;
Learning
Styles
U nder each heading there are prompt questions and/or comments to assist the assessor.
This can be used as an integrated resource to assist in establishi ng levels in other macroskill s.
Assessors be mi nd ful of cu as se ss or s to n.
It is al so im po rta nt for ltu ral ap pr op ria te ne ss
. a n d as ke d e q u es tio ns e d to va ry th wi ll n e e di sc us si o th e co m pl ex ity of th

P
M cL e an CAE
2006
NYRA
Handouts a n d re s ou rc es
60
NRS
Levels
Pathway s
NRS NYA 1 NRS 1 NRS 2 NRS 3 NRS 4
Why are you here?
Client indicates in answer that does not see LLN study as useful or relevant option
Why are you here (at the initial assessment)? I need to spell better, I want to read and write better to get a (better) job
How might this (LL&N) course help you? Client shows general awareness of different range of jobs and/or courses eg I think I would like to work with pets or children
Client is starting to work on a learning / employment plan with more specific goals eg I have been to the TAFE information session for the Business course.
I have filled in the application form and will need to attend an interview
Client can for example follow through the process to enrol in an
English preparation course and complete the Occupational
English Test
Barriers Client feels too old to learn, or otherwise incapable. Client lacks motivation to join the course, or is negative or hostile to the idea of the programme
Learnin g
Styles
Client may be unaware of their role in the learning process. Due to lack of formal education, client is unaware of different learning styles
What subjects were you good at, did you like?
Would you like to learn in a group, or 1:1? like/dislike about the learning, do you like to read instructions, watch someone, listen?
NRS 5
Client can independently seek out a number of courses and enrol in an institution that provides specific qualifications to enable them to meet their goals
Independently identifies barriers and provides solutions
Client is able to give simple answers to question like: Can you come to class? What would you need to change in your day to day life in order to come to class, do some study at home?
Client can give simple
Client shows some awareness and may self identify some barriers eg if I don’t attend regularly it might affect my progress
Client may self identify time management, organizational aspects of study eg I don’t want to overload myself at the beginning, or I’ll need to keep my work in separate folders Client may identify learning disability
Assessor may prompt client about learning styles eg have answers to questions like:
Did you go to school in your home country? What was it like for you at school? you learnt something new recently (driver’s licence, workplace skill) Was it successful, what did you
Client takes some responsibility for own learning both inside and outside classroom Client identifies barrier and provides a strategy to address it eg Because of childcare responsibilities I can only study part time this year.
Next year when my child goes to school I’ll enrol in the full time course
Client identifies and reflects on obstacles and with little support can offer solutions
Client can without prompting, apply learning style from one context to another. eg: how might the way you learnt (See 2.8) help you now, or having gone through that learning experience what would help you learn now?
Can articulate other strategies that might work when first choice doesn’t
Client may be able to set a clear study program that fits in with other priorities in life, establish a study support group, apply learning skills cross- culturally, reflect on own learning and extend learning styles, an/or research a topic
Client can set objectives, evaluate performance, refine strategies and make recommendations
Client can assemble evidence and examine assumptions

ng ua ge
,
En gli sh la e m en t wit hi n an ad ult se ss m en t for pl ac
Co nd uc t
N
Y
R
A init ial as er ac y pr og ra m lite ra cy an d
/or nu m

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NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
What does the file contain?
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/ AALF,
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 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
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NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program 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
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NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program that those not present at the interview can understand the judgements made by the assessor.
Some examples of pro formas can be found in: Fitzpatrick, McKenna, and Wignell 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.
Katrina Lyle 2007
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NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
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 the ANTA Board. Both the National VET Statistical
Information Strategy and the new key performance measures have been endorsed by the ANTA M inisterial Counci.”l
S ee NCVER link below
AVETMISS includes details about the enrolling students such as their age and gender and information about he 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 assist future planning. enable reporting of what has been achieved with public funds”
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 fro 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 http://www.google.com.au/search?hl=en&cr=countryAU&safe=off&sa=X&oi=spell&resnum
=0&ct=result&cd=1&q=AVETMISS+-+state+requirements+&spell=1
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NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
Particular reporting requirements are required by specific programs and Funding bodies, such as the LLNP and WELL
1. The DEST Language Literacy a d numeracy programme LLNP
The Department of Education, Science and Training (DEST) through the Language, Literacy and Numeracy
Section manages the Language, Literacy and Numeracy Programme (LLNP). The Programme has operated since January 2002 when the Literacy and Numeracy Training Programme and the Advanced English for
Migrants Programme amalgamated to provide a more integrated management approach to addressing language, literacy and numeracy needs among jobseekers at the national level. This amalgamation resulted in the LLNP providing training in Literacy and Numeracy, Basic English, and Advanced English, including vocationally-specific courses, for the period January 2002 – June 2006 .
DEST
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 prov ides 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.
More information can be obtained from: http://www.llnp.dest.gov.au/about_the_programme.htm
2. The workplace English language and literacy programme (WELL)
Well also uses the NRS 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 NRS reports on each worker are not required. What the funding body (Department of
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NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
Education, Science and Training) wants is an aggregated report from each WELL-funded project about the NRS 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 NRS report will reflect the aggregate achievement of the staff in developing such skills. You will have to map the skills against the NRS 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. http://www.dest.gov.au/sectors/training_skills/programmes_funding/programme
_categories/special_needs_disadvantage/well/
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NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
AQTF Standard 9 states that:
• The RTO must validate its assessment strategies by reviewing, comparing and evaluating the assessment processes, tools and evidence contributing to judgements made by a range of assessors against the same competency standards, at least annually .
Within an LLN placement context, validation is the confirmation that assessment tasks and activities are appropriate and effective in meeting their intended purpose, while moderation is the process by which validation occurs
What is moderation?
Moderation is the process whereby teachers/assessors discuss and reach agreement about assessments in a particular assessment system. In so doing, a shared understanding develops between teachers/assessors about what is being assessed and why, and how different assessment performances should be identified and described .
When there is validity of task design and reliability of assessments, learner equity is facilitated and reporting practices are more effective. From: Principles of moderation, CGEA website ( See references for this section)
A feature of competency-based assessment frameworks such as the NRS is that the performance criteria for are specified, yet remain broad and open to interpretation ( for example the term “complex” may have different meanings to different people and different assessment contexts). In addition, assessment tasks developed to elicit performance may be quite diverse as they are designed to meet the needs of different learners and contexts.
Moderation procedures foster a shared understanding of performance levels and the criteria that support them. Moderation is an opportunity to see that:
•
•
•
•
•
•
The assessment tasks can elicit the performance described.
The assessment tasks adhere to the principles of assessment ie: valid, reliable, flexible and fair.
The evidence-gathering processes are valid within a particular context.
The evidence relates to particular levels of performance described within an assessment system. .
Reporting is sufficient to identify the ascribed level of performance
Individual judgment schema is tested and shared understanding of the assessment system is developed.
• The evidence upon which assessment judgements are made confirm consistency of assessment outcomes .
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NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
The moderation process
• Moderation may be internal (assessment tasks and activities within an organisation) or external
(involving assessment tasks and activities across provision) and conducted through a variety of modes, such as face to face or online.
• Participants in the moderation need to provide examples of documented task/ task and/learner response and assessor notes establishing level. (Unless moderation is of task only). Sufficient copies need to be available to share with colleagues.
• Tasks and responses need a cover sheet attached which outlines the task, the conditions of performance (e.g., the familiarity with the task, the level of support required to complete the task) the assessment context (for initial assessment s this may include time constraints, the level of formality required, the whether a number of attempts were made, draft number), factors to be included in the moderation (see an example of this in The Assessment and Placement Resource page 32 ).
• Learner responses have names and any other personally identifying features removed.
• Groups come together to share understanding of tasks, assessment judgements and documentation requirements. Individuals discuss and debate evidence and documents using a specified assessment framework
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NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
Assessment activity
Note :
The assessment instructions and conditions can be easily understood by the learner.
This Written information is worded appropriately for table the level of performance elicited. has been
The assessment tasks relate to specified level(s) and performance features/criteria within an assessment framework.
The assessment task is appropriate to underpinning knowledge, skills and attitudes of the learner and the assessment context.
The assessment task and response allows the performance ceiling to be demonstrated
The conditions of performance are appropriate to the level of performance identified and are documented.
The principles of assessment processes are followed i.e. valid, reliable, flexible and fair.
(see below)
The assessment processes and task support the collection of sufficient evidence.
The task and process is clearly documented comment unformed by and adapted from Teaching 4 Learning CDU See references for A4.4.
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NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
Assessment An assessment tool contains both the instrument and the instructions for Tool gathering and interpreting evidence.
Assessment e.g. Duration, time constraints, number of attempts, degree of formality context
Authentic The evidence is the candidate’s own work and is authentic to a particular assessment context
Ceiling of The highest level of performance in a particular area. performance
Conditions of Familiarity with topic/ task, level of support required, nature of support performance
Evidence Information gathered upon which an assessor makes a judgement of competency – may include demonstration of skills, answers to questions oral or written, third party report.
The assessment will not disadvantage any person and will take into
Fair account the characteristics of the person being assessed. Flexible
The assessment tool and process allows for flexibility:
•
•
•
•
For application in a range of contexts to negotiate aspects of assessment with candidate to meet the needs of individuals and/or workplaces
To recognise skills and knowledge previously gained.
Moderation Moderation is the process of validating assessment processes, tools and outcomes.
Reasonable Making reasonable accommodation to assessment processes to meet the adjustment individual needs of students. This ensures that all people are treated equally in the assessment process.
Reliable The assessment tool/s and process will produce consistent outcomes when applied by a range of assessors in a range of contexts.
Sufficient Sufficient evidence has been collected to demonstrate that the candidate ‘s performance can be located within an identified level Validity refers to whether or not an assessment task assesses what it
Valid claims to assess. Assessors are fully aware of what is to be assessed in terms of the specifications of the assessment tool and the assessment context The assessment task is capable of providing the necessary and sufficient evidence to make a judgment of competency.
Adapted from CDU Moderation Glossary See references for A4.4
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See Office of the Privacy Commissioner -Australian Government http://www.privacy.gov.au/publications/ipps.html
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NYRA Conduct initial assessment for placement within an adult English language, literacy and /or numeracy program
• 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.
From: Working with language literacy and numeracy experts in A new Assessment Tool
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Table of Contents
Topic B2: The context ................................................................................................................... 74
Handout 1: What is adult literacy? ............................................................................................. 75
Handout 2: Practice and policy .................................................................................................. 76
Handout 3: Adult literacy in Australia: a timeline........................................................................77
Handout 4: Roles of the adult literacy teacher/trainer ................................................................ 81
Resource A: Poster -What is adult literacy?.............................................................................. 82
Resource B: Questions on the back .......................................................................................... 83
Topic B3: Competency based training and curriculum .................................................................. 84
Handout 5: An overview: Competency based training................................................................ 85
Handout 6: Some key Questions and Answers about the Australian training system................. 86
Handout 7: Questions to consider ............................................................................................. 87
Handout 8: Concepts of curriculum............................................................................................ 88
Handout 9: Curriculum -Questions to consider ......................................................................... 89
Handout 10: A set curriculum and standards: positives and negatives ...................................... 90
Handout 11: LLN in VET -Questions to consider ...................................................................... 92
Handout 12: What is a Training Package?................................................................................. 94
Handout 13: Structure of a Unit of competence ......................................................................... 95
Topic B4: The learners.................................................................................................................. 96
Handout 14: An overview of the Australian results from the International Adult Literacy Survey 97
Handout 15: Factors in an adult learner’s background that may affect learning ....................... 100
Handout 16: Linking learning and lives .................................................................................... 102
Handout 17: VAK: Visual, auditory and kinaesthetic learning styles......................................... 103
Handout 18: Other learning style theories................................................................................ 104
Resource C: OHT -An overview of the Australian results from the International Adult Literacy
Survey..................................................................................................................................... 106
Resource D: OHT – Quote: Differences in learners’ lives ........................................................ 107
Resource E: VAK Learning styles – diagrammatic representation ........................................... 108
Resource F: VAK Learning styles............................................................................................ 109
Resource G: Learning styles in the ESL learner ...................................................................... 110
Resource H:OHT –Quote:Reducing learnerattrition.............................................................111
Topic B5: Learning as an adult.................................................................................................... 112
Handout 19: Reflecting on learning.......................................................................................... 113
Handout 20: Adult learning principles ...................................................................................... 114
Handout 21: Adult learning principles and teaching practice.................................................... 116
Handout 22: Applied learning .................................................................................................. 117
Handout 23: Applied learning: What does it mean for teaching practice? ................................ 119
Resource I: OHT -Characteristics of adult learners................................................................. 120
Resource J: OHT -Applied learning ........................................................................................ 121
Topic B6: Adult literacy – theory and teaching methodology ....................................................... 122

