Unit of competency Outline
Date retreived
22/07/2026 4:49 PM AWST
22/07/2026 4:49 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Design and conduct pre-training assessment of adult language, literacy and numeracy skills
Design and conduct pre-training assessment of adult language, literacy and numeracy skills
Unit of competency
National Code
TAELLN705A
TAELLN705A
State Code
WA896
WA896
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
17/01/2017
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
17/01/2017
Nominal Hours
60
Description
This unit describes the performance outcomes, skills and knowledge required to design and implement a process to assess the language, literacy and numeracy skills of prospective adult learners. The purpose of this pre-training assessment is to determine the most appropriate provision, given the person's current language, literacy and numeracy skills, knowledge and goals, the learning context, and the varying eligibility requirements of adult literacy and numeracy programs.The unit prepares a practitioner to carry out initial assessments in workplace, training organisation and community contexts, and to maintain knowledge of current provision and requirements in the vocational education and training (VET) sector. The unit also addresses skills and knowledge required to evaluate the assessment process.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1. Design a pre-training assessment process to analyse adult language, literacy and numeracy skills
- 1.1. Design assessment process within an assessment framework
- 1.2. Contextualise assessment process within organisational, policy and legislative framework and program funding profile
- 1.3. Create pre-training assessment kit that provides opportunity for candidates to demonstrate their range of language, literacy and numeracy skills
- 1.4. Select location for the assessment that meets the needs of candidate and assessor
2. Conduct the assessment
- 2.1. Clarify assessment process with candidate, including context and purpose
- 2.2. Note and record conditions of assessment
- 2.3. Tailor assessment process to meet individual needs of candidate, particular context and requirements of assessment
- 2.4. Select and use questioning and self-assessment strategies to assess oral communication and learning
- 2.5. Select and use range of reading and writing tasks for assessment purposes
- 2.6. Select and use range of numeracy tasks for assessment purposes
3. Analyse data to establish candidate's language, literacy and numeracy skills
- 3.1. Compare responses to interview questions with benchmarks in relevant frameworks to analyse oral communication and learning
- 3.2. Compare responses to reading material with text features and performance strategies to analyse reading skills
- 3.3. Compare samples of candidate's writing with text features and performance strategies to analyse writing skills
- 3.4. Compare responses to numeracy tasks with numeracy features and performance strategies to analyse numeracy skills
4. Provide effective advice on suitable program options
- 4.1. Provide feedback to candidate on assessment outcomes emphasising strengths and positive strategies
- 4.2. Apply current knowledge of VET provision in discussions with candidate
- 4.3. Apply current knowledge of options suiting specific needs of candidate when discussing future options for skill development
5. Report outcome of assessment
- 5.1. Maintain records of assessment process, evidence collected and outcome according to policies and procedures of the training organisation and/or funding body
- 5.2. Report outcome of assessment process to relevant parties in required format and manner and in line with confidentiality requirements
6. Evaluate the assessment process
- 6.1. Collect feedback on the pre-training assessment process from relevant parties
- 6.2. Improve assessment processes in response to evaluation
ACSF
Assessment Guidelines in Training Packages
International Second Language Proficiency Rating (ISLPR) scale
those tied to accredited curricula.
access and equity principles
AQTF standards
confidentiality requirements of government agencies
Disability Discrimination Act
program eligibility rules of commonwealth and state departments, such as Department of Immigration and Citizenship (DIAC) visa categories.
funding sources that determine specific eligibility of candidates for programs based on immigration, employment or social status, such as eligibility requirements of the:
Language Literacy and Numeracy Program (LLNP)
Workplace English Language and Literacy (WELL) program
eligibility requirements of state training authorities.
questions to elicit information on learner's educational history and issues that may have affected learning
resources and materials to assess a wide range of language, literacy and numeracy skills, such as:
numeracy materials drawn from genres familiar to candidate, and drawn from candidate's immediate social or training environment
reading samples, drawn from genres familiar to candidate, and drawn from candidate's immediate social or training environment
sample questions to:
assess oral communication skills
identify learning strategies or styles
identify candidate's purposes in attending assessment
writing tasks and associated materials
tasks and materials that are aligned to levels in the assessment framework.
space where confidential information can be provided
space where the assessment can be the main focus of attention
environment with a wide range of resources within close proximity
environment where personal risk factors have been mitigated.
