document resume ed 394 005 ce 071 314 title assessment, … · 2014. 5. 14. · note 69p.; module i...

DOCUMENT RESUME

ED 394 005 CE 071 314

TITLE Assessment, Placement and Referral. Inservice Programfor Adult Literacy and Basic Education Personnel,Module I.

INSTITUTION National Staff Development Committee for VocationalEducation and Training, Chadstone (Australia).

REPORT NO ISBN-0-642-19317-7PUB DATE 93

NOTE 69p.; Module I is precened by 10 pages of prefactorymaterial for the entire series (Modules 1-5). Formodules 2-5, see CE 071 315-318.

AVAILAELE FROM Adult Basic Education Resource and InformationService, National Institute for Languages andLiteracy of Australia, GPO Box 372F, Melbourne,Victoria 3001, Australia (modules 1-4, $50Australian, plus postage).

PUB TYPE Guides Classroom Use Teaching Guides (ForTeacher) (052)

EDRS PRICE MFOI/PC03 Plus Postage.DESCRIPTORS Adult Basic Education; *Adult Educators; Adult

Literacy; Competency Based Teacher Education; ForeignCountries; *Inservice Teacher Education;Instructional Materials; Learning Activities;Learning Modules; *Literacy Education; ProfessionalDevelopment; *Referral; *Student Evaluation; *StudentPlacement; Teacher Workshops

IDENTIFIERS *Australia

ABSTRACTThis module is the first of five integrated

professional development modules for adult literacy and basiceducation (ALBE) personnel. This module is in the form of a 6-hourworkshop, the purpose of which is to develop the participants'competence to conduct initial assessment, placement, and referral ofALBE students. An overview consists of these components: duration,purpose, relationship to competency standards, prerequisites and/orcorequisites, summary of content, delivery, list of learningoutcomes, assessment criteria, minimum essential resources, andsuggested references. Presenter's guidelines correlate content to theguidelines and resources in a three-column table format. The workshopresources