CGEA SAMPLE ASSESSMENT TOOLS

CGEA SAMPLE ASSESSMENT TOOLS 21771VIC Certificate I in General Education for Adults (Introductory) 21772VIC Certificate I in General Education for Adults 21773VIC Certificate II in General Education for Adults

ACKNOWLEDGMENTS This resource has been developed as part of the CGEA Professional Development project via the Curriculum Maintenance Manager (CMM) General Studies and Further Education. The project has been funded by the Adult, Community and Further Education Board. Published by the Department of Planning and Community Development State of Victoria 2010 This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgement of the source. Apart from any use permitted under the Copyright Act 1968, it is not to be used for commercial use or sale. Requests for other use should be addressed to Department of Planning and Community Development, General Manager, Adult, Community and Further Education PO Box 2392, Melbourne, VIC 3001. This document is available under a Preserved Integrity licence for educational purposes see www.aesharenet.com.au/p4

Contents 1 Introduction... 5 Introduction to assessment... 5 Incorporating Principles of Assessment... 5 Formative and Summative Assessment... 6 What is an Assessment Tool?... 6 2 Developing assessment tools... 8 Validation and Moderation... 11 3 Sample Assessment Tools... 12 Sample assessment tool 1... 12 Assessor Guidelines... 20 Instructions For The Learner... 22 Learner Planning Sheet... 23 Sample Questions... 26 Peer Assessment Sheet... 32 Summary Of Evidence... 33 Validate Assessment Tools Checklist... 36 Competency Mapping... 39 Sample assessment tool 2... 41 Assessor Guidelines... 49 Instructions For The Learner... 51 Learner Planning Sheet... 53 Observation Of Presentation... 57 Sample Questions... 60 Peer Assessment Sheet... 63 Teacher Observation Checklist... 64 Summary Of Evidence... 67 Validate Assessment Tools... 70 Competency Mapping... 72 Sample Assessment tool 3... 74 Assessor Guidelines... 81 Instructions For The Learner... 84 Learner Planning Sheet (Water-saving)... 93 Sample Questions... 98 3 Sample assessment tools 3

Peer Assessment Sheet... 100 Report-Writing Self-Assessment Checklist... 101 Summary Of Evidence... 104 Validate Assessment Tools... 107 Competency Mapping... 109 Appendix 1: Assessment Tool Competency Mapping... 113 Appendix 2: Validate Assessment Tools... 114 3 Sample assessment tools 4

1 1 Introduction The following resource contains sample assessment tools developed as a result of practitioner participation in an ACFE funded CGEA Assessment day conducted by the Curriculum Maintenance Manager (CMM) General Studies and Further Education in September 2009.The resource offers examples of assessment tools for units from the following qualifications: Example 1: 21771VIC Certificate I in General Education for Adults (Introductory) Example 2: 21772VIC Certificate I in General Education for Adults Example 3: 21773VIC Certificate II in General Education for Adults These qualifications are combined in one document which is available to download from http://trainingsupport.skills.vic.gov.au Search Curriculum using any of the course codes, for example 21771VIC. The sample assessment tools are designed to assist teachers/assessors in assessing competence and recording results. The resource also describes the process for the development of a range of tools. This will enable practitioners to adapt or create new tools for specific learner groups and teaching contexts. INTRODUCTION TO ASSESSMENT Incorporating Principles of Assessment In creating assessment tools you must ensure that the principles of assessment are met. This ensures good practice but also meets AQTF requirements. The principles of assessment require that assessment is valid, reliable, flexible and fair. Valid the assessment outcome needs to be supported by the evidence gathered 3 Sample assessment tools 5

Reliable that assessment is consistent and accurate, regardless of the assessor conducting the assessment Flexible the assessment procedure enables reasonable adjustments to be made (for example, timing) Fair that assessment is equitable for all candidates You must also ensure that the assessment meets the rules of evidence. To meet these rules, evidence must be: Valid, for example, assessing the elements to the standard identified in the performance criteria, reflecting the skills and knowledge described in the unit of competency, showing application in the context described in the range statement - Current, for example, demonstrate the candidate s current skills and knowledge - Sufficient, for example, demonstrate competence over a period of time, demonstrate repeatable competence - Authentic, for example, be the work of the learner, be corroborated/verified For further discussion of these terms and how they apply in a CGEA context please refer to Section B: Course Information of the curriculum document (pages 45-46). Formative and Summative Assessment Assessment can be very broadly divided into two categories, according to the nature and purpose of the assessment formative and summative assessment. Formative assessment has the primary concern of teaching and learning. This type of assessment occurs throughout the course of study and is often informal in nature. It includes activities such as talking to learners about their work or monitoring and providing feedback on practice tasks. Formative assessments are used to provide the student with feedback on their performance so the learner can improve their skills, and to provide teachers with information so they can tailor their future instruction to student needs. Formative assessment may or may not contribute towards the final assessment; where it does, the student should be informed. Summative assessment, on the other hand, is about providing outcomes showing student competency. Summative assessment occurs at the end of the teaching and learning phase and is used for recording results. In a CGEA context, formative assessment has a critical role to play in a student s skill development. Students need sufficient opportunities to practise what they are learning, to reflect on teacher feedback and also have occasion for peer and self-reflection. Summative assessment should only occur after this process, and learners need to be aware when the task/activity they are undertaking is intended for final assessment and reporting of their learning. What is an Assessment Tool? The term Assessment Tool is used to describe the instruments and procedures for gathering, recording and evaluating evidence of learner performance. Instruments may include the 3 Sample assessment tools 6