Handout 24: Learning language and literacy ........................................................................... 123
Handout 25: What is language? .............................................................................................. 124
Handout 26: Brief definitions of language and literacy theories................................................ 125
Handout 27:Bottom upand topdown theories........................................................................126
Handout 28: Sociolinguists – some questions to consider ....................................................... 127
Handout 29:Systemicfunctional linguistics.............................................................................128
Handout 30: Genre theory ....................................................................................................... 130
Handout 31: Critical literacy..................................................................................................... 131
Handout 32: What do you think……..? .................................................................................... 132
Handout 33:Making meaning..................................................................................................133
Handout 34: Features of psycholinguistic pedagogy................................................................ 134
Handout 35: Reader identities or the four resources model ..................................................... 135
Handout 36: Characteristics of good and poor readers............................................................ 136
Handout 37: Using genre theory to analyse texts .................................................................... 137
Handout 38:Reading critically – questionsforreaders............................................................138
Handout 39:Spokenandwritten language..............................................................................139
Handout 40: Speaking and writing – a continuum.................................................................... 140
Handout 41: Process writing.................................................................................................... 141
Handout 42: Whole language approach to writing ................................................................... 142
Handout 43: Teaching-learning cycle ...................................................................................... 143
Handout 44:Oralcommunication andthe adultliteracylearner...............................................144
Handout 45: Register and oral communication ........................................................................ 145
Handout 46: Strategies to develop oral communication skills .................................................. 146
Handout 47: About learning strategies..................................................................................... 147
Handout 48: Preferred learning strategies ............................................................................... 149
Handout 49: What good learners do........................................................................................ 150
Handout 50: Learning strategies – some ideas for teachers/trainers ....................................... 151
Topic B7: Program development and design............................................................................... 153
Handout 51: An overview of LLN in VET.................................................................................. 154
Handout 52: Where and how is adult English language, literacy and numeracy provision delivered?................................................................................................................................ 155
Handout 53:Adultliteracy/numeracy/English languagecontacts.............................................156
Handout 54: Impact on curriculum planning............................................................................. 157
Handout 55. Meeting learner needs......................................................................................... 158
Handout 56: Workplace scenario -Frank case study............................................................... 160
Handout 57: Coping with difference......................................................................................... 163
Handout 58. Planning grid ....................................................................................................... 164
Topic B8: Assessment and evaluation ........................................................................................ 168
Handout 59: What makes a learner competent?...................................................................... 169
Handout 60: Model of holistic competence .............................................................................. 170
Handout 61: What makes a good assessment task? ............................................................... 171
Handout 62:Assessmentmethodsandrecordingtools...........................................................172
Resource K: Assessment –whyand when..............................................................................173
Resource L: Learning activity, formative or summative assessment task?............................... 174

… the ability to understand and employ printed information in daily activities, at home, at work and in the community, to achieve one’s goals, and to develop one’s knowledge and potential
(IALS)
… toreadandusewritteninformationandtowriteappropriately,inarangeofcontexts.
Literacy also includes num eracy,such as the recognition and use of num bers and basic mathematicalsignsand symbolswithinatext.Literacyinvolvestheintegrationofspeaking, listening,critical thinking,with reading and writing (W ELL Guidelines)
To be literate in a workplace means being master of a complex set of rules and strategies which govern who uses texts, and how, and for what purpose. (To be literate is to know)…when to speak, when to be quiet, when to write, when to reveal what was written and when and how to respond to texts already written. (Hull 1995)
Adult language and literacy can no longer be considered as a sim ple set of skills based in reading and writing printed texts. Rather,itm aybe viewed asa ‘tool for m aking m eaning’ (Synder et al
2005), the use of w hich is determ ined by context (Foster & Beddie 2005)
If decoding and encoding are the only skills that are seen to be fundamental to all literacies, then it needs to be recognised that, in keeping with the whole notion of social practices, decoding/encoding are not disembodied technical skil ls but critical tools. Decoding here is simultaneously an ‘uncovering’ and an act of interpretation. It is a means of making sense of a range of different signifiers, such as images, punctuation marks, gestures, a legal document and an electronic funds transfer at point of sale transaction. (Lonsdale and McCurry 2004) f o h t e i i t v e r s y
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NYRB Apply adult literacy methodologies to develop literacy skills
NYRB Handouts and Resources 76

When What Significance Comment
1987 National Policy on
Australia: A National
Bianco, J.
Education and Training
Australian National
Training Authority
• Identified need for competency clients, flexible and competitive. •
Identified target groups in context of in school curriculum • Merging of language, literacy and numeracy as mainstream VET activity.
First significant government funding
1996
1987
National Reporting
Skills Formation in
Fitzpatrick, L.,
• Based on National Framework of
• Linking of training to economic and Numeracy Competence. • To
1997
McKenna, A. &
Makin, A.
Adult literacy survey provide a national framework for reporting learner progress.
• Australia conducted the
1989 No Single Measure
Statistics (IALS) • Enable comparisons across
• High levels of youth unemployment lead to criticism responsive to industry.
• Emphasis on national benchmarks
• Australian economy and trade deficit. • Keating describes Australia as a ‘Banana Republic’.
Early States develop
1990 Training Costs of
• Adult literacy, numeracy and
• Called for wider range of private training • Literacy as a skill linked to
NZ. • Little impact on Australian
• Increasing globalisation
• Increasing recognition of the links between literacy, education and the economy.
• Found that approx. 47% of adult
1990s characterised by: • economic vocational education and training productivity • accredited training & cur riculum • tendering • focus on
1997
2001
1990
1990
Literacy and
Numeracy Training
Spoken and Written
International Literacy
Special Intervention imposed from other than the
Mutual Obligation Programme (work for the dole) • Competitive tendering
• Range of providers, including private and community groups •
• Literacy linked to gaining
•
IALS results • Outcomes were poor
•
Response to unemployment and
No Single Measure and project
1996 Program – a labour
1991 Australia’s
18 -24 year olds unemployed 6 Languages led into ILY.
• Followed from policies and
1992 One Nation Keating,
• Linked language and literacy
15 – 55 yr oldsfocus on lower literacy levels • funding partly tied to learner outcomes • external strategies to reform aspects of adult
Dawkins, J.
1992 Employment Related
2001 Language, Literacy verification and moderation for quality and accountability processes
Packages begin to be developed.
• Youth unemployment levels remain high.
Education and )
2007 Adult literacy and life
(chair)
1993 National
Collaborative English
Language and
Literacy Strategy
(NCAELLS) Adult
Literacy Information
Office
1993 National Framework of Adult English
Language, Literacy and Numeracy
Competence
Australian Committee for Training and
Curriculum
Language & Literacy programme.
(To continue to 2011.) • Adult integration of English language, literacy and numeracy in VET
ESL & adult literacy.
• Provided a range of competence descriptors to be used in VET and general adult education.
•
• Deficiencies in literacy skills identified as problems in the workforce requiring national response. • Debates between ‘back to basics’ movement and those viewing literacy as a broader notion.
• Notions of literacy challenged by new technologies.
Developed from timeline prepared by P. Kell 1998, From the Billabong to the Mainstream?
, Language Australia, Melbourne.

NYRB Apply adult literacy methodologies to develop literacy skills
NYRB Handouts and Resources 81

"
"
"
"
"

Competency based training (CBT) was introduced into Australia in the late 1980s as part of wider economic policy measures to improve the skill levels of the Australian workforce, enable Australian industry to be more competitive in global markets and establish new career structures for the Australian workforce. CBT has remained a key element of VET policy adopted by successive governments at federal, State and Territory levels.
The basis of competency-based training (CBT) is the focuses on demonstrating the outcomes required – on showing evidence of skills and knowledge (competence).
Australia has been developing and implementing a competency-based training system for the past decade or more. Competency-based training is probably the most critical feature which distinguishes the Australian vocational education and training from many other vocational education and training systems.
The aim of competency-based training is to ensure that vocational education and training programmes better meet the needs of industry and Australia’s enterprises.
The industry training organisation network in Australia, consisting of Industry training councils and bodies has been heavily involved in:
•
• identifying the competencies required by industry from formal training at different levels developing industry competency standards for each training programme with a system of national training packages for each industry
• identifying the qualifications that are included in each industry’s national training package
• developing assessment guidelines for assessing whether or not required competencies specified in national training packages have been achieved by each trainee.
There has been widespread agreement in Australia to make vocational education and training more relevant to industry needs, rather than to continue with the previous system where training providers largely determined the content of vocational education and training courses.
However, the introduction of competency-based training has not been without controversy, which is to be expected with such a major reform. Certainly, the success of competency-based training has varied considerably across the sector.
Perhaps the most controversial element was to shift the focus heavily away from curriculum content and standard amounts of time in each level of training, towards assessing only the competencies required in each case. It has been argued that this is leading to a short-term focus on specific tasks and skills related to existing jobs, with insufficient emphasis on broader vocational knowledge and general skills that are required in the continuous shift in technological knowledge, particularly in emerging technologically based industries and occupations.
There have also been criticisms that the development of competency-based training in Australia has been overly complex and focussed on too much detail prescribed at the national level, with industry bureaucracies replacing the government bureaucracies that once existed.
Incorporation of a focus on the competencies needed in different areas of the labour market is an essential feature of any world class training system. However, care is needed to ensure general skills and more general vocational knowledge are also included, where appropriate, in vocational programmes so that training is not limited to the short-term and immediate needs of industry.
Longer term industry and national considerations are even more important. Those skills that will improve the future job mobility of individuals as nations continually adjust to the unrelenting pressures for structural and technological change are more important now than at any time in the past. (Extract from NCVER, 2000)

The system of vocational education and training that applies nationally (the National Training Framework) consists broadly of three elements: • Training
Packages, assuring nationally endorsed competency standards and qualifications • the Australian Quality
Training Framework (AQTF), assuring the quality of training and assessment services by training organisations and the quality of accredited courses • the Australian Qualifications Framework (AQF), assuring the quality and portability of the outcomes of the system for its clients.
This means training and assessment delivered by a registered training organisation which meets the requirements specified in national industry/enterprise Training Packages or in accredited courses.
Only an organisation registered under the Australian Quality Training Framework (AQTF) can deliver nationally recognised training and/or assessment and issue Australian Qualifications Framework (AQF) qualifications or statements of attainment. In order to become registered, an organisation must apply to a state or territory registering body which will evaluate an organisation's operations against the Standards for
Registered Training Organisations.
The Australian Quality Training Framework (AQTF) is the nationally agreed quality arrangements for the vocational education and training system. The AQTF comprises two sets of standards: • Standards for Registered Training Organisations and • Standards for State and Territory
Registering/Course Accrediting Bodies.
This is the legislated responsibility of the state and territory training and accreditation authorities. [Source: http://www.training.com.au/portal/site/public/menuitem.ce024f80d27633ab9eb1f81017a62dbc/ Accessed
4 th
March 2007]

Read the excerpts on Handout 5: An overview: Competency-based training and Handout
6: Some key Questions and Answers about the Australian training system . Also read at least one of the readings listed in the references or any readings provided to you by the facilitator.
You may be expected to discuss the readings and information in small groups, or to write about them in your journal, or contribute your thoughts and responses to a web-based Discussion board/Forum. Check with your facilitator about how you are to respond.
From your reading, consider the following questions and issues.
•
•
• How is competency based training defined?
• What are some of the key elements and milestones in the implementation of CBT in
Australia?
•
How is the training system administered in Australia and in your State or Territory? Identify and research your own State or Territory Government Accreditation Authority to see what information they provide and what accredited courses they oversee.
What do you see as the benefits of a competency based training system
What do you see as the negatives of a competency based training system.

