Essential core skills: meeting your LLN requirements and the standards. Dave Tout, ACER

Transcription

1 Essential core skills: meeting your LLN requirements and the standards Dave Tout, ACER

2 Outline Introductions Why addressing LLN is essential - some evidence Understanding of the role of assessment of LLN in VET Introduction to the Australian Core Skills Framework (ACSF) ACER services and the CSPA Bridging the gap - LLN strategies for teachers and trainers

3 What are L&N skills?

4 What are L&N skills? Not just low level skills a continuum from low level (beginning primary school) through to a very high level up to Uni levels. Not just the 3 R s of basic reading, riting and rithmetic Work and life in the 21 st Century demands higher level L&N skills.

5 Why is LLN important in VET?

6 Why is LLN important in VET? There has been a lot of interest in LLN in the 21st Century. In the 2011 report, No more excuses, the Industry Skills Councils proposed: better identification of the LLN skills of learners before training, and targeted funding to address identified LLN skill gaps the inclusion of clear advice on LLN skill requirements in Training Packages and/or their companion volumes the implementation of a strategy to develop greater national awareness of LLN issues, including the destigmatisation of LLN skill development an increased capacity in the VET system, and all practitioners, to support the LLN skill development needs of learners and workers better-targeted solutions for building the LLN skills of workers/learners. But why all this interest? CSPA, FSAT Streamlining National strategy TAE quals FSTP (FSK)

7 Why is LLN important in VET? ALLS survey (and now PIAAC): background A household survey administered by ABS to a representative sample of people aged 15 to 74 years of age The tasks are, as much as is possible in a large scale testing situation, based on adult contexts and real-life scenarios and texts, and are (mainly) open ended. The items are based upon simulated texts such as advertisements, newspaper articles, instructions, maps, diagrams and plans, photos, etc. A ruler and calculator are provided to respondents for use in the numeracy items Items go through a thorough and exhaustive process before they get to be used It is the items that are being assessed, not the learners/adults (IRT)

8 The Adult Literacy and Life Skills (ALLS) survey (2006) and the Programme for the International Assessment of Adult Competencies (PIAAC) in Number and proportion of persons(aged 15 to 74 yo) in each group with skill levels 1 or 2 Prose literacy scale The results from ALLS & PIAAC? Document literacy scale ALLS (2006)) Numeracy scale Health literacy scale No. % No. % No. % No. % 7,003,000 46% 7,067,000 47% 7,936,000 53% 8,980,000 60% PIAAC (2011) Literacy Numeracy No. % No. % 7,261,000 44% 8,920,000 55% But what does this mean what skills do the different levels describe? If it is a specialised context with its own discourse and terminology L&N demands become more difficult

9 Background to ALLS: The items One of the easiest prose literacy tasks (categorised as Level 1) directs the reader to look at a medicine label to determine the maximum number of days you should take this medicine.

10 Background to ALLS This Level 5 document literacy item asks the reader to identify, from a complicated document taken from a page in a consumer magazine, the average advertised price for the basic clock radio receiving the highest overall score.

11 Background to ALLS Numeracy One of the easiest numeracy tasks (Level 1) required adults to look at a photograph containing two cartons of coca cola bottles and asked to find the total number of bottles in the two full cases being shown.

12 Background to ALLS Numeracy Level 5 Sample numeracy item: Respondents were asked if it is possible to double $1000 invested at this rate after seven years and had to support their answer with their calculations. A range of responses was accepted as correct as long as a reasonable justification was provided, with relevant computations.

13 Percentage at ALLS levels What do assessments tell us? ALLS Education vs ALLS performance 100% 80% 60% 40% Levels 4/5 Level 3 Level 2 Level 1 20% Some of 0% your learners 10 or less 11 to to or more Years of formal schooling Persons without a qualification who had completed school to Year 12, achieved higher skill levels than those who had completed school to Year 11 only, and similarly those who had completed to Year 11 achieved higher skill levels than those who had completed school to Year 10 or below.