activities, questions and assessor guidelines to rate performance. Procedures may include information and instructions given to the assessor and learner relating to the set up of the task/activity, how it is administered and how evidence is to be recorded. In accordance with AQTF Essential Standards for Registration, an assessment tool includes: The learning or competency units to be assessed; The target group, context and conditions for the assessment; The task to be administered to the candidate; An outline of the evidence to be gathered from the candidate; The evidence criteria used to judge the quality of performance (i.e. the assessment decision making rules:; as well as the administration, recording and reporting requirements 3 Sample assessment tools 7

2 2 Developing assessment tools Teachers/assessors need a comprehensive suite of assessment tools in order to assess, record and validate their learner s performance according to the requirements of the curriculum. In developing effective assessment tools, a practitioner needs to have a thorough understanding of the unit/s they are assessing and the target learner group. This section of the guide outlines a suggested process to assist you to develop assessment tools. The process involves a number of steps: 3 Sample assessment tools 8

1. Select the unit/s for which you are developing the assessment The units you select will be largely determined by the course packaging requirements. Where there is some scope for flexibility, your selection should reflect your learners interests and needs. For example, a priority for your learners may be to increase their participation in the community. 2. Analyse the unit Once the units to be delivered and assessed have been identified, careful analysis of the units must take place. Try to envisage what a competent person would be able to do. In planning for delivery and assessment, consider these questions: Questions Action 1. What is the unit about? Read the unit descriptor. This will give you a broad idea of the skill focus and level your assessments will need to cover. 2a. What do learners need to demonstrate? 2b. What is the required level of performance? 2c. What else must I use to make a judgement of learner performance? 3a. What do I need to assess and document? 3b. What are the critical aspects for assessment and evidence required to demonstrate competency in this unit? 3c. What methods of assessment will enable the appropriate collection of evidence? Read the Elements and Performance Criteria of the unit. A learner needs to meet all the Elements to be assessed as competent in a unit. Your assessment tools must address the Performance Criteria, which outline the standard required to demonstrate achievement of the Element. These need to be contextualised and linked to the task. Refer also to the Required Skills and Knowledge of the unit. This information informs the development of your assessment tool and guides you to make a judgement of learner performance. Check the Range Statement of the unit. This outlines supplementary information in interpreting the Performance Criteria. Refer to the Evidence Guide. This contains crucial information on assessment, such as the evidence required to demonstrate competence and the context in which assessment should take place. It also provides advice on appropriate methods of assessment which will provide you with guidance in formulating tools. This must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge and the Range Statement. 3 Sample assessment tools 9

3. Select resources / activities 4. Select methods of assessment Steps 3 and 4 include making decisions about the activities and tasks to be undertaken, resources to be used in the assessment and methods of assessment to be used to collect the evidence required. 5. Develop the assessment tools The following components should be included: The context Information to be provided to the candidate: instructions, and information on what participants will be assessed on. These need to be explicitly explained so learners understand how and under what conditions they will be assessed. Consider these points: - students must be informed as to the context, purpose and conditions of the assessment - a variety of assessment methods should be used to cater for various learning styles, for example, observation and self-assessment - ensure the assessment is not introducing anything new Evidence to be collected - Instructions to assessor on how to make a judgement - Materials/resources required - Recording requirements Developing the recording tools this includes the evidence-gathering documentation In developing resources for recording assessment a teacher/assessor must ensure the following are included: - assessment date - student name - units/elements being assessed - list of knowledge/skills to be assessed - assessment methods used - evidence gathered - feedback provided result of assessment - achieved or not yet competent, for example - teacher/assessor name 6. Validate the tools Validation of assessment tools is a quality review process. It involves checking that the assessment tools will produce the required evidence and that the requirements of the unit have been met. 3 Sample assessment tools 10