Curriculum is all the learning experiences students have within a course and the experiences and decisions that impact on their learning in the course
(Shore, S., Black, A., Simpson, A. & Coombe, M. 1993,
Positively different: Guidance for developing inclusive adult literacy, language and numeracy curricula,
DEET, Canberra, p. 23)

Positives
Negatives For the learner
For the learner
For the teacher/
For the teacher/ trainer
For the provider
For the provider
For the system
For the system

During the 1990s, government and industry recognised that language, literacy and numeracy skills underlie all areas of work to some extent. There was also a growing realisation of the importance of communication skills in team-based workplaces. This bundle of skills was often referred to as
‘workplace communication skills’. Towards the end of the 1990s industry and training organisations were therefore encouraged and supported to incorporate information about language, literacy and numeracy skills into Training Packages.
Much of this work was referenced to the National Reporting System (NRS), a nationally recognised resource, which provided a tool for identifying language, literacy and numeracy competencies in workplace tasks.
The current advice given to Training Package Developers about how to incorporate language, literacy and numeracy standards, is outlined in Chapter 6: Incorporating Language, Literacy and
Numeracy’, in the Department of Education, Science and Training’s Training Package Development
Handbook . www.dest.gov.au/sectors/training_skills/publications_resources/profiles/training_package_development
_handbook.htm
. Accessed March 2007]
Two other resources that take you through how LLN is incorporated into Training Packages are:
• Bradley, S., Krajcer, L., Parker, P., O’Callaghan, J., Perisce, S. & Thatcher, J. 2000, Built in not
Bolte d On (revised edition) , Department of Education, Science and Training, Canberra
[Available online at: http://www.dest.gov.au/NR/rdonlyres/6EC761BC-1B6F-4AA7-A266
E851408CE976/12211/workplacecommunication.pdf
. Accessed March 2007.]
• Department of Employment, Education, Training and Youth Affairs, 1998, Workplace
Communication. Incorporation of language, literacy and numeracy into Training Packages ,
Department of Employment, Education, Training and Youth Affairs, Canberra.
[Available online at: http://www.dest.gov.au/NR/rdonlyres/6EC761BC-1B6F-4AA7-A266
E851408CE976/12211/workplacecommunication.pdf. Accessed March 2007]
Read at least one of these resources.
There are and have been a number of debates about the role of LLN in workplaces and how to include
LLN in Training Packages. This relates to the issue of “Built in not Bolted On” – how should language, literacy and numeracy be incorporated and treated in training in the workplace – should it be integrated fully into the training or does it deserve a place of its own? How should it be specified? Fully integrated or as a stand alone Unit or Element of competency? Some could argue that it is “Buried, not even bolted on”.

Read at least one of the readings from above. You may be expected to discuss the readings and information in small groups, participate in a debate, write about them in your journal, or contribute your thoughts and responses to a web-based Discussion board/Forum. Check with your facilitator about how you are to respond.
From your reading, consider the following questions and issues.
• Language, literacy and numeracy underpin almost everything that goes on at work. Do you agree or disagree?
• If they are important underpinning or enabling skills, how explicit should they be and where and how should they be addressed?
• If they are made explicit, is there a possibility that this will lead to an over-emphasis on language, literacy and numeracy?
• If they are not made explicit, how do workplace trainers (who may not have a language, literacy and numeracy background) know how to address these skills? How do they know how to build them into their program?
• Should there be separate communication skills or LLN units within training packages? Why?
Why not?

Training Packages are sets of nationally endorsed standards and qualifications for recognising and assessing people's skills.
A Training Package describes the skills and knowledge needed to perform effectively in the workplace. They do not prescribe how an individual should be trained. It is up to teachers and trainers to develop learning strategies -the "how" -depending on learners'needs, abilities and circumstances.
Training Packages are developed by industry through national Industry Skills Councils
( www.isc.org.au/ ) or by enterprises to meet the identified training needs of specific industries or industry sectors. All Training Packages must be endorsed. To gain national endorsement, developers must provide evidence of extensive consultation and support within the industry area or enterprise.
Training Packages must also go through a quality assurance process. They are then endorsed by the
National Training Quality Council (NTQC) and placed on the National Training Information Service
(NTIS) ( www.ntis.gov.au
).
In January 2005, there were 81 endorsed Training Packages. Nine of these were enterprise Training
Packages, developed by enterprises for their own unique needs. Training Packages have a set date for review -usually around three years after they are endorsed. Reviews ensure Training Packages remain current to meet industry needs and allow issues that arise during their implementation to be addressed.
For information on upcoming and endorsed Training Packages, visit www.tpatwork.com/tpPackageStateList.asp
A review of the Training Package model, conducted during 2004, found that:
• industry should have a pre-eminent role in defining work outcomes
•
• the Training Package model has widespread support
• the model has the flexibility to serve a range of purposes to facilitate good labour market and educational outcomes. The review also identified areas for action to better meet current and future skill needs, and to better support teaching and learning. These improvements directly respond to the challenges faced by clients and stakeholders in implementing Training Packages. In response there has been a focus on:
• more rigorous development and review processes to ensure progressive improvement in the quality and relevance of Training Packages
• incorporating employability skills into Training Packages
•
• developing better guidelines for VET qualifications for use in Training Package development and review for whole qualifications and clusters of skill sets further work to support the development of cross industry entry level qualifications.
Modified from DEST’s Training Package webpages www.dest.gov.au/sectors/training_skills/policy_issues_reviews/key_issues/nts/tpk/

Unit of competency: A unit of competency is a discrete component within a standard. It comprises a title, a unique number (code) and the following components.
Elements of Competency: These describe in terms of outcomes the significant functions and tasks that make up the competency..
Performance Criteria : Each element of competency has a set of performance criteria. These specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance. Critical terms or phrases may be written in bold or italics and then defined in range statement.
Range Statement : The range statement provides a context for the unit of competency, describing essential operating conditions that may be present with training and assessment, depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. The meanings of key terms used in the performance criteria will also be explained in the range statement.
Required Skills and Knowledge: The essential skills and knowledge are either identified separately or combined. Knowledge identifies what a person needs to know to perform the work in an informed and effective manner. Skills describe the application of knowledge to situations where understanding is converted into a workplace outcome.
Evidence Guide : The evidence guide's purpose is to provide information about how the competency may be demonstrated.
The evidence guide describes:
• critical aspects of evidence to be considered -particular knowledge or skill that is essential to performance
• relationships with the assessment of any other units of competency
• underpinning knowledge and/or skills -essential knowledge and/or skills a person needs to perform work to the required standard
• resource implications -information about resources required
• consistency in performance – how consistency in performance can be assessed over time, contexts and with a range of evidence
• conditions of assessment -whether assessment can take place in the workplace, in a simulated workplace environment, off the job, or on and off the job
• suitable methodologies for conducting assessment including the potential for workplace simulation.
Employability skills or key competencies: These are the non-technical skills and competencies that are an important part of effective and successful participation in the workplace. They describe the transferable skills, attitudes and behaviour required for successful participation in the workplace.

The International Adult Literacy Survey (IALS), referred to in Australia as the Survey of Aspects of
Literacy (SAL), was undertaken in 1996.
According to the IALS data, approximately 47% (over 6 million) Australian adults don’t have adequate literacy skills to cope with the demands of everyday life and work. In other words, they have literacy skills at levels 1 and 2 on the IALS. This is true for the three literacy scales—prose, document and quantitative.
• Prose literacy —the knowledge and skills needed to understand and use information from texts including editorials, news stories, brochures and instruction manuals
• Document literacy – the knowledge and skills required to locate and use information contained in various formats, including job applications, payroll forms, transportation schedules, maps, tables and charts
• Quantitative literacy – the knowledge and skills required to apply arithmetic operations, either alone or sequentially, to numbers embedded in printed materials. For example, balancing a chequebook, figuring out the GST, completing an order form or determining the amount of interest on a loan from an advertisement (OECD and Statistics Canada 2000: x).
As can be seen in the table below, Australia has a similar distribution of skills across the three literacy scales.
Table: Number and proportion of the Australian population at each skill level
(McLennan. 1997:3)
Skill level
Level 1
Level 2
Level 3
Level 4
Level 5
Total
Prose scale
‘000 %
2 607.4
3 631.9
4 668.9
2 052.7
259.9
13 220.8
19.7
27.5
35.3
15.5
2.0
100.0
Document scale
‘000 %
2 580.3
3 738.3
4 774.2
1 880.8
247.2
13 220.8
19.5
28.3
36.1
14.2
1.9
100.0
Quantitative scale
‘000 %
2 531.8
3 590.8
4 764.0
2 011.9
322.3
13 220.8
19.2
27.2
36.0
15.2
2.4
100.0
The results showed:
• a strong relationship between English literacy skill level and English as the first language
• those who spoke a language other than English and arrived in Australia after the age of 16 were significantly more likely to have lower levels of literacy.

The results showed:
• educational attainment was strongly linked to literacy performance. In general, greater proportions of people with high literacy skill levels had high educational attainment
• those with vocational qualifications have skill levels similar to those who are still at school but lower than those who have completed school
• of people who have completed school, those in the 55+ age group tended to have lower skill levels.
The results showed:
• younger people tended to have higher levels of literacy than older people
• the proportion of people at level 1 increased significantly with age, especially for those whose first language was not English.
The results showed:
• a higher proportions of females than males at high levels of prose literacy for all ages except 55-74 years
• on the quantitative scale, the proportion of males with level 4/5 skills was larger than that of females
• the proportion of older females at level 1 on the quantitative scale was markedly greater than that of older males
• older males (45 +) tended to have better document skills than older females.
The results showed:
• a clear relationship between literacy skill level and labour force status, with employed people being less likely to be at level 1 than unemployed people
• a clear relationship between literacy skill level and income.
Of the Indigenous population, approximately one quarter were not surveyed as they lived in remote areas. Of the others, approx 98% spoke English as their first language. They had significantly lower literacy levels compared with other adults who spoke English as their first language.
The survey also compared respondents self-perception of their literacy skills with their assessed skills. It was found that almost all (92%) of those who rated their reading skills for the needs of daily life as poor were at the lowest level on the prose scale.
However, of those who rated their reading skills for the needs of daily life as excellent, 28% were at levels 1 and 2 on the prose scale.