Features of
confidentiality conventions about the nature and extent of information which may be disclosed to third parties, such as:
employers
government or other officials
feedback on the assessment provided with various options for candidate consideration
extent to which communication supports, such as interlocutors, translators and calculators, may be used by candidate during assessment process.
Ways in which
allowing for differences in communication styles, preferences and levels of confidence, by:
allowing sufficient time for the assessment process to proceed at the pace required by candidates
encouraging questions
explaining unfamiliar concepts
providing a support person of candidate's choice where appropriate
selecting materials at an appropriate level, while keeping the range sufficiently broad to allow candidate to demonstrate full range of skills
selecting materials of relevance to the candidate
using culturally appropriate processes when assessing Indigenous students, such as:
including community members as part of the process whenever possible and practicable
using appropriately qualified Indigenous assessors
varying the process if necessary to accommodate such things as confidentiality considerations.
physical and sensory factors
specific learning difficulties
changes in cultural and linguistic contexts
socioeconomic factors
social and mental health issues.
information from each level of the ACSF, including:
context
level of support required
text type
text complexity
text features and strategies from ISLPR
information about text features and strategies contained in units of accredited courses.
allowing plenty of time so that the session is not rushed
ensuring candidate is confident to ask questions
focusing on positives
using feedback as a learning opportunity.
program at appropriate level and focus within accredited or non-accredited adult literacy and numeracy course
program involving an adult literacy and numeracy mentor
vocational program with a literacy and numeracy component
referral to other agencies or services, such as Refugee Support Services, Community Health Services, and youth networks
referral to other training organisations offering more appropriate adult English language, literacy and numeracy courses or courses with a different focus
workplace-based support.
hard copy or electronic written reports using commonwealth government proformas
internal reporting procedures
verbal reports to officers of other government and non-government agencies.
government officials, such as Centrelink staff
counsellors
other training organisation staff
practitioners not involved in the assessment process
youth workers.
Assessment Guidelines in Training Packages
International Second Language Proficiency Rating (ISLPR) scale
those tied to accredited curricula.
access and equity principles
AQTF standards
confidentiality requirements of government agencies
Disability Discrimination Act
program eligibility rules of commonwealth and state departments, such as Department of Immigration and Citizenship (DIAC) visa categories.
funding sources that determine specific eligibility of candidates for programs based on immigration, employment or social status, such as eligibility requirements of the:
Language Literacy and Numeracy Program (LLNP)
Workplace English Language and Literacy (WELL) program
eligibility requirements of state training authorities.
questions to elicit information on learner's educational history and issues that may have affected learning
resources and materials to assess a wide range of language, literacy and numeracy skills, such as:
numeracy materials drawn from genres familiar to candidate, and drawn from candidate's immediate social or training environment
reading samples, drawn from genres familiar to candidate, and drawn from candidate's immediate social or training environment
sample questions to:
assess oral communication skills
identify learning strategies or styles
identify candidate's purposes in attending assessment
writing tasks and associated materials
tasks and materials that are aligned to levels in the assessment framework.
space where confidential information can be provided
space where the assessment can be the main focus of attention
environment with a wide range of resources within close proximity
environment where personal risk factors have been mitigated.
Features of
confidentiality conventions about the nature and extent of information which may be disclosed to third parties, such as:
employers
government or other officials
feedback on the assessment provided with various options for candidate consideration
extent to which communication supports, such as interlocutors, translators and calculators, may be used by candidate during assessment process.