The Competency Mapping Tool in Appendix 1 assists assessors with mapping the key components in their task to the unit/s of competency to demonstrate content validity. Use the checklist in Appendix 2 Validate Assessment Tools to review the assessment. Validation and Moderation Assessment validation is defined as: a process for ensuring that the way a unit of competency or group of units is assessed, and the evidence collected through these assessments, is consistent with the requirements of the unit or group of units of competency and of industry. It includes validating the assessment process, the assessment tools and instruments, the evidence collected using tools and instruments, and the interpretation of that evidence to make a judgement of competence in relation to the same unit(s) of competency. Validation may be undertaken before, during and after the actual assessment activity occurs and may include both formative and summative assessment. The latter includes assessment for the purpose of granting RPL. (Source: AQTF 2007 Users Guide to the Essential Standards for Registration, p.51) Assessment validation includes, but goes beyond, assessment moderation which is defined as: a process which involves assessors in discussing and reaching agreement about assessment processes and outcomes in a particular industry or industry sector. It enables assessors to develop a shared understanding of the requirements of specific Training Packages, including the relevant competency standards and assessment guidelines, the nature of evidence, how evidence is collected and the basis on which assessment decisions are made. (Source: TAA04 Training and Assessment Training Package Glossary of Terms) Moderation is the process of bringing assessment judgements and standards into alignment. It is a process that ensures that the same standards are applied to all assessment results within the same units/s of competency. (Source National Quality Council 2009 Implementation Guide: Validation and Moderation) 3 Sample assessment tools 11

3 3 Sample Assessment Tools SAMPLE ASSESSMENT TOOL 1 21771VIC Certificate I in General Education for Adults (Introductory) Context The following sample assessment tool is part of a program consisting of a topic: waste and the environment. The selection of this topic was based on, learners needs, interests and the issues they were experiencing in their neighbourhood. The broader topic focused on a number of areas including council waste collection services and schedules in learners own local areas. To ensure that learners were given every opportunity to access and engage with a broad range of texts to meet their immediate needs it was decided to select the units VBQU122 Engage with simple texts to participate in the community and VBQU129 Work with simple numerical and statistical information as the basis of learning and assessment. The requirements of these units also means that learners can access community texts containing a range of features, structures and numerical information related to their immediate needs. Formative assessment tasks using other community text types based on this topic can be used to build up a portfolio for assessment of these units. For example similar texts from different councils can be compared. Supporting activities could focus on using and interpreting calendars and cross referencing information by using keys and symbols. This assessment tool provides an example of how assessment can be undertaken. The approach can be customised using community texts at a similar level with minor adjustments to questions in the assessment tool to reflect specific features of language texts. Learners should access and present their own texts relevant to the topic with guidance from their teacher. (See 3 Sample assessment tools 12

Step 3: What text? What real life activity and resources? for key considerations to guide the teacher in the selection of appropriate texts). Step 1: Select the units The following assessment tool is based on the units: VBQU122 Engage with simple texts to participate in the community VBQU129 Work with simple numerical and statistical information It is recommended that these units be delivered and assessed using an integrated approach. This approach reflects real life situations which require engaging with texts which comprise literacy and numeracy components. Integrated assessment tools have been designed to collect evidence for both units, rather than designing one assessment activity for individual units or individual elements. Step 2: Analyse the units Once the units to be delivered and assessed have been identified, careful analysis of the units must take place to identify what needs to be assessed and the levels of performance required. Key requirements from the curriculum have been highlighted below. Questions Description 1. What are the unit/s about? (unit descriptor) engaging with simple and familiar texts to participate in the community. locating and using simple everyday numerical information in familiar texts, tables and graphs 2a. What do learners need to do? (elements and performance criteria) 2b. What is the required level of performance? (skills and knowledge) 2c. What else must I use to make a judgement of learner performance? locate information in simple relevant community texts, and read and interpret short, explicit texts to participate in the community: recognise features of text, identify source, predict purpose, identify main message, comment on effectiveness work with simple numerical information in familiar texts. and work with simple, familiar tables and graphs: whole numbers, simple fractions and percentages, one-step calculations. features of graphs and tables - range of reading strategies: sight vocab and de-coding - make connection with real world - punctuation 3 Sample assessment tools 13

numeracy - read familiar/ get the gist unfamiliar - identify audience and purpose - simple addition and subtraction - informal and formal language of number - relating signs / prints/ symbols tables /graphs to real life purposes 3a. What do I need to assess and document? (evidence guide) 3b. What are the critical aspects for assessment and evidence required to demonstrate competency in this unit? (evidence guide) 3c. What methods of assessment will enable the appropriate collection of evidence? (evidence guide) 4. What texts/resources are suitable for the task? Learner can locate personally relevant information related to participation in the community short, explicit, personally relevant, familiar two occasions; 2 different text-types for VBQU122 real texts in context. Simulation permitted for VBQU129 appropriate support: teacher, personal dictionary, calculators, computers Methods of assessment verbal questioning observation Community based information such as brochures, notices, information sheets, community newsletters Step 3: What text? What real life activity and resources? After analysing the unit/s and identifying required text features and structures, check the texts selected for suitability. Below are some key considerations which informed the selection of these texts. Topic: Waste collection in the local area Texts selected: 1. 2009 Waste Collection Calendar 2. Moreland Waste collection areas leaflet 3 Sample assessment tools 14

Key considerations in text selection Is the text community related? Is it at an appropriate level? Is it relevant to learners? Does it include visual cues? Does it contain appropriate text features? Does it include simple numerical information? Does it include simple tables and graphs? Comments Text 1 Council community calendar about collection dates Text contains features and structures required at this level such as information in a formatted table and sentences linked by simple cohesive devices and whole numbers Learners have expressed interest in learning more about Council services, and environmental issues. Yes: visual representations of types of waste, logo, colour coding Clear structure Text supported by diagrams Vocabulary related to local environment Numbers and symbols to distinguish type of collection Yes: calendar Comments Text 2 Council community information leaflet identifying collection zones Text contains navigation features such as a colour coded key, sentences with simple verb tenses, vocabulary linked to community environment such as green waste The information provided impacts directly on learners everyday lives Yes: colour coding, icons, logo and map Sentences of one or two clauses Colour coded map of local area Time related information Contact telephone numbers and address Yes; simple map with codes Is it real? Published council calendar. Published council leaflet 3 Sample assessment tools 15

Text 1 Source: http://www.moreland.vic.gov.au/mccwr/publications/brochures-factsheetsguidelines/friday%20south.pdf :retrieved 25/08/2009 3 Sample assessment tools 16

Text 2 Source:http://www.moreland.vic.gov.au/mccwr/publications/maps/map-moreland-waste-collection-areas.pdf Retrieved 12/08/2009 3 Sample assessment tools 17

Step 4: Select methods of assessment Varying assessment methods should be used to assess learner competence using real and simulated contexts. The methods of assessment selected must generate the range of evidence required by the unit. Evidence of competence for these units should be gathered on a number of occasions over a period of time. In this example, the assessment methods used to collect different types of evidence are: observation of a verbal presentation verbal questioning to establish understanding of information and key features in selected texts peer assessment Units of competency Method 1: Method 2: Method 3: VBQU122 Verbal presentation Verbal questioning Peer assessment VBQU129 Step 5: Develop assessment tools Assessment Tool Components This assessment tool is made up of the following components: Assessor Guidelines These should include: instructions on what the assessor needs to do to set up and conduct the assessment. For example, ensuring the learner has access to resources which are essential to participation in the assessment such as access to real community texts or personal dictionaries. It may also include instructions about the level of support which can be provided to the learner recording sheets for the assessor which include responses to verbal questions, guidance as to what the assessor needs to consider to make a judgement and a summary of evidence collected. This is based on the Elements, Performance Criteria Required Knowledge and Skills, and Evidence Guide of the units Competency Mapping - this demonstrates the content validity of the assessment tool by indicating how the unit requirements have been met in the required activities. Employability Skills Advice Assessors should consider the Employability Skills which are developed through the completion of the task. These are built into the task and not separated out. Teachers should discuss employability skills with their learners throughout the program and provide examples. For example in completing this task the learner may develop the following Employability Skills: 3 Sample assessment tools 18

Communication locating relevant community information in familiar texts reading and interpreting simple community texts, familiar signs and symbols in a familiar environment sharing community related information using mathematical information embedded in a text using formal and informal mathematical language interpreting data presented in simple visual form such as a table or map Problem solving locating relevant community information using a range of reading strategies to make and convey meaning Self management completing the activity within a specific time frame Planning and organising planning simple verbal presentation Instructions for the learner This includes information on what the learner needs to do (task) and how they will be assessed. This example requires learners to: Read council community information about waste collection Complete a learner planning sheet to help them plan their presentation Present the information to the class Respond verbally to questions about the council texts Use a peer review sheet to provide feedback to other learners Step 6: Validate assessment tools Validation Checklist Use this to ensure that the assessment tools and instruments, the evidence collected using the tools and instruments and the interpretation of that evidence to make a judgement of competence in relation to the identified unit(s) of competency is consistent with the principles of assessment. Use the comments column to note any improvements that need to be made to the assessment tool. A sample completed Validation checklist is included at the end of this section. A blank Validation Checklist is included in Appendix 2. Competency Mapping This tool assists assessors with mapping the key components within their task/s to the Unit(s) of Competency to demonstrate content validity. See the example at the end of this assessment tool. A blank competency Mapping proforma is included in Appendix 1. 3 Sample assessment tools 19

Assessor Guidelines Course: 21771VIC Certificate I in General Education for Adults (Introductory) Learners will be assessed on the following units: VBQU122 Engage with simple texts to participate in the community VBQU129 Work with simple numerical and statistical information Setting up the assessment task Find a range of examples of council publications/texts related to community themes, for example, information about council facilities and services. Tell the learners that they will be reading texts about waste collection services in the local area. Prepare the learners by discussing what happens about waste collection in their area, both weekly and fortnightly collections, as well as annual collections of hard waste. Check that learners are familiar with calendar layouts and purposes. Note the extent of requirements in the units. Does the task allow learners to meet part or all of the outcomes? Note that this tool meets some, but not all, of the requirements. Additional assessment would be required to assess the breadth of numeracy in VBQU129 Work with simple numerical and statistical information. Prepare assessment tool Instructions to learners about the assessment task Planning sheet for learners Questions to assess engagement with text Peer assessment checklist Assessor Guidelines Conducting the assessment 1. Emphasise what is being assessed. The assessment will be of: your understanding of what the text is about and who it is for your understanding of why the information is important to you your opinion about the things in the text that helped you to understand it clearly using numbers to read and interpret information 2. Tell learners what support is available to them. This can be asking the assessor to clarify instructions, using a personal dictionary, calculators or computer. 3. Show the following texts to the student and ask them to read them to themselves (2009 Waste Collection Calendar and Moreland Waste collection areas leaflet) 4. Allow a reasonable time for the student to read and re-read the texts 5. Tell them that they will need to prepare a short presentation on the texts 6. Tell them you will also ask them some questions about the texts 3 Sample assessment tools 20

7. Ask the student to use the planning sheet to plan their presentation 8. Observe the student presentation using the recording sheet to note evidence 9. Ask questions making notes of individual responses. 10. Use the recording sheet to record evidence. Use the Evidence required column to guide judgement. This is based on the Elements and Performance Criteria of the unit, the Required Skills & Knowledge and other requirements of the unit. 11. Note whether the evidence is satisfactory or whether additional evidence is required 12. Provide verbal feedback to the student on their performance and keep the response sheet on file. Note: It is appropriate to seek agreement on Peer Assessment as an assessment method and participating students should be thoroughly prepared on Peer Assessment protocols. 3 Sample assessment tools 21

Instructions For The Learner 21771VIC Certificate I in General Education for Adults (Introductory) This task is part of your assessment for the units VBQU122 Engage with simple texts to participate in the community VBQU129 Work with simple numerical and statistical information For this assessment, you will need to read about waste collection in the local area, and be prepared to answer some questions. You have 3 tasks: 1. Read 2 texts collected by you or your teacher (texts will be similar to those you have talked about in class). 2. Present information about your texts to your class. Use the planning sheet to help you to plan your presentation 3. Your teacher will also ask you some questions about the texts. Your presentation must include the following information: Who are the texts for? What are the texts about? What does the information mean for people who live in your area? Are the texts easy for people to understand? Why/Why not? How could they be improved? How will you be assessed? You will be assessed on the following: your understanding of what the texts are about and who they are for your understanding of why the information is important to people your opinion about the things in the texts that helped you to understand them clearly 3 Sample assessment tools 22

Learner Planning Sheet 21771VIC Certificate I in General Education for Adults (Introductory) This task is part of your assessment for the units VBQU122 Engage with simple texts to participate in the community VBQU129 Work with simple numerical and statistical information To help you to plan your presentation, make some notes on this planning sheet and include it in your portfolio of evidence. Show it to your teacher. Employability Skills Think about some of the Employability Skills you are developing and give some examples as part of your planning. What Employability skills do you think you used or developed to do this planning sheet: Communication Example:... Problem Solving Example:... Planning and organisation Example:... Self management Example:... 3 Sample assessment tools 23

Learner Planning Sheet Name: Date: Planning Sheet Questions Who wrote these texts? Notes Text 1: Waste collection calendar Notes Text 2: Waste collection areas Who are the texts for? How is the information organised? Are there: headings different size fonts (words) and colours pictures / symbols / diagrams? other What is the text about? Can you think of 3 ways you might use the information? What made the text easy for you to understand? 3 Sample assessment tools 24

Were there any sections you found difficult to read? What did you do to work out the meaning of them? Do these texts tell you what you need to know to use the waste collection in your local area? Are there any ways they could be improved? 3 Sample assessment tools 25

Sample Questions TEXT 1 - Waste collection calendar The following tool may be used to collect evidence from the student presentation and the sample questions may be used to collect evidence not generated through the presentation or to supplement evidence already collected. 21771VIC Certificate I in General Education for Adults (Introductory) Units: VBQU122 Engage with simple texts to participate in the community VBQU129 Work with simple numerical and statistical information Student name: Date of assessment: Sample Question Evidence required Evidence/Student response Evidence Satisfactory/ additional evidence required Which organization wrote this and why? (Source and purpose) What is the information about? (main message) Identifies it as a council document that gives the community information about waste collection. Identifies as information about collection dates and when different types of waste are collected 3 Sample assessment tools 26

Sample Question Evidence required Evidence/Student response Evidence Satisfactory/ additional evidence required Who might use this information? (audience) Can you tell me 3 things you might use this information for? (purpose) What are the main features of the information? How is it organised? (features of the text) What waste is collected each week? What waste is collected every two weeks? How did you find this information? (reading strategies) Identifies themselves, family members or neighbours. Identifies; When to put out waste What to put out What to do if they have a question about their service Identifies as a calendar Identifies months and abbreviations for weekdays Identifies symbols in key Identifies visuals Gives examples such as weekly garbage and recycled rubbish such as bottles and cans. May mention drawing on nonlinguistic support such as visuals and drawing on a bank of known words eg weekly, fortnightly 3 Sample assessment tools 27

Sample Question Evidence required Evidence/Student response Evidence Satisfactory/ additional evidence required What days in November will the green rubbish be collected? How do you know this? (reading strategies) How many garbage collections are there during the year? (one step calculation) How many recycling collections are there in March?(one step calculation) What % of these are green waste collections?(simple fractions and percentages) What things in the leaflet help you to understand it? Show me some of the features that helped.(features of the text) What did you find difficult to understand in the calendar? How did you work out the meaning?(reading strategies) Was the calendar clear and easy to follow? How can it be improved? (evaluation of text) Identifies days, refers to the key and cross references with calendar 52:uses + operation 4: uses + operation ½ or 50%: Refers to visuals, symbols such as crosses and ticks, headings in big print etc Could refer to specific vocabulary, sentences or layout of the text May indicate they had to reread text Draw on familiar words Offers an opinion about the text. May draw on experience with similar 3 Sample assessment tools 28

Sample Question Evidence required Evidence/Student response Evidence Why do the words in the title of the calendar start with capital letters? Why is NO written in capital letters, for example, NO plastic bags.(impact of punctuation on meaning) texts. Makes suggestions of how the text could be improved Identifies the importance of punctuation in showing important information and helping us to read the text and get the message. Satisfactory/ additional evidence required 3 Sample assessment tools 29

SAMPLE QUESTIONS TEXT 2 - Moreland waste collection areas 21771VIC Certificate I in General Education for Adults (Introductory) The following tool may be used to collect evidence from the student presentation and the sample questions may be used to collect evidence not generated through the presentation or to supplement evidence already collected. VBQU122 Engage with simple texts to participate in the community VBQU129 Work with simple numerical and statistical information Learner name: Date: Sample Question Evidence required Student response Evidence Satisfactory/additional evidence required What is the purpose of this information? (purpose) Indicates that provides information about green waste collection Who might use it?(audience) Can you tell me what they might use this information for? (purpose) What are the main features of the text? How is it organised? (features of text) How often is the green waste collected in Moreland? Each week or each second Identifies themselves, family members or neighbours. Indicates that they would use it to find out when green waste is collected in their area Identifies as a map with street names Colour coded key to identify areas Identifies the word fortnightly 3 Sample assessment tools 30

week?(reading strategies) Which day of the week do people living in the areas coloured yellow have their green waste collected? (reading strategies) Can you find a street which has the green waste collected on Tuesdays? (reading strategies) Can you find 2 ways to contact the council if you need further information? (reading strategies) What things in the leaflet help you to understand it? Show me some of the features that helped.(text features) Did you find anything difficult to read? How did you work out the meaning? (evaluation of text) Answers Monday : links the key to the map Eg Gaffney street: links the key to the map Provides various council contact details: draws on familiar information such as telephone numbers and addresses May indicate the map with colour coding Could refer to specific vocabulary, sentences or layout of the text May indicate they had to re-read text Draw on familiar words such as days of the week 3 Sample assessment tools 31

Peer Assessment Sheet 21771VIC Certificate I in General Education for Adults (Introductory) VBQU122 Engage with simple texts to participate in the community VBQU129 Work with simple numerical and statistical information Name of presenter:.date:.. Feedback sheet completed by: Name of text:... Instructions Use this sheet to keep a record of what you notice about the text presentation made by another member of your group. Help their learning by giving constructive ideas in the space at the end of the checklist. Description You are clear about the purpose of the text You are clear about who the text is for (audience) You explain why you chose this text and how it affects you You give some examples of features in the text that helped you to understand it You answer questions about the text clearly You interpret numbers given in the texts You use mathematical language (numbers) / Comments: 3 Sample assessment tools 32

Summary Of Evidence 21771VIC Certificate I in General Education for Adults (Introductory) Use the tool below to record all evidence collected and to confirm that sufficient evidence has been collected. VBQU122 Engage with simple texts to participate in the community VBQU129 Work with simple numerical and statistical information Learner name: Date: Assessor Guidelines how to make a judgement Y/N Evidence provided Comments Integration of Employability Skills and Facets Comments Date Identifies features of the text such as headings, logos, photos, dates and times, and numbers, and uses these to read and interpret the text Presentation Responses to questions Peer assessment Identifies type of information likely to be covered in text Presentation Responses to questions Peer assessment 3 Sample assessment tools 33

Assessor Guidelines how to make a judgement Y/N Evidence provided Comments Integration of Employability Skills and Facets Comments Date Identifies source of text Presentation Responses to questions Peer assessment Identifies purpose and audience of text Presentation Responses to questions Peer assessment Identifies the main message in the text by using a range of reading strategies Presentation Responses to questions Peer assessment Demonstrates knowledge of simple punctuation Presentation Responses to questions Peer assessment Comments on whether the text gets the message across Presentation Responses to questions Peer assessment 3 Sample assessment tools 34

Assessor Guidelines how to make a judgement Uses informal and some formal mathematical language of number and data Interprets numerical information embedded in text Y/N Evidence provided Comments Integration of Employability Skills and Facets Presentation Responses to questions Peer assessment Presentation Responses to questions Peer assessment Comments Performs one-step calculations Presentation Responses to questions Peer assessment Feedback (make a note of verbal feedback given): Competent Additional evidence required Recommendations for future training or assessment: Assessor/Teacher name: Assessor signature: Date 3 Sample assessment tools 35

Validate Assessment Tools Checklist Review the assessment tool (s) against the following: Yes No Comments Does the assessment address the Elements and Performance Criteria? Yes the tool addresses the Elements and Performance Criteria for both units identified Does the assessment obtain evidence to meet the requirements of the Evidence Guide (Critical Aspects)? Does the assessment allow the student to demonstrate the Required Skills and Knowledge required for the units? Is it clear which Elements / Performance Criteria are being assessed? NB: if a task does not cover all Elements / Performance Criteria, it needs to indicate which Elements / Performance Criteria are being assessed Yes learners need to read and interpret 2 different types of text. Additional assessment would be required to assess the breadth of numeracy in VBQU129 Work with simple numerical and statistical information, eg text with simple graphs Yes the tool enables the learner to use a range of reading strategies, basic analysis skills and use signs and symbols to make meaning Yes, task components have been mapped against Elements and Performance Criteria Is the assessment designed to produce valid evidence? (Is it asking for more than required? Can every aspect of the task be related back to the unit? Yes, every aspect of the task can be linked back to the appropriate unit 3 Sample assessment tools 36

Does the assessment task produce sufficient evidence? Although, the tool generates a range of evidence to address assessment requirements eg learner responses, presentation, peer assessment there is a need for further evidence to satisfy the requirements of the unit specifically for the numeracy component. Can evidence be gathered over a period of time? Yes, the tool has been designed to gather evidence over a period of time Can the evidence presented for assessment be authenticated? (e.g. group assessment) Yes, the teacher can observe the learner over a period of time Does the assessment comply with the principles of fairness? Is there enough guidance for the assessor on making a judgement? Are the assessment instructions and conditions clear and accessible to the learner? Is the level of support required provided? Is the material used in the task culturally appropriate? Yes, assessor guidelines provide advice on levels of support and access to resources such as dictionaries Yes the sample questions to assess engagement with text provides the assessor with guidance on the evidence required Yes, the task requirements, what is being assessed and how is explicit to learners. Level of support is detailed in Assessor Guidelines eg allowing reasonable time for student to read and re-read text Yes the texts are culturally appropriate. They are neutral and contain general community information 3 Sample assessment tools 37

Are all sign off requirements included: Date Unit details Signatures, assessor and trainee Yes 3 Sample assessment tools 38

Competency Mapping Component of Task Presentation and Questioning Elements/Performance Criteria VBQU122 Element 1 (PC 1.1, 1.2, 1.3) Element 2 (PC 2.1, 2.2, 2.3, 2.4, 2.5) Component of Unit(s) of Competency Required Skill and Knowledge Range Statements Evidence Guide can read texts which have predictable structure and familiar vocabulary; can get the gist or locate specific information in texts which have more unfamiliar elements uses a range of reading strategies including ability to draw on bank of sight vocabulary of personally relevant words/ phrases and use of word attack skills can identify purpose and audience of a text can make connections between own knowledge and experience and the purpose of texts beginning ability to analyse texts communication skills to undertake assessment informative texts such as brochures, community newsletters with explicit navigation features, eg, headings information formatted into a table sentences containing adjectives, pronouns and prepositions familiar place-related information numbers (for example, dates and times, phone numbers relevant to local community) meaning-making strategies, for example: - drawing on non-linguistic support such as illustrations, diagrams, photos, symbols, colours, layout - making connections between own knowledge and experience and the purpose of texts - drawing on a bank of known words and phrases including learners will be able to locate personally relevant information related to participation in the community in simple and familiar texts learners will be able to read and interpret short, explicit and personally relevant texts evidence that texts have been accessed on at least two occasions. Each occasion must address a different text type access to real texts in context At this level the learner may: depend heavily on visual cues to understand meaning need time to read, reread and decode text depend on a personal dictionary depend on the teacher and need frequent support to interpret meaning 3 Sample assessment tools 39

Component of Task Elements/Performance Criteria Component of Unit(s) of Competency Required Skill and Knowledge Range Statements Evidence Guide those related to the immediate environment VBQU129 Element 1 (PC 1.1, 1.2, 1.3 1.4) Element 2 (PC 2.1, 2.2, 2.3) knowledge that signs / prints/ symbols tables /graphs represent meaning communication skills to undertake learning and assessment informal and some formal language of number and data simple addition and subtraction numbers should be relevant and appropriate to the learner recognise equivalence of 50% one step calculations, subtraction, addition small tables learners will be able to work with simple numerical information in familiar texts. learners will be able to work with simple, familiar tables and graphs. access to real/authentic or simulated tasks, materials and texts in appropriate and relevant contexts At this level, the learner may: use oral descriptions with common, everyday, informal language and gestures depend on teacher/support person or advice/modelling use in the head methods, pen and paper methods and calculators. Activity VBQU122 PC 1.2 PC 2.2 VBQU129 PC 1.2 knowledge of how basic punctuation impacts on meaning informal and some formal language of number and data sentences with simple verb tenses and routine word order patterns numbers should be relevant and appropriate to the learner most, least, first learners will be able to read and interpret short, explicit and personally relevant texts learners will be able to work with simple numerical information in familiar texts. 3 Sample assessment tools 40

SAMPLE ASSESSMENT TOOL 2 21772VIC Certificate I in General Education for Adults Context The following sample assessment tool is part of a program consisting of a topic: waste and the environment. The selection of this topic was based on, learners needs, interests and issues they were experiencing in their neighbourhood. The broader topic, focused on a number of areas including waste collection in learners own local areas and the dumping of waste in local communities. To ensure that learners were given every opportunity to access and engage with a broad range of texts about these issues, it was decided to select the units VBQU135 Engage with texts of limited complexity to participate in the community and VBQU140 Work with measurement and design in familiar situations (see below) as the basis of learning and assessment. The requirements of these units also meant that learners could access community texts containing a range of features, structures and measurement and calculation functions. This assessment tool provides an example of how assessment can be undertaken. The approach can be customised using community texts at a similar level with minor adjustments to questions in the assessment tool to reflect specific features of texts. Learners should access and present their own texts relevant to the topic with guidance from their teacher. (see Step 3: What text? What real life activity and resources? for key considerations to guide the teacher in the selection of appropriate texts). It should be noted that this sample assessment tool meets only part of the requirements for these units. Formative assessment tasks using other community text types based on this topic can be used to build up a portfolio for assessment of these units. Step 1: Select the units The following assessment tool is based on the units: VBQU135 Engage with texts of limited complexity to participate in the community VBQU140 Work with measurement and design in familiar situations It is recommended that these units be delivered and assessed using an integrated, or team teaching, approach, reflecting real life situations which require engaging with texts which comprise literacy and numeracy components. Assessment tasks have been designed to collect evidence for each of the units separately, appropriate for integrated or team teaching delivery approaches. STATE OF VICTORIA, VERSION 1, JANUARY 2010 3 Sample assessment tools 41 PRODUCED WITH ACFE FUNDING

Step 2: Analyse the units Once the units to be delivered and assessed have been identified, careful analysis of the units must take place to identify what needs to be assessed and the levels of performance required. Key requirements from the curriculum have been highlighted below. Questions Description 1. What are the units about? (unit descriptor) engaging with everyday texts and less familiar text types, of limited complexity, to participate in the community interpreting plans, drawing and assembling shapes, and estimating, measuring and calculating everyday quantities. 2a. What do learners need to do? (elements and performance criteria) 2b. What is the required level of performance? (skills and knowledge) 2c. What else must I use to make a judgement of learner performance? locate routine and familiar information for community purposes in everyday texts of limited complexity, and read, interpret and evaluate a range of everyday texts of limited complexity to participate in the community: describe features of texts, identify source, predict purpose, use a range of strategies to comprehend and analyse text, identify main message and supporting information, comment on effectiveness of text interpret plans and draw and assemble shapes, and estimate, measure and calculate everyday quantities using appropriate instruments: common 2 and 3 dimensional shapes. Use language of shape, and measurement; assemble models;, interpret diagrams, convert measures of length, mass and capacity within the metric system Knowledge and skills literacy use a range of reading strategies: decoding and meaning-making interpret basic structural conventions of text understands a range of audiences and STATE OF VICTORIA, VERSION 1, JANUARY 2010 3 Sample assessment tools 42 PRODUCED WITH ACFE FUNDING