Of those who rated their basic maths skills for life as poor, 79 % were at level 1 on the quantitative scale, and 15 % at level 2. Of those who rated their basic maths skills as excellent, 23 % were at levels 1 and 2 on the quantitative scale.
The study also found considerable differences between the literacy levels of those in different states and territories. For example, Tasmania had the lowest proportion of people at levels 4/5. New South Wales and
Victoria had the highest proportion of people at level 1 on all scales.

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 back ground. 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 with a wide variety of education background. 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, this has implications for administration and classroom management.
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 affects 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.
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.
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.

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.
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).
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 le arner’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.

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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.

Kolb's Learning Cycle
Kolb believes that learning does not take place without reflection. Kolb proposed a four-stage learning cycle where the process can begin at any stage of the cycle and is continuous. This also has repercussions related to teaching as each person has strengths in different aspects of the cycle. People usually begin with their preferred style.
Concrete Experience
Putting into practice
Active Reflective experimentation Observation
Experimenting to Objectively analyse find solutions
Abstract Conceptualisation outcome
Reviewing your conceptual understanding the
Although it is represented as a cycle, it can also be viewed as two distinct dimensions:
•
• concrete / abstract Concrete perceivers absorb information through direct experience, by doing, seeing, acting, sensing and feeling. Abstract perceivers take in information through analysis, observation and thinking. active / reflective
Active processors make sense of an experience by immediately using the new information.
Reflective processors make sense of an experience by reflecting on and thinking about it.

Carl Jung and Myers Briggs Type Indicator (MBTI)
This is more complicated that some of the other learning styles models as it relates to personality, not just learning style. The MBTI indicate a person's preference on each of four continuums below:
Energy Orientation: Those who prefer Introversion draw their primary energy from the inner world of information, thoughts, ideas, and other reflections. Those who prefer Extroversion are drawn to the outside world as their elemental source of energy, and engage with the people, places and activities of the outside world for their energy.
Outer World Orientation: those who prefer Judging have a style oriented towards organisation, planning, closure, a drive to order the outside world. Those who prefer Perceiving are typically adaptable, flexible and leave options open. A lack of closure tends to be easily tolerated.
Taking in information: Those who prefer Sensing favour clear, tangible date and information that fits in with their direct experience. Those who prefer Intuition are drawn to information that is more abstract, conceptual, big-picture and represents imaginative possibilities for the future.
Making decisions: Those who prefer Thinking tend to make decisions in an objective, logical and analytical manner with an emphasis on tasks and results to be accomplished. Those who prefer
Feeling make their decisions in a somewhat global, visceral, and value-oriented way noting in particular how decisions impact on other people.
Felder and Solomon
Felder and Solomon describe learning styles as lying on 4 different continuums:
• o Active
– reflective: Active learners like to be involved in doing something while reflective learners prefer to think about it quietly
• o Sensory – intuitive: Sensory learners like using well established methods and learning facts while intuitive learners like to work out relationships for themselves.
• o Visual
– verbal: Visual Learners learn better when they see pictures and diagrams while verbal learners prefer to read or listen to an explanation
• o Sequential – global: sequential learners like to undertake things step by step while global learners prefer to see the big picture, not necessarily learning in an ordered manner.
Multiple intelligences
Howard Gardner theorised that there are multiple intelligences not just one form of intelligence. Modern western culture emphasises verbal/linguistic and logical/mathematical intelligence but there are many other forms of intelligence that are over-looked. Gardner believes that there are at least eight forms of intelligence.
Verbal Linguistic intelligence (sensitive to the meaning and order of words) Logicalmathematical intelligence (able to reason and recognize patterns and orders) Musical intelligence (sensitive to pitch, melody, rhythm, and tone) Spatial intelligence (perceive the world accurately in three dimensions) Bodily Kinaesthetic intelligence (able to use the body skilfully and handle objects adroitly) Interpersonal intelligence (understand people and relationship)
Intrapersonal intelligence (able to understand oneself and others accurately) Naturalist
(connected to the intricacies and subtleties in nature)

Total
(McLennan. 1997:3)
o
o
o
o
o
o
o
o
o
o

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NYRB Apply adult literacy methodologies to develop literacy skills
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NYRB Apply adult literacy methodologies to develop literacy skills
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“….the general view was that the reading material in the prescribed texts was more often only a vehicle for reinforcing grammatical structures rather than initiating meaningful communicative classroom activities.
This problem was compounded by two additional factors. Firstly, the cultural reluctance on the part of the Vietnamese to challenge the written word and secondly, the focus on grammar-translation in the examination system leaving litt le time for developing conversation skills.” (Ellis,1994, p70)

NYRB Apply adult literacy methodologies to develop literacy skills

NYRB Handouts and Resources 111

NYRB Handouts and Resources 112

NYRB Apply adult literacy methodologies to develop literacy skills
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Malcolm Knowles is sometimes known as the ‘father of adult learning’. He popularised the term andragogy (adult learning) as opposed to pedagogy (child learning). He identified the following characteristics of adult learners:
• Adults are autonomous and self-directed learners .
• Adults have life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base.
•
•
Adults are goal-oriented and usually know what goal they want to attain.
Adults must see a reason for learning something.
• Adults are practical , focusing on the aspects of a lesson most useful to them in their work.
Some would contend that Knowles only introduced a theory of teaching rather than a theory of adult learning (Merriam and Caffarella 1999). It is further contended that Knowles did not establish a proven theory, rather he introduced a "set of well-grounded principles of good practice" (Brookfield, 1986).
Since the work of Knowles many have contributed to the body of knowledge about adult learning. The table below outlines some of the characteristics of adult learning and their implications for teachers.
Table adapted
Characteristics of adult learning from
Burns R.
1995
The
Learning is motivated when there is a recognised need, or a mismatch between an individual’s experience and their perception of
Adult
Learner at Work
Business and the world.
Learners bring their own experiences and meaning systems to the learning situation.
Individual needs are brought to learning situations.
People learn best when their sense of self is not threatened.
Learning occurs at different rates.
Diversity of learning styles, methods and personality traits exist.
Learners bring their own self esteem and self perception and degrees of confidence to the learning context.
Implications for teaching/facilitating
Teachers and learners need to structure the process of learning together so that it is relevant to the experience or problem that created the need to learn.
Teachers must not regard themselves as the fount of all knowledge but use learner’s experiences and prior knowledge as learning resources.
Learning should be as individualised as possible. Facilitators should link the content of the training to learner needs and experiences and not assume the links are obvious.
An ethos of respect and non-threatening environment. Cooperation rather than competition.
Different learning speeds should be accommodated and accounted for.
These styles are recognised and catered for by using a range of teaching methods and activities.
Empathy and sensitivity required to create a successful learning outcome for all.
Professional Publishing, NSW

References
Brookfield, S. D. 1986. Understanding and Facilitating Adult Learning , Buckingham, Open University Press
Burns R. 1995 The Adult Learner at Work Business and Professional Publishing, NSW
Knowles, M.S. 1980. The Modern Practice of Adult Education: From Pedagogy to Andragogy . (2nd edition)
New York, Cambridge Books.
Merriam, S. B. and Caffarella, R. S. 1998. Learning in Adulthood. A comprehensive guide , San
Francisco, Jossey-Bass.

NYRB Apply adult literacy methodologies to develop literacy skills
Characteristics of adult learning Implications for teaching/facilitating
Learning is motivated when there is a recognised need, or a mismatch between an individual’s experience and their perception of the world.
Learners bring their own experiences and meaning systems to the learning situation.
Individual needs are brought to learning situations.
People learn best when their sense of self is not threatened.
Learning occurs at different rates.
Diversity of learning styles, methods and personality traits exist.
Learners bring their own self esteem and self perception and degrees of confidence to the learning context.
Teachers and learners need to structure the process of learning together so that it is relevant to the experience or problem that created the need to learn.
Teachers must not regard themselves as the fount of all knowledge but use learner’s experiences and prior knowledge as learning resources.
Learning should be as individualised as possible. Facilitators should link the content of the training to learner needs and experiences and not assume the links are obvious.
An ethos of respect and non-threatening environment. Cooperation rather than competition.
Different learning speeds should be accommodated and accounted for.
These styles are recognised and catered for by using a range of teaching methods and activities.
Empathy and sensitivity required to create a successful learning outcome for all.
Teaching ideas, activities and methods to support the adult learner
NYRB Handouts and Resources 116

Applied learning is a term used mainly in relation to youth education, and often, but not always, school contexts. It has, at various times, been referred to as problem based learning, contextualised learning and experiential learning. It is often equated with ‘hands on’ or practical learning and has many similarities with adult learning theory.
Current understanding of the term ‘applied learning’ varies. However, a number of recurring themes are consistent across all definitions and can be seen to be the underpinning concepts of an applied learning approach.
Firstly, applied learning is an approach, which emphasises the relevance of what is being learnt to the ‘real world’ outside the classroom, and makes that connection as immediate and transparent as possible. This focus on a ‘real life’ application will often require a shift from a traditional focus on discrete curriculum areas, as learners focus on learning and applying the skills and knowledge they need to solve a problem, implement a project or participate in the work force.
Secondly, and a result of this, applied learning will involve learners and their teachers in partnerships and connections with organisations and individuals outside the education organisation. These partnerships provide the necessary context for students to demonstrate the relevance of what they have learnt.
Thirdly, and of equal importance, applied learning is concerned with nurturing and working with a learner in a holistic manner, which takes into account their personal strengths, interests, goals and previous experiences. Working with the whole person involves valuing skills and knowledge that may not normally be the focus of more traditional education curricula. It also means taking into account differences in preferred learning styles, and ways of learning.
Finally, applied learning also acknowledges that part of the transition from school to work is being treated as an adult, and that moving learners out of the classroom to learn also means helping them to make a shift to become more independent and responsible for their own learning. This means that applied learning needs to be learner centred and applied learning goals and outcomes should be negotiated with learners, as well as other stakeholders.

These concepts described above lead to the construction of a set of characteristics of applied learning:
1 Make connections with communities and real life experiences
2 Link context/application with theory/skills.
1 Allow learners to take control of their learning. Negotiate the curriculum. Engage in a dialogue with learners about their curriculum.
2
3
Share knowledge and recognise the knowledge learners bring to the learning environment.
Use and build on the skills, knowledge and experience of the learners.
4 Build resilience, confidence and self worth – consider the whole person.
5 Integrate learning. In life we use a range of skills and knowledge. Learning should reflect the integration that occurs in real life tasks.
6 Promote diversity of learning styles and methods. Everyone learns differently. Accept that different learning styles require different learning/teaching methods. But value experiential, practical and ‘hands on’ ways of learning.
Applied learning is not just about ‘doing’. Equal importance is placed on theory/skill and application/context. The theoretical understandings and knowledge required to complete a task will be drawn out from the context, which also provides the opportunity to use and apply what has been learnt. When an applied learning approach is used, the starting point will often be the context and application – not the theory (Tout, Motram & Leigh-Lancaster,
2006).
Modified from an information sheet on the Victorian Curriculum and Assessment Authority website www.vcaa.vic.edu.au/

1. Make connections with communities and real life experiences
2. Link context/application with theory/skills.
3. Allow learners to take control of their learning.
4. Share knowledge and recognise the knowledge learners bring to the learning environment.
5. Use and build on the skills, knowledge and experience of the learners.
6. Build resilience, confidence and self worth – consider the whole person.
7. Integrate learning.
8. Promote diversity of learning styles and methods.

Language is a system of signs and symbols used by a group of human beings to construct meaning… Language is learnt in a particular context within a social situation
– thus it is a social endeavour (Anstey & Bull, 1996).

Skills based approach (eg. phonics). This approach perceives literacy as a set of skills that remain constant and can be learnt and used in all contexts.
Psycholinguistics is the study of the relationship between linguistic and psychological behaviour. It is an attempt to describe the mental processes involved in language acquisition , comprehension and production. It sees a strong relationship between language, thought, and culture and acknowledges a reader’s prior experience and knowledge as a factor in gaining meaning from text.
Sociolinguistics is the study of how language shapes and is shaped by society. It takes into account all aspects of society , including cultural norms, expectations, and context, on the way language is used. It ranges from the study of the wide variety of dialects across a given region down to the analysis between the way men and women speak to one another.
Systemic functional linguistics is a theory of language in context and suggests that language can only be understood in relation to the context in which it is used. It accounts for the syntactic structure of language, and also places the function of language as central (what language does, and how it does it). It focuses on language at the level of the whole text.
Genre theory aims to teach learners how to create and analyse spoken and written genres so they can use language to participate fully in their culture.
According to genre theory texts are socially constructed and serve particular functions in a social context. A text has a specific schematic structure – a distinctive beginning, middle and end. It will use predictable language structures, depending on its social function, and will conform to certain established patterns. Genre theory emphasises this predictability and seeks to identify the characteristics of different texts.
Critical literacy sees language as being socially and culturally constructed as well as political. It attempts to provide a set of tools to enable us to critically look at written, visual, spoken, multimedia and performance texts – including those we create. Critical literacy involves going beyond surface meaning of texts by analysing and critiquing the interaction between texts, language, power, social groups and social practices.

Bottom up theory
(skills based approaches)
Reading and writing consist of learning a number of skills which, if taught in the correct sequence, will lead to learning to read and write.
Top down theory
(eg. psycholinguistics)
Reader tries to make meaning of the whole text.
Writing focuses on making meaning first and then skills.
Is there a place for both theories?
How does language as a social activity, fit with these theories?

What is systemic functional linguistics?
Systemic functional linguistics is a theory of language in context. People use language to make meaning and meaning is constructed by choices of vocabulary and grammar.
There are different purposes for using language and different contexts produce different texts. In our society we need to accomplish different tasks which require language use. These culturally created patterns of language are called genres.
In systemic functional linguistics language is seen to vary in relation to three variables:
• field – the subject matter
• tenor – who is involved
• mode – the medium of communication. Systemic functional grammar is a tool for analysing and explaining how language is used.
CULTURE
Purpose
SITUATION
Derewianka, 1990
Systemic Functional Model of Language

Using the extract from Hammond et al and this handout describe one of the following:
• genre
•
•
• how genre and register work together tenor mode
• field
• register
How can you relate this to teaching adult literacy learners?

Genre theory aims to teach learners how to create and analyse spoken and written genres so they can use language to participate fully in their culture.
According to genre theory texts are socially constructed and serve particular functions in a social context. A text has a specific schematic structure – a distinctive beginning, middle and end. It will use predictable language structures, depending on its social function, and will conform to certain established patterns. Genre theory emphasises this predictability and seeks to identify the characteristics of different texts.
Features of genre pedagogy
Main features of a genre approach to teaching are:
•
•
•
• a focus on the predictability of texts an emphasis on different types of texts an emphasis on identifying the purpose and potential audience of a text
•
• language features of genres can be identified and learned
• models of genres are analysed
• an ability to deconstruct texts to ascertain their purpose
• the differences and similarities between spoken language and written language are explored includes learning about language as well as learning language learners and teachers/trainers work together to jointly construct texts.

Where does critical literacy come from?
Critical literacy comes from different theories:
• the work of critical discourse theorists and their recognition that language is not a neutral commodity
• genre theory and systemic functional linguistics and a belief that a knowledge of language and the text choices we make to achieve certain social purposes is useful to language learners
•
Freirean notion of empowerment and/or related feminist ideologies.
Assumptions of critical literacy theorists
Although there are a range of definitions there are some shared assumptions:
•
• literacy is a social and cultural construction that the function and uses of literacy are never neutral or innocent
• meanings constructed in text are ideological and involved in producing, reproducing and maintaining arrangements of power which are unequal.
(Kamler and Comber, 1996)
Critical literacy and practice: What the research tells us
• Authentic texts seem to be the most useful texts for exploring critically
• It appears more useful in general to allow learner interest and need to be the deciding factor in the selection of texts, rather than the pursuit of critical literacy ‘teaching points’.
• Some believe that even the most innocuous seeming texts have an ideological element.
Others believe that not all texts are loaded to the same extent.
• Texts and text types with clear ideological loading may be a useful starting point to show learners the sorts of issues and language you want to focus on. It is then possible to move on to texts and text types with more concealed assumptions and reader positioning.
• An awareness of intertextuality, or how texts relate to other texts and text types, is relevant to critical reading.
(Brown, 1999)

Freebody and Luke (1990) propose that successful readers have four different identities
•
• code breaker meaning maker
• text user
• text analyst/critic.
The table below provides information about the type of questions that readers ask, consciously or subconsciously about a text they are reading.
Reader identities
Code breaker What is the code? How do I crack this? How does it work? Decoding/ encoding (eg. sound/ letter relationship speech sounds). Engaging in the technology of the code.
Text user What is the purpose of this text?
How have the possible uses of this text shaped it? What will I do with this text here and now? What will others do with this text? What are my options after reading this text? Language is a social activity participation in language requires participation in and understanding of the social purpose of the text.
Meaning maker What does this mean for me? How is the meaning shown in the text? How do the ideas in this text connect with each other? How are they sequenced?
What strategies can be used to get and remember meaning? What might I already know (knowledge and experience) that helps me to make meaning of this text?
How will my purpose in reading this text influence the meaning I gain from it?
Text analyst/critic Who produced this text? What are their values, opinions, interests? What is the text trying to make me do or believe? In who’s interests? What views, values, interests are absent from the text? Why? what does all this do to me?
Language users need to have an awareness that texts are constructed by people who are not neutral but whose ideology underpins the text.
Questions formulated from Freebody & Luke (1990) and Anstey & Bull (2004). NYRB Apply adult literacy methodologies to develop literacy skills

NYRB
Good readers
• Look for meaning in the print in from of them. They expect it to make sense.
• Continuously question what they are reading.
• Read in chunks . They focus on meaning, not on every letter of every word.
• Constantly guess or predict what’s coming next. They use the text to confirm their predictions.
• Infer the meaning of unknown words or phrases from the context .
• Keep reading . They skim over words or phrases they don’t understand, unless they stop them from making sense of the print.
Reader identity Poor readers
• Don’t expect print to have meaning for them.
• Don’t question what they read.
• Read every word . They don’t have time to think about meaning.
• Don’t guess or predict sensibly.
• Rarely use the context to help them understand difficult words or phrases.
• Stop reading if they come across a word or phrase they can’t read or don’t understand.
Handouts and Resources 136
Reader identity
•
Read in different ways , depending on what they’re reading and why they’re reading it. They only pay attention to what is relevant to their purpose.
•
Always read in the same way , regardless of what they’re reading or why they’re reading it.
Modified from Emergency Services Literacy Awareness Kit , Harris.

Social purpose
To retell events for the purpose of informing or entertaining.
Structure
•
•
•
•
Orientation
Events
: Start by orienting the reader to the context
: Give a record of the events
Reorientation : Finishes by ‘closing’ the events
May end by reflecting or commenting on the events Language features
•
•
•
Uses past tense
Events are usually arranged in the order in which they happen
Uses temporal connectives . These are words like ‘then’, ‘finally’, ‘after’, ‘first’, ‘secondly’
• Focuses on specific participants
Example of a recount
Accident reports are recounts.
Identify the structure and language features of the accident report.

Pre-reading questions
Why are we reading about this topic? What do you know about the topic?
An initial look – some questions
Where did the text come from? What does the layout tell you? What does the title tell you about the content and the opinions expressed? Who is the writer and what do you know about them? What do the graphics tell you about the content and opinions expressed?
Reading the text – questions to consider
What does the writer say about the topic? If you only knew about the topic from the text, what would you think about it? What does the text tell you that you already know? What does the writer think you want to know about the topic? What genre is used? Who is the intended audience? Why has the text been written? What is the attitude of the writer to the topic? How else could the topic have been written about? What other information could have been included? Why do you think the writer chose to write this way about the topic?

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Texts where distance from the action is the greatest and the author writes for an unknown audience Eg. reflections on a topic such as history, economics, etc.
NYRB
Handouts and
Resources 140

Conceptofprocesswritingwasdeveloped inrelationtochildren.Gravesbelieved thatchildrencould learntowritemoreeffectivelyiftheyfollowed thesameprocess as‘real’writers.Thisprocesshasbeenapplied toadultliteracylearners.
Processwritingwasareactionagainstthetraditionalistview thatwritingmust conform to certain rules and that the final text should be the m ain focus of attention.Itwasbasedonresearchwhichobservedhowchildrenwroteand the creative,spontaneousnatureofwriting.Itplacedtheemphasisonhow writingtakes place,ratherthanontheend productofwriting.
Stages of writing
•
•
•
•
•
Pre-w riting
D rafting
Conferencing
Revising
• Publishing. A process approach to teaching writing are:
• encouragem ent of creativity
•
• anemphasisonpersonal experienceinwriting an emphasis on individual ownership of a text
• a focus on the processes of writing,drafting and re-drafting.
ForfurtherinformationaboutprocesswritingseeGraves,D.1983,W riting: Teachers and Children at W ork,H einem ann,New H am pshire.

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The genre approach to teaching writing is based on a teaching-learning cycle in which:
•
•
•
• the context or field of knowledge of the topic or text type is built the genre of the text is modelled a text from a genre is jointly constructed a text from a genre is independently constructed.
Modified from Hammond, 1992

Oral communication is the use of a range of speaking and listening skills through which we convey, interpret and construct meaning within an immediate social context. For adults, oral communication is a process of using and interacting with spoken language in diverse and complex social, vocational, academic and technical contexts demanded by contemporary society. Full participation in these contexts requires the use of a range of skills.
Features of oral communication
Genre, vocabulary and syntax are important elements of spoken and written language; however, the immediate and interactive quality of oral communication means that voice qualities -such as pitch, accent, tone -gesture, and facial expression are important skills for shaping meaning. Meaning can be eloquently implied and inferred through the use of these features, and they form an important dimension to our understanding of oral communication
Oral communication needs of adult literacy learners
English speaking background learners and non-English speaking background learners
In fact, both these groups of learners share the need to develop oral communication skills to enrich and maximise their access and involvement in various aspects of society. What manifestly stops non-
English speaking background (NESB) learners from doing this is a lack of working knowledge of fluent and accurate English. Many learners with an NES background attend literacy classes with an awareness of the importance of developing their oral communication skills and express a desire to do so.
Literacy learners who are native English speakers approach oral communication from a different perspective. Most have been immersed in the use of spoken English over their lifetime, and have had the opportunity to develop a repertoire of oracy skills. Many will not perceive the need to improve their oral communication skills with the same urgency as ESL learners; often their expressed priority is to improve writing skills.
In order to participate fully in society, the need for literacy learners, in relation to oral communication, is to gain control over a wide range of registers.
Modified from paper presented by Katrina Lyle at Victoria University, October 2005

All English speaking adults will be expert at using many different types or styles of language — many registers . The term register simply describes the various styles of language available for writing or speaking.
No register is right or wrong in itself. Correctness depends on the context of communication. Using slang is probably fine when relaxing with friends, but include it in a job application letter and don't hold your breath waiting for a positive answer.
The features which interconnect to determine the register of communication, oral or written, are
• purpose of the text/exchange
•
• who is involved (participants and their status) the subject matter
• the channel of communication.
A change in any one of these will probably create a change in the register. We are culturally so attuned to the 'appropriateness of the register'that we only pay attention to it when someone makes a mistake in their use of register.
Modified from paper presented by Katrina Lyle at Victoria University, October 2005

‹ Develop competency in oral communication across a wide range of meaningful registers.
‹ Integrate oral communication with development of other key literacies.
‹ Provide a wide range of learning tasks which have oral communication outcomes as their end point.
‹ Use oral communication as a vehicle for promoting learning in other areas. This builds on the relationship between spoken and written language and language and thought.
‹
Use modelling and scaffolding to develop skills and confidence in the use of new oral communication skills.
‹ Make the learning process explicit.
•
•
•
•
•
•
‹ Support the development of underpinning oral communication skills:
• turn taking understanding verbal and non-verbal cues listening skills rephrasing voice projection, intonation • opening, sustaining and closing speech episodes selecting and sequencing identification of audience and purpose.
‹
Highlight how language and power interact.
‹
Promoting the transference of skills beyond the
•
• classroom
• incorporate learning and tasks from real life situations
• encourage independence encourage learners to be aware of when and where they can use the skills encourage learners to report the use of skills outside the classroom.
Modified from paper presented by Katrina Lyle at Victoria University, October 2005 and article contributed to Fine Print
‘Spreading the word – sharing discourse in the classroom’, Vol 25, No. 4, Summer.

“Learning is a complex and often difficult process -particularly for adults. It requires effort, concentration, motivation and change. When learning new information and/or skills for example, it's pretty common to focus more on what (is learned) rather than how (it is learned). Practised learners use strategies and behaviours to take on new information, skills etc. Adults who aren't successful learners-particularly in more formal learning/educational settings -often blame themselves for a 'lack of intelligence'. It is more likely that these learners may not understand or be aware of their own learning strengths and how to use them” (Hodge, 2002).
Learning strategies are skills, approaches and behaviours that enable effective and efficient learning.
Most people have a preferred learning style eg. visual, auditory or kinaesthetic. However, they may use different learning strategies based on the content and context of what they are learning.
Learning styles change little over time but learning strategies can be added to and modified over time and with experience (Smith & Dalton, 2005).
Learning style:
• typical way a learner likes to go about learning
• difficult to change.
Learning strategies :
• how we decide to go about learning something
• are likely to be linked to learning styles
• can be added to and modified as we are exposed to learning experiences
• will vary according to context and content.
Increasing learning strategies assists learners to: • operate with greater independence • operate with greater
• confidence work more effectively with others
• in life be more self-direction in learning and
Eg. prefers to learn by talking to and watching others
• make improved judgments in selection and use of resources
• think and reflect about what is learned and how • organise their time and available resources
• improve their employability skills.
Eg. Making circles using Word (new learning) occurs through watching and listening to others as well as through practice.

•
•
•
•
•
•
•
•
•
•
•
Although there is no one definitive list of skills, approaches or strategies that can be identified exclusively as ‘learning strategies’, learning strategies include: setting goals planning how to reach your goals checking your ‘on-track’ to obtain your goals knowing when to seek help and how to get it reflecting on what you know and connect it with what you have just learnt being conscious of how, what and why you learn (metacognition) researching to gain knowledge thinking about how you could use new skills and knowledge (transfer) memorising matching sequencing.

My preferred learning style is ___________________________________________________
Something I have learned The context for the learning
Eg.to draw circles using W ord M y desk at w ork
The learning strategy I used
By w atching and having a go.

Effective learners are characterised by the ability to:
•
•
•
•
•
• identifying short m edium and long term goals and the steps required to achieve them form ulate the steps to achieve those goals identify strengths and weaknesses of own learning
•
• ents actively engage in learning tasks in team s or by self m anage,prioritise and com plete the steps in their plans to reach goals or fulfil com m itm
•
•
• fulfil training requirem ents,(attend regularly,be on tim e,join in/contribute,interact appropriately with others)
• give and receive constructive feedback cometorecognise(and trytofix)barriers(eg.personaloremotional)tolearning move from the dependent (passive)to independent (active)learning recognise strategies and techniques that work for them (and differences in others) thinkaboutand sometimesmodifytheirownstrategies try different learning strategies.

Goal setting is about naming things you want to do or achieve. Sometimes they are short term-goals
(getting up early) and sometimes they are long term (losing weight, getting a job).
Ask learners to what it is they want to do:
•
• next week in a month
•
• next year in five years.
H elp learners develop individual learning plans.
A re your learners planning a group activity or project,eg,excursion,painting a m ural on a communitywall,organisingand preparingbreakfastforchildrenatthelocalprimaryschool.Ask learnerswhattheyhopetoachievefrom theactivityorproject.Thiswillbetheirgoal.
It is no use setting goals if you don’t have a plan to follow to achieve your goals. Sometimes the plan is commonsense. For example, if your goal is to get up earlier, then the plan is to set the alarm for an earlier time. However, some goals require a great deal of planning eg. getting a (new) job.
Ask learners how they will go about achieving their short and long term goal,their individual learning plans or the group activity/project.
Theyshould developastepbystepplanthatshowsthe steps that need to be taken. If it is a group activity,they should definewhowilldowhat.
Learners need to keep a check that they are ‘on-track’ – that they are following their plan or, if not, why not and how they will modify the plan.
Checklists,chartsand journalsareacommonwayofkeepingtrack.
Learners need to know that it’s OK to seek help from other sources – the trick is to know when to ask for help, who from and how much.
Asklearnerstoidentifywho(individualororganisation)theymayneedtoseekassistancefrom in reaching their individual goals,achieving their learning plans or going on an excursion or com pleting a project.

Researching is more formal than seeking help. It can include interviewing people, undertaking surveys, reading relevant resources (print and electronic). Learners need to choose the most appropriate research strategy for the task they are undertaking and need to be able to identify appropriate resources. You may need to assist learners to develop a range of reading strategies (eg. scanning, skimming, reading for meaning) to be able to effectively undertake a range of research.
Brainstorm different types of research strategies.Discuss the benefits of different research strategiesand whentheymightbethemosteffective.
•
•
Encourage learners to use a range of research strategies:
• Develop and undertake a survey
•
Develop an interview schedule and conduct an interview
Check out what’s in the library
Surf the internet.
Reflection is an essential part of the learning process. It helps learners to be aware of what they know about the topic and to connect it with new knowledge and skills. Learners are then more likely to transfer their learning to new contexts.
Youmighthelplearnersreflectonwhattheyknow andconnectwiththeirlearningbyplayinga range of learning gam es (eg.line or toilet paper activity),discussion of a topic,m indm apping new and old knowledge and skills.
Provide scenarios and role plays to help learners to ‘practice’using new skills in different contexts.Listpossiblewaysand contextsskillsand knowledgemaybeapplied.Encouragelearners toreportwhentheyhaveused theirskillsindifferentcontexts.
Metacognition is about “being in control of your learning, monitoring your learning, knowing what you know and what you still don’t know” (McCormack & Pancini, 1990) and about how you have learnt it. It’s also about selecting strategies that will assist you to learn.
•
•
•
•
M etacognitive strategies include:
•
•
Keeping a reflective journal
M indm apping new inform ation to ensure it links
Chunking inform ation
Using models of existing work
Q uestioning w hy you got a correct or incorrect answ er
Thinkingabouthow youwilldothetasknexttime.

NYRB Apply adult literacy methodologies to develop literacy skills

NYRB Apply adult literacy methodologies to develop literacy skills
The Commonwealth government funds three programs associated with the development of adult
English language, literacy and numeracy.
The Workplace English Language and Literacy (WELL) Program provides funding to support workers undertaking training to develop English language, literacy and numeracy skills sufficient to enable them to meet the demands of their current and future employment and training needs. Training is undertaken in the workplace and is likely to be integrated with vocational training. The program requires RTOs and businesses to work together.
The Language, Literacy and Numeracy Program (LLNP) provides language, literacy and numeracy assistance to those jobseekers who are experiencing significant disadvantage in the labour market due to low levels of language, literacy and/or numeracy. It seeks to improve clients’ language, literacy and/or numeracy with the expectation that such improvements will enable them to participate more effectively in training or in the labour force and lead to greater gains for society in the longer term. Centrelink clients are referred to an RTO delivering the LLNP. The majority of delivery is face-to-face but some is conducted through distance delivery.
English language tuition is provided under the Adult Migrant English Program (AMEP), funded through the Department of Immigration and Citizenship, for migrants and humanitarian entrants who do not have functional English. Refugee and humanitarian entrants under the age of 25 with low levels of schooling are eligible for up to 910 hours of English language tuition while those over 25 are eligible for up to 610 hours of tuition, and other migrants are eligible for up to 510 hours of tuition. Around six million hours of adult English language tuition are provided each year. The AMEP budget in 2006/07 is $153.7 million.
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). In 2003 the $7m was distributed to the States and Territories to support community-based programs.
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.
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.
TAFE NSW Access Division, 2001 Adult literacy and numeracy practices 2001: a national snapshot ,
Department of Education, Science and Training, Canberra.

NYRB Apply adult literacy methodologies to develop literacy skills
Adult
TAFE Institute – in general education course
TAFE Institute – in vocational course
Workplace
Accre dited Non accr e dite
One to one d
Class/ group
Online
Accr e dite d
Non accr e dite d
Accr e dite d
Non accr e dite d
Accr e dite d
Non accr e dite d
Accr e dite d
Non accr e dite d
Accr e dite d
Non accr e dite d
Accr e dite d
Distance ed. – print based & phone support
Blended learning – face to face & online &/ or distance
Other 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 the range of possible delivery.
Non accr e dite d
Community house or centre with education program
Accr e dite d
Non accr e dite d
Accr e dite d
Non accr e dite d
Communit y house or centre social or welfare focus
Accr e dite d
Non accr e dite d
Library
NYRB Handouts and Resources 155
Private training organisation
Correctional institution
School Home

NYRB Apply adult literacy methodologies to develop literacy skills
NYRB Handouts and Resources 156

Work together to revisit some of the theories and principles of teaching and learning you looked at in the Topic 6: Adult literacy – theory and teaching methodology . What are the implications for your planning of what to do in your classroom or training situation with your group of learners?
In the left hand column write down what you agree are some of the key principles or approaches that are crucial to teaching adult literacy. In the right hand column write down what the consequences or implications are for each of these for what you might have to do in order to be able to develop your curriculum planning and associated lessons and teaching/learning
activities.

The aim here is to come up with a broad list of potential topics or themes you could use as the basis of the content to teach your group of learners. Find a partner to work with – from the same institution if that is possible or with someone who teaches and similar group of learners.
For the activity, you can:
• use a group of your own learners or
• if you don’t have a class to use as a basis, choose a selection of the learner profiles as your class
• if you are teaching workplace LLN, you can use your learners and the context of the workplace as the basis of the planning activity or if you don’t have a class to use as a basis use
Frank as your workplace learner and the information provided on Handout 3. Workplace scenario
-Frank case study to develop your plan.
First write a profile of the class or group of learners, and then work together to brainstorm and come up with joint ideas with a profile and plan of the learner interests and some possible topics or themes you could use as the content basis to teach their LLN skills
The final part of the activity is to match the course outcomes or Training package Units to those themes and topics – what Units or Learning Outcomes could be covered within those topics and themes. This is to only be a broad planning – the detailed planning will happen in the final Assessment Task for this Topic.
Learners’ first names: _______________________________________________________
Range of ages: _____________________________________________________________
Course/Training Package being taught: ___________________________________________
Level(s): __________________________________

es to de ve lo p lit er ac y ski lls ho do lo gi ac y m et
Ap pl y ad ult lit er
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M e et in g le ar
NYRB
Handouts and
Resource s 159

Frank is a single 27 years old who lives with his parents and a younger sister. He is the second youngest of four children. Frank’s parents migrated from Italy soon after their first child was born. Frank was born and educated in Australia but when he was a small child Italian was the main language spoken at home and is still the main language of his parents. When he started school Frank spoke little English. He completed 9 years of schooling and reports that he didn’t particularly like school. “I wanted to be out doing things – not sitting in class listening to someone go on. I’m still a bit like that. If someone shows me what to do and then I have a go then I’m fine but if you give me a sheet of instructions or just tell me what to do then I just glaze ove r.”
Frank is currently employed as a machine operator in a sheet metal factory located in an outer suburb.
The company has identified that some shop floor workers have problems with English language, literacy and numeracy and they believe these are affecting workers ability to meet the quality assurance practices the company has put in place. The company is working with a local TAFE to offer a Workplace English
Language and Literacy (WELL) training program. The training will initially focus on workplace communication including reading job sheets and will cover a unit of competence from the Engineering
Training Package. Frank has told the production manager that he would like to attend the training. He likes his work and the company and is keen to get promotion but he realise that he needs to improve his
English literacy and numeracy skills if he is to work as a supervisor. As a supervisor he would need to read a range of job sheets, set machines correctly and sometimes write job sheets and reports about what has happened.
Frank is generally a confident person with good oral communication skills and an easy way with other people. Although he has shown a willingness to learn at work, he lacks confidence as a learner. He has learnt to input data into the computer and is quite confident in doing this. He is, however, not always sure about the significance of the data he is entering.
The training hasn’t begun as yet but Frank’s English language, literacy and numeracy skills have been assessed.
Oral Communication NRS 4
Learning Strategies NRS 3
Reading
Writing
Numeracy
NRS 3
NRS 2
NRS 2
The company Frank works for is a sheet metal factory, More Metals. It is a relatively small company
(approx. 80 workers) making components for use in automotive manufacturing. One of the automotive manufacturing companies is threatening to take the contract away from More Metals as some of the work has not been to the required specifications.
The company has put in place a quality assurance process but there are still problems with the quality of the products being produced. Management has identified that some workers have problems with English language, literacy and numeracy and they believe these are affecting workers ability to meet the quality assurance practices the company has put in place. The company is working with the local TAFE to offer a
WELL training program and would like the training program to initially focus on communication including reading job sheets and diagrams. More Metals is happy to provide examples of the types of job sheets and other documents that the workers have to read and complete. They have identified 12 shop floor employees who they believe would benefit from the training.

When the trainer interviews the 12 workers she finds that they have different levels of literacy and English language. She also finds that some of the workers feel that the problem is with the complexity of the job sheets they are given to read, rather than with their literacy skills. They also believe there are issues with how information is passed from one team or work area to another.
Taking these factors into account:
• list the content you may cover in the program
• check the NTIS database to find a unit of competency that could be mapped to the proposed content
• note which content will meet the needs of workers and the management.
Remember, the company is contributing to the cost of the training. They will expect their needs to be met.
You will need to consider how you will meet the needs of the company and the workers – including Frank, who will be sitting in your training program.

g le ar n er
M e et in n e e d s
es to de ve lo p lit er ac y ski lls ho do lo gi ac y m et
Ap pl y ad ult lit er
N
Y
R
B

d o ut s a n d
R
N
Y
R
B
H a n c e s
1 e s o ur
6
2

nd ou ts an d
Re
N
Y
R
B
Ha mi gh t co ho w yo u all gr ou ps m in s m
Br ai ns tor pe wit h dif fer en ce in yo ur cl as sr oo m. so ur ce s
16
3
NYRB Apply adult literacy methodologies to develop literacy skills

Ti a ar ni n g a ct n d le iv iti e s e de ve lo cu s on th p m en t of s un it is os e of thi to fo
Th e pu rp
__
__
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__
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__
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__
__
__
_
__
__
__
__
__
__ ga ti o n:
__
__ tle of th e m e/i nv es ti ov er vi e w of th e
U ni t
P ur p os e an d it le ar ne
In thi s un rs wil

l L e v el s n g pa ck ag e
U ni ts co ve re d:
C ur ri cu lu m or tr ai ni
R at io n al e tio n?
H o w do es it in ve sti ga e m e or
W hy ha ve yo u ch os en thi s th ur le ar ne rs
? e ne ed s m ee t th of yo
O ut co m es co ve re d d
Le ar ni n g
St re a m s an

A cti ur c
Le ar ni n g
O ut co m es
Activity name e vit re ie s an d er in fo r m at io n q ui re m e nt s
O th
R es o
Units and learning outcomes covered Duration
List and name any written worksheets and handouts you have prepared.
Handout 1. Handout 2. Worksheet 1. Worksheet 2.

a
d h o w ar d a n u s e e di ff er e nt le ei n g ar e b d al iti e s g m o ar ni n
W h at le b ei n yl e s r ni n g st g m et
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W h at

e p

In clu de ho ul d re co w yo u wo rd an m en t re co
A ss es s rd sh ee t
Worksheets
Project product Specify: ____________________________________________
Other: Specify: ____________________________________________ d as se ss m ns t yo ur re po rt ag ai e
U nit
. en ts for th an d wo rk ac tivi tie s
In clu de an y sh ee ts de vel op ed he re.

lo p lit er ac y sk ill s ho do lo gi es to de ve ad ult lit er ac y m et
N
Y
R
B
Ap pl y

NYRB Apply adult literacy methodologies to develop literacy skills
NYRB Handouts and Resources 169

N p lit er ac y ski lls to de ve lo ho do lo gi es ac y m et ad ult lit er
Y
R
B
Ap pl y
,2
0
0
3 m e
&
T o ut
M ar r,
H el

NYRB Handouts and Resources 170

o
o
o
o
o
o
o
o
o
o
o
o

Assessment methods
Debates
Discussions
Folios Multiple choice quizzes
Oral explanations of text
Oral presentations
Peer assessments
Performing and undertaking investigations/projects
Performing practical tasks
Physical demonstration of understanding
Quizzes
Reflective work journals
Report by third party
Role plays
Self assessment
Teacher observation
Worksheets
Written tests
Written texts produced in class
Assessment and recording tools
V ideo / checklist
Learner docum entation / products or photos/videos of product / checklist

Marr,Helme& Tout,2003

C2. The context
.......................................................................................................................... 176 Handout
1: What is adult numeracy?...................................................................................178
Handout 2. The value of numeracy......................................................................................179 Handout 3: The maths I used ..............................................................................................180 Handout 4:
Practice and policy ............................................................................................181 Handout
5: Adult literacy and numeracy in Australia: a timeline...........................................182
Handout 6: Roles of the adult numeracy teacher.................................................................187 Resource A: Poster -What is adult numeracy? ...................................................................188 Resource B: Questions on the back ....................................................................................189
C3. Competencybasedtraining andcurriculum..........................................................................190 Handout 7: An overview:
Competency based training..........................................................191 Handout 8: Some key
Questions and Answers about the Australian training system...........192 Handout 9:
Questions to consider .......................................................................................193 Handout
10: Concepts of curriculum....................................................................................194
Handout 11: Curriculum -Questions to consider
.................................................................195 Handout 12: A set curriculum and standards: positives and negatives ................................196 Handout 13: LLN in VET -Questions to consider ................................................................198 Handout 14: What is a Training
Package?...........................................................................200 Handout 15: Structure of a
Unit of competence ...................................................................201 Handout 16: The revised National Reporting System ..........................................................202
C4. The learners
......................................................................................................................... 203 Handout
17: An overview of the Australian results from the International Adult Literacy Survey
............................................................................................................................................2
04 Handout 18: The IALS and ALL results and outcomes – what do they say about adult numeracy competence?.......................................................................................................................2
06 Handout 19: Factors in an adult learner’s background that may affect learning
...................208 Handout 20: Linking learning and lives
................................................................................210 Handout 21: VAK: Visual, auditory and kinaesthetic learning styles.....................................211 Handout 22: Other learning style theories............................................................................212 Resource C: OHT -An overview of the Australian results from the International Adult Literacy
Survey.................................................................................................................................2
14 Resource D: OHT – Quote: Differences in learners’ lives
....................................................215 Resource E: VAK Learning styles – diagrammatic representation .......................................216 Resource F: VAK Learning styles........................................................................................217 Resource G: Other learning style theories...........................................................................218 Resource H:
Learning styles and the numeracy learner ......................................................221 Resource
I: OHT – Quote: Reducing learner attrition...........................................................222
C5: Learning as an adult............................................................................................................223 Handout 23:

Reflecting on learning......................................................................................224 Handout
24: Adult learning principles ..................................................................................225
Handout 25: Adult learning principles and teaching practice................................................227 Handout 26: Applied learning
..............................................................................................228 Handout 27: Applied learning: What does it mean for teaching practice? ............................230 Handout 28:
Adult and applied learning: What does it mean for teaching mathematics and numeracy?
..........................................................................................................................231
Resource J: Characteristics of adult learners
......................................................................232 Resource K: Applied learning activities................................................................................233 Resource L: OHT -Applied learning....................................................................................235

C6. Numeracyand Mathematicstheoryandteaching methodology............................................236 Handout 29: The challenge – changing practice..................................................................237 Handout 30: Mathematics for empowerment: what is critical mathematics education? ........239 Handout 31.
Constructivism.................................................................................................245 Handout
32. Contrasting views of mathematical knowledge ................................................246
Handout 33. Different types of mathematical knowledge and capabilities............................248 Handout 34. Ethnomathematics and gender........................................................................249 Handout 35. Key
Readings..................................................................................................252 Handout 36.
Measurement ..................................................................................................255 Handout
38. More to the point -does it work? .....................................................................257
Handout 39. Teaching: espoused role and implied beliefs and practices.............................259 Resource M. OHT: Five strands of meaning........................................................................261 Resource N. OHT: Making meaning....................................................................................262 Resource O. Teaching roles and beliefs..............................................................................263 Resource P. OHT:
Teaching Numeracy/Maths -some strategies........................................264 Resource Q.
OHT: Classroom practice ...............................................................................265
C7: Programdevelopment anddesign........................................................................................266 Handout 40: An overview of LLN in VET..............................................................................267 Handout 41:
Where and how is adult English language, literacy and numeracy provision delivered?............................................................................................................................2
68 Handout 42: Adult literacy/numeracy/English language contacts.........................................269 Handout 43. Impact on curriculum planning.........................................................................270 Handout 44. Meeting learner needs.....................................................................................271 Handout 45. Workplace scenario -Frank case study...........................................................273 Handout 46. Coping with difference.....................................................................................276 Handout 47.
Meeting individual needs.................................................................................277 Handout
48. Ideas for contexts suitable for teaching numeracy...........................................278
Handout 49. Planning Grid
..................................................................................................279
C8: Assessment and evaluation.................................................................................................. 283 Handout 50:
What makes a learner competent?..................................................................284 Handout
51: Model of holistic competence ..........................................................................285
Handout 52: What makes a good assessment task?
...........................................................286 Handout 53: Assessment methods and recording tools.......................................................287 Handout 54. Assessment task and record
...........................................................................288 Resource R: Assessment – why and when..........................................................................291 Resource S: Learning activity, formative or summative assessment task? ..........................292

Numeracy is the knowledge and skills required to effectively manage and respond to the mathematical demands of diverse situations. (ALL)
Literacy also includes numeracy, such as the recognition and use of numbers and basic mathematical signs and symbols within a text. (WELL Guidelines)
Numeracy involves abilities that include interpreting, applying and communicating mathematical information in commonly encountered situations to enable full, critical and effective participation in a wide range of life roles (quoted in Murray et al, 2005, p. 150).
In this new light, numeracy is seen as the bridge between mathematics and the real world. Numeracy is an umbrella term that both expands the breadth of the mathematics that is considered and the contexts in which adults use that mathematics. Numeracy is about making meaning of mathematics, at whatever level of mathematical skill, and mathematics is a tool to be used in a variety of applications in both education and life.
(Tout, D., & Schmitt, M.J., 2002)
The ability to use mathematics at a level necessary to function at work and in society in general [i.e.,] to: understand and use mathematical information; calculate and manipulate mathematical information; interpret results and communicate mathematical information. (DfES, 2001, p.3)
Numerate behaviour is observed when people manage a situation or solve a problem in a real context; it involves responding to information about mathematical ideas that may be represented in a range of ways; it requires the activation of a range of enabling knowledge, factors, and processes. (ALL)
To be numerate is more than being able to manipulate numbers, or even being able to ’succeed’ in school or university mathematics. Numeracy is a critical awareness which builds bridges between mathematics and the real world, with all its diversity.
(Johnston, 1994)

There are now a number of studies that have analysed the way that mathematics or numeracy competence of adults impacts in an economic sense or how mathematics or numeracy skills are used in the workplace (although this field of research is very new and underdeveloped).
In one such research report, Does Numeracy Matter? (Bynner & Parsons, 1997), and in their
2005 follow up study (Bynner & Parsons, 2005) the researchers found that poor numeracy skills did have a major impact on an adult’s life, compounding the problems that can result from poor literacy skills:
People without numeracy skills suffered worse disadvantage in employment than those with poor literacy skills alone. They left school early, frequently without qualifications, and had more difficulty in getting and maintaining full-time employment. The jobs entered were generally low grade with limited training opportunities and poor pay prospects. Women with numeracy difficulties appeared especially vulnerable to exclusion from the clerical and sales jobs to which they aspired (Bynner & Parsons, 1997, p. 27).
For women, while the impact of low literacy and low numeracy is substantial, low numeracy has the greatest negative effect, even when it is combined with competent literacy. … Poor numeracy skills make it difficult to function effectively in all areas of modern life, particularly for women. (Bynner & Parsons, 2005, p. 7)
This is backed up by the results from the first wave of results from the Adult Literacy and Life
Skills survey (ALLS) countries, thus supporting the argument that numeracy plays potentially a stronger role in regards to human capital and economic returns that does literacy.
Recent research also indicates that owing to globalisation and the introduction of technology, workplace numeracy demands are growing rapidly and more workers are now engaged in mathsrelated tasks of increasing sophistication (e.g. Hoyles et al, 2002; Service Skills Australia, 2005;
National Research and Development Centre for Adult Literacy and Numeracy [NRDC] 2005).
A range of researchers such as FitzSimons et al. (2005) have found that endeavours to research the mathematics related skills valued and used in workplaces are complicated by the phenomenon of ‘invisibility’ of numeracy. By this they mean that workers are not conscious of using mathematical skills at work, even when they use them frequently. This is partly owing to the negative self-image held by many workers with respect to mathematics and numeracy skills.
This negative self-image causes them to assume that any operations they are capable of undertaking must be common sense rather than mathematics. [For other references to recent research in this area see Marr and Hagston, forthcoming.] Another factor in the invisibility of numeracy is the highly contextual nature of mathematically related workplace tasks that are frequently intertwined with other skills or procedures and the skills don’t relate to ‘school mathematics’, and so are not appreciated or recognised as mathematics or numeracy.
This is backed up by ethno-mathematical studies and research. Often referred to as street maths, ethno-mathematics is about how mathematics is used in everyday, community and work situations outside the formal mathematics classroom and across different cultures. The messages that seem to emerge from this research are that:
1 formal, or school-based, mathematics is not the only mathematics a person’s mathematical knowledge has likely been acquired via both formal and informal learning.
2 that informal learning is as valuable as formal, school-based learning
3 that students should be encouraged to build on this range of “real life” mathematics experiences while also learning the practices of formal mathematics.
Adapted from Tout, D.,

PIAAC paper
You can also refer to the information about numeracy and ALL on Handout 17: The IALS and ALL results and outcomes – what do they say about adult numeracy competence?

In pairs think about the activities you have undertaken in the last few days which had some sort of maths content or actions and share what they were, and discuss what sorts and types of maths skills you used to undertake them.
Task or activity
E.g.,Cooking the spaghetti for dinner
Record any which a maths component and use the table below to write these up.
Maths skills
M easuring and estim ating quantities, calculating w ith tim e

NYRC Apply adult numeracy methodologies to develop numeracy skills
NYRC Handouts and Resources 181

When What
1980s Post Kangan social
Significance and Literacy Policy
Dawkins, J. mainstream education and trainingExpanded AMEP to all
1987 National Policy on
Languages Lo
Bianco, J.
Comment
Teaching Maths to Women,
Family maths programs established
1980s characterised by: affluent times economic growth education seen as importantsupport for
Aboriginal education recognition of multiculturalism (as opposed to assimilation).
1987 Skills Formation in
Australia: 1987-88 performance Mainstreaming
1989
Holding, C
No Single Measure
Wickert, R.
TAFE in the 1990’s: development advocated for post compulsory education
First national survey of adult literacy levels in Australia employment related skills.
Findings included: 23% could not identify their gross pay on a pay slip
73% weren’t able to interpret text in with industry an editorial article Included Developing
Australia’s Skills
1990 Training Costs of
Deveson, I. (chair
Training Cost Review
Emphasised need for a client
Called for wider range of private training Literacy as a skill linked to based education
Emphasised literacy as activity in workplace training.
Quantitative Literacy measure
1990s characterised by: economic rationalism link between literacy & productivity accredited training & curriculum tendering focus on best practice in Australian workplaces manufacturing industry struggling for
Early States develop Adult literacy, numeracy and ESL
1990 International Literacy curriculum eg.
Certificates in
General Education for Adults,
Certificates in
Spoken and Written
English numeracy these courses were the first time curriculum had been imposed from other than the classroom teacher.
1990 Special Intervention Literacy linked to gaining
1996 Program – a labour employment market literacy program
1992 One Nation Keating,
P. J.
Proposed national system of VET and provided framework for establishment of ANTA
Identified 8 Key Competencies 1992 Employment Related
Key Competencies for Post Compulsory
Education and
Training Mayer, E.
(chair)
Languages led into ILY Some as Breaking the Maths Barrier
Rise in unemployment levels
Reforms linked to national response to training Training Packages begin to be developed.
Youth unemployment levels remain high.

When What
1993 National
Collaborative English
Language and
Literacy Strategy
(NCAELLS) Adult
Literacy Information
Office
1993 National Framework
2001 Language, Literacy
Significance oldsfocus on lower literacy levels funding partly tied to student outcomes external verification and moderation for quality and
Comment identified as problems in the workforce requiring national response. Debates between ‘back to basics’ movement and those viewing literacy as a broader notion.
Notions of literacy challenged by part of the programme and Numeracy )
2007 Adult literacy and life
(NESB) learners for Training and
Curriculum
Mid National Staff Developed and implemented a
1990s Development range of adult literacy and
Committee published numeracy training programs a range of adult such as Adult Literacy Teaching literacy and and Adult Numeracy teaching numeracy training programs
1994 Towards a Skilled
Australia: A National
Strategy for
Vocational Education and Training
Australian National
Training Authority
National strategy -responsive to clients, flexible and competitive.
Identified target groups in context of social justice. Identified English language, literacy and numeracy as mainstream VET activity.
1996 National Reporting
System Coates, S.,
Fitzpatrick, L.,
McKenna, A. &
Makin, A.
Based on National Framework of
Adult English Language, Literacy and Numeracy Competence. To provide a national framework for reporting learner progress.
1997 Adult literacy survey Australia conducted the
International Adult Literacy Survey
Australian Bureau of
Statistics
(IALS) Enable comparisons across
(LANT) Program countries. Australia performs similarly to other English speaking
OECD countries, particularly
1997 Literacy and
Canada and NZ. Little impact on
Australian policy and practice.
Part of the Federal government’s
2001 Numeracy Training Mutual Obligation Programme
(work for the dole)
Competitive tendering
Range of providers, including private and community groups
Govt defined client groups
Adult numeracy included in its own right for the first time in a national/international survey
A peak period of support and training for the LLN field
Numeracy gaining more acknowledgement, recognition and support
Continued process of reforms to
VET system to be more national and responsive to industry.
Emphasis on national benchmarks and reporting Numeracy almost not part of the NRS – included at the last minute after strong lobbying by practitioners
Increasing globalisation
Increasing recognition of the links between literacy, education and the economy.
Found that approx. 47% of adult
Australians don’t have adequate literacy skills to cope with demands of everyday life and work Included
Quantitative Literacy measure
Response to unemployment and
IALS results
Outcomes were poor
Strain on the program from the number of non-English speaking background participants
Numeracy included as a major
Based on timeline prepared by P. Kell 1998, From the Billabong to the Mainstream?
, Language Australia,
Melbourne.

NYRC Apply adult numeracy methodologies to develop numeracy skills
NYRC Handouts and Resources 187

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Competency based training (CBT) was introduced into Australia in the late 1980s as part of wider economic policy measures to improve the skill levels of the Australian workforce, enable Australian industry to be more competitive in global markets and establish new career structures for the Australian workforce. CBT has remained a key element of VET policy adopted by successive governments at federal, State and Territory levels.
Australia has been developing and implementing a competency-based training system for the past decade or more. Competency-based training is probably the most critical feature which distinguishes the Australian vocational education and training from many other vocational education and training systems.
The aim of competency-based training is to ensure that vocational education and training programmes better meet the needs of industry and Australia’s enterprises. The industry training organisation network in Australia, consisting of Industry training councils and bodies has been heavily involved in:
• identifying the competencies required by industry from formal training at different levels
• developing industry competency standards for each training programme with a system of
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• national training packages for each industry identifying the qualifications that are included in each industry’s national training package developing assessment guidelines for assessing whether or not required competencies specified in national training packages have been achieved by each trainee. There has been widespread agreement in Australia to make vocational education and training more relevant to industry needs, rather than to continue with the previous system where training providers largely determined the content of vocational education and training courses.
However, the introduction of competency-based training has not been without controversy, which is to be expected with such a major reform. Certainly, the success of competency-based training has varied considerably across the sector.
Perhaps the most controversial element was to shift the focus heavily away from curriculum content and standard amounts of time in each level of training, towards assessing only the competencies required in each case. It has been argued that this is leading to a short-term focus on specific tasks and skills related to existing jobs, with insufficient emphasis on broader vocational knowledge and general skills that are required in the continuous shift in technological knowledge, particularly in emerging technologically based industries and occupations.
There have also been criticisms that the development of competency-based training in Australia has been overly complex and focussed on too much detail prescribed at the national level, with industry bureaucracies replacing the government bureaucracies that once existed.
Incorporation of a focus on the competencies needed in different areas of the labour market is an essential feature of any world class training system. However, care is needed to ensure general skills and more general vocational knowledge are also included, where appropriate, in vocational programmes so that training is not limited to the short-term and immediate needs of industry.
Longer term industry and national considerations are even more important. Those skills that will improve the future job mobility of individuals as nations continually adjust to the unrelenting pressures for structural and technological change are more important now than at any time in the past. (Extract from NCVER, 2000)