Ways in which
allowing for differences in communication styles, preferences and levels of confidence, by:
allowing sufficient time for the assessment process to proceed at the pace required by candidates
encouraging questions
explaining unfamiliar concepts
providing a support person of candidate's choice where appropriate
selecting materials at an appropriate level, while keeping the range sufficiently broad to allow candidate to demonstrate full range of skills
selecting materials of relevance to the candidate
using culturally appropriate processes when assessing Indigenous students, such as:
including community members as part of the process whenever possible and practicable
using appropriately qualified Indigenous assessors
varying the process if necessary to accommodate such things as confidentiality considerations.
physical and sensory factors
specific learning difficulties
changes in cultural and linguistic contexts
socioeconomic factors
social and mental health issues.
information from each level of the ACSF, including:
context
level of support required
text type
text complexity
text features and strategies from ISLPR
information about text features and strategies contained in units of accredited courses.
allowing plenty of time so that the session is not rushed
ensuring candidate is confident to ask questions
focusing on positives
using feedback as a learning opportunity.
program at appropriate level and focus within accredited or non-accredited adult literacy and numeracy course
program involving an adult literacy and numeracy mentor
vocational program with a literacy and numeracy component
referral to other agencies or services, such as Refugee Support Services, Community Health Services, and youth networks
referral to other training organisations offering more appropriate adult English language, literacy and numeracy courses or courses with a different focus
workplace-based support.
hard copy or electronic written reports using commonwealth government proformas
internal reporting procedures
verbal reports to officers of other government and non-government agencies.
government officials, such as Centrelink staff
counsellors
other training organisation staff
practitioners not involved in the assessment process
youth workers.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
outline the assessment process, including own role
develop a pre-training assessment kit that:
is consistent with AQTF requirements
is customised to meet needs of particular learner group, funding body, industry or workplace
demonstrates significant depth of knowledge of:
range of social, psychological, physical and cultural factors that influence language, literacy and numeracy development in learners
how these issues have been considered in the design of the assessment process
provide records of assessments (confidentiality protected)
provide current information about the range of adult literacy and numeracy options available to learners
provide records of evaluations of the process and the assessment kit
provide evidence of changes made to the assessment process as a result of feedback.
Context of and specific resources for assessment
Assessment must ensure access to:
candidates to be assessed
standards to be assessed against, such as ACSF or Training Package unit
suitable assessment venue
standard recording and reporting forms.
Assessment must also ensure the use of culturally appropriate processes, and techniques appropriate to the language, literacy and numeracy capacity of the candidate and the work being performed.
Method of assessment
A range of appropriate assessment methods should be used to determine competency. The following examples are appropriate for this unit:
direct observation or video recording of candidate's adult language, literacy and numeracy practice
evaluation of a portfolio of evidence comprising:
samples from a pre-training assessment kit developed by the candidate
records of interviews and assessments
current information about options and outcomes of the process
questioning to establish required knowledge.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
TAELLN701A Analyse and apply adult literacy teaching practices
TAELLN702A Analyse and apply adult numeracy teaching practices.
Evidence of the ability to:
outline the assessment process, including own role
develop a pre-training assessment kit that:
is consistent with AQTF requirements
is customised to meet needs of particular learner group, funding body, industry or workplace
demonstrates significant depth of knowledge of:
range of social, psychological, physical and cultural factors that influence language, literacy and numeracy development in learners
how these issues have been considered in the design of the assessment process
provide records of assessments (confidentiality protected)
provide current information about the range of adult literacy and numeracy options available to learners
provide records of evaluations of the process and the assessment kit
provide evidence of changes made to the assessment process as a result of feedback.
Context of and specific resources for assessment
Assessment must ensure access to:
candidates to be assessed
standards to be assessed against, such as ACSF or Training Package unit
suitable assessment venue
standard recording and reporting forms.
Assessment must also ensure the use of culturally appropriate processes, and techniques appropriate to the language, literacy and numeracy capacity of the candidate and the work being performed.
Method of assessment
A range of appropriate assessment methods should be used to determine competency. The following examples are appropriate for this unit:
direct observation or video recording of candidate's adult language, literacy and numeracy practice
evaluation of a portfolio of evidence comprising:
samples from a pre-training assessment kit developed by the candidate
records of interviews and assessments
current information about options and outcomes of the process
questioning to establish required knowledge.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
TAELLN701A Analyse and apply adult literacy teaching practices
TAELLN702A Analyse and apply adult numeracy teaching practices.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WG878 | TAELLN805 | Design and conduct pre-training assessment of adult language, literacy and numeracy skills | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D672 | TAE70111 | Graduate Certificate In Adult Language, Literacy and Numeracy Practice | Qualification |