14 Percentage What do we know about L&N? The Adult Literacy and Lifeskills Survey (ALLS) 100% Australian ALL Data: Proportion at skill levels 3, 4 & 5 in NUMERACY, by age (%) 90% 80% 70% 60% 50% Peak is from the 20s into the 30s So a good time to be working with this age group 40% 30% 20% 10% 0% Younger learners straight out of school can have lower L&N skills. Older VET learners Age groups

15 % at each level % at each level PIAAC Literacy: % at each level by gender Males Females Level 1 Level 2 Level 3 Level 4/5 Level Numeracy: % at each level by gender Males Females 5 0 Level 1 Level 2 Level 3 Level 4/5 Level

16 Implications for VET and workplaces What do you think this all means for you and your RTO and your learners? Discuss

17 Why is LLN important in VET? Meets requirements of NVR Standards - SNR5: 5.1; 5.5 and SNR15: 15.1; 15.5 New TAE requirements are to include: By 2014, all new VET practitioners will be required to complete the adult LLN unit (TAELLN401A Address adult LLN skills) as part of their Certificate IV in Training and Education. From 2015, all existing VET practitioners will be required to complete the adult LLN unit (TAELLN401A Address adult LLN skills). From July 2014, all VET practitioners who undertake the Diploma of Vocational Education and Training (TAE50111) will be required to undertake the adult LLN units TAELLN401A - Address adult LLN skills and TAELLN501B - Support the development of adult language, literacy and numeracy skills.

18 Implications for VET and workplaces L&N are at the core of being able to participate effectively in the workplace and VET training There WILL be significant L&N problems in learners or workers participating education/training/work and in undertaking higher level qualifications Don t assume learners can read (and write) well nor understand mathematics/numeracy tasks very well It is NOT just in the Communications (or Calculations) units that there is an issue it is in most units where reading and writing (and numeracy) are integrated parts of the teaching and learning process

19 Implications for VET and workplaces There will often be a mismatch between learners skills and abilities in L&N and in the levels required in course resources, materials, expectations, etc. For some workplaces and in VET certificates and for Higher Ed courses the L&N requirements will be at the higher end of the scale (ALLS/ACSF levels 4 and 5)

20 Why do we need to assess LLN? For learning (and teaching) purposes Assessment = Feedback for Teachers = Teachers as Evaluators = Making Learning Visible Evidence about what learners know and need to know - identify gaps in knowledge For targetting of support in vocational and workplace programs For appropriate placement in support or bridging programs For success - to increase completion rates in training/careers/etc Identify spiky profiles across skills or within a skill

21 The Australian Core Skills Framework The ACSF is the Australian Core Skills Framework (ACSF). It can be used for: Benchmarking an individual s core skills performance Mapping core skills requirements in education and training Tailoring approaches to teaching and learning Describing core skills relevant to the workplace and employment Informing decisions regarding funding and referrals

22 The ACSF The Australian Core Skills Framework (ACSF) provides a detailed picture of performance in the five core skills of: Learning Reading Writing Oral Communication Numeracy. Link for access to the ACSF: SkillsFramework/Pages/default.aspx For ACSF workshops:

23 The ACSF The ACSF describes each of the five core skills across three interactive dimensions: Five levels of performance ranging from 1 (low level performance) to 5 (high level performance) Four performance variables that may influence a person s performance at any time: support context text complexity task complexity. Three Domains of Communication, broad contexts within which the core skill may be used: personal and community workplace and employment education and training.

24 The ACSF Five levels of performance Each level in each core skill is described in detail to enable consistent decisions to be made about an individual s performance at any point in time. The five levels of performance represent milestones along a continuum of performance. The levels of performance are described using: Indicators Focus Areas Performance Features Sample Activities. In determining performance, the relevant Indicators are interpreted using the Focus Areas and Performance Features, in conjunction with the performance variables.

25 ACSF 2012 a new pre level 1 There has been significant feedback from ACSF users and potential users about the need for descriptors of very low level ACSF performance. In Australia, there are a number of adults who are unable to demonstrate performance at exit level 1 of the ACSF. Although performance at pre level 1 is limited, it is nonetheless possible to identify skills and progress at this level and to assess performance.

26 Performance Variables Grid The key underpinnings table about support, context, text and task complexity are elaborated in the Performance Variables Grid Activity: Sort the statements into the right cells in the PVG

27 Literacy and Learning Core skills Learning, Reading and Writing: the first Indicator describes a person s performance in terms of goals/purposes, meaning-making and overall management of the process the second Indicator focuses on practical strategies to assist with achieving the desired outcomes

28 Literacy and Learning Core skills Learning.01: Learner identity Goals and pathways Planning and organising Learning.02: Locating, evaluating and organising information Using prior knowledge and scaffolding Learning with and from others

29 Literacy and Learning Core skills Reading.03: Purpose Complexity Prediction and prior knowledge Critical reading and text analysis Reading.04: Text navigation Comprehension strategies Decoding and fluency Syntax and language patterns Vocabulary

30 Literacy and Learning Core skills Writing.05: Audience and purpose Plan, draft, proof and review Range Register Structure and cohesion Writing.06: Grammar Legibility Punctuation Spelling Vocabulary

31 Literacy and Learning Core skills Oral Communication (speaking and listening).07 Speaking Range and context Audience and purpose Register Cohesion and structure Grammar Vocabulary Pronunciation and fluency Non-verbal communication

32 Literacy and Learning Core skills Oral Communication (speaking and listening).08 Listening Range and context Audience and purpose Structure and grammar Comprehension Vocabulary Rhythm, stress and intonation Non-verbal communication

33 Numeracy Core skill Numeracy.09: Explicitness of mathematical information Complexity of mathematical information Numeracy.10: Problem solving processes including estimating and reflecting Mathematical methods and use of tools Mathematical knowledge and skills: number and algebra Mathematical knowledge and skills: measurement and geometry Mathematical knowledge and skills: statistics and probability

34 Numeracy Core skill Numeracy.11: Written mathematical language Oral mathematical language Complexity of mathematical symbolism, representation and conventions

35 What do the ACSF levels mean? If at ACSF levels 1 and 2: Very poor or fairly weak skills, and insufficient for a trainee or worker/citizen in the 21st Century. If at ACSF level 3: Skills are OK, but not great for a trainee or a worker/citizen in the 21st Century and could have gaps in their LLN skills and knowledge If at ACSF level 4: Skills are quite strong competent for a trainee or a worker/citizen in the 21st Century but could have some gaps in their LLN skills and knowledge If at ACSF level 5: Skills are very strong and excellent as a basis for a trainee or a worker/citizen in a wide range of fields in the 21st Century - would only need specific help if required, e.g. for higher ed course/level training.

36 ALLS & ACSF Reading Numeracy ACSF Level ALLS Level ACSF Level ALLS Level Uncertain (4-5)

37 The ACSF How Dave uses the ACSF

38 What ACER offers to ACPET members Assessment of LLN through the Core Skills Profile for Adults No registration fee Discounted logins for all 5 assessment components Access to the CSPA administration site and test delivery platform Administration training Helpdesk support Instant access to individual student and group reports Workshops such as this one Annual LLN conference discount rates

39 The Core Skills Profile for Adults The CSPA is an online assessment of core skills that assesses and reports on learner skills instantly (no human marking is required). Assessments available as options include: Reading Writing (yes, the computer assesses writing!) Numeracy Abstract reasoning Mechanical reasoning CSPA was written explicitly to, and reports against, the ACSF for the literacy and numeracy assessments Mapping and alignment to the ACSF is based on a combination of both professional judgment by experts and detailed psychometric data about the difficulty of each item Approx. 20 to 40 minutes to complete each assessment

40 The Core Skills Profile for Adults (CSPA) For reading and numeracy, the CSPA screens users to direct them to the more appropriate level: 0, 1, 2, 3 or 4 correct TEST A: ACSF levels 1 to Screening items: ACSF levels 2, 3 and 4 only. 5, 6, 7 or 8 correct TEST B: ACSF levels 2 to 4. 9 or 10 correct TEST C: ACSF levels 3 to 5.

41 The Core Skills Profile for Adults CSPA Reading Reliability 0.91

42 The Core Skills Profile for Adults CSPA Numeracy Reliability 0.89

43 ACER test development processes

44 The Core Skills Profile for Adults

45 The Core Skills Profile for Adults

46 The Core Skills Profile for Adults Reading

47 The Core Skills Profile for Adults Reading

48 The Core Skills Profile for Adults Numeracy

49 Writing

50 CSPA results/report/data Detailed reports available plus download csv file with raw data ACSF levels Scale scores can read performance more accurately against the ACSF Time taken to answer the tests Question intents on Professional report Results by strands in numeracy/text types in Reading Comparisons can be made by various categories e.g. year, course, gender, etc.

51 What does the CSPA look like? I will you free logins to play with it!

52 Reports

53 Writing Reports

54 Reports: Numeracy (& reading)

55 Reports

56 Percentage of students What are ACER s assessments telling us about VET students? Literacy/reading results 60% 50% 40% 30% 20% These students are probably pretty good only need specialist help if required 10% 0% ACSF level These students have significant problems Note: These are working at ACSF levels not exit levels These students might be OK but in some courses this could be problematic - could need some support depending on the course and units. Need to do some extra checking.

57 Percentage of students Percentage of students What are ACER s assessments telling us about VET students? 60% Literacy results 50% 40% 30% Numeracy %s are much higher at lower ACSF levels 20% 10% 0% ACSF level 45% 40% 35% 30% 25% Numeracy results Note: These are working at ACSF levels not exit levels 20% 15% 10% 5% 0% ACSF level

58 Feedback from VET students Very excellent test, gained more knowledge about things I didn't know. It was good doing this test. I actually learnt more from it and it has given me ideas on what I can do if I m having difficulties with anything.

59 What can we do to further develop your learners L&N skills? Work in small groups and discuss: What are some L&N issues you can see that you might need to address in your training & teaching? What are some L&N issues you can see that you might need to address in your assessment? What could you do about them?

60 What do we do with the data? Teaching materials/manuals Course content Assessment requirements You need to bridge the skills gap Learner skills and knowledge

61 What can we do to support learners with low L&N skills? Team teach with LLN staff Work with LLN staff and at least get their advice and support Review and revise teaching and training materials make them more accessible Change classroom and training strategies don t rely on text books/manual/written materials hands on small group work and discussions etc. Revise and check assessment tasks for their LLN demands don't assume learners can read, write and calculate well.

62 What can we do to support learners with low L&N skills? Scaffold and model support the learners Use a variety of materials and break them up into manageable and accessible chunks in differentr formats and styles Play to strengths emphasise the positive Sometimes there is a need for unlearning too! Use individual, small and whole group activities For numeracy, make the maths skills explicit and teach how to excavate them from the text/context Connect language and maths talk maths crucial Assess appropriately using the above approaches use technology: blogs, digital photos, movies & stories, webpages, posters, project materials and outcomes, journals & diaries Build confidence have fun and success!

63 What can we do to support learners with low L&N skills? Foundation Skills Training Package (FSTP) will help. The purpose of the Foundation Skills Training Package is to support the achievement of vocational pathways. Specifically the Training Package supports: the achievement of vocational qualifications through the provision of foundation skills units that can be packaged with vocational qualifications at all AQF levels vocational pathways through the provision of preparatory qualifications at AQF levels 1 and 2. The Foundation Skills Training Package includes: three new Foundation Skills qualifications at AQF levels 1 and 2 ninety three new foundation skills units of competency that cover ACSF levels 1 through to 5.

64 Numeracy issues Numeracy is often the poor (and lost) cousin in the LLN equation Numeracy may have a stronger impact than literacy Numeracy is not just about sums it is about using and applying maths in a context Numeracy is often invisible or not recognised Gender in ALLS: 47.5% of males are at levels 1 or 2; 57.6% of females are at levels 1 or 2. A difference of over 10%! And is the bar set lower for maths/numeracy?

65 Solving a real numeracy problem Joe measures the depth of a road to be filled with asphalt. It is 225 mm deep (= the compacted thickness). He knows that the loose thickness needs to be 20% more than the compacted thickness. How high must the loose asphalt be prior to compacting by the roller? How did you work it out? What did you need to do to solve the problem? Loose thickness 20% Compacted thickness

66 Solving a real numeracy problem And how did you calculate the 20%? Loose thickness 20% Compacted thickness X 225 1

67 What can we do to further develop numeracy skills? Understand the question and problem - make sense of the words in the context Transform or mathematise the situation into a mathematical form what maths do I need to do? Employ and apply mathematical skills and help make the maths explicit Re-encode the result as a solution to the original problem put it back into the context and reflect on result: does the answer make sense?

68 Handout on Tips Read and discuss

69 Feedback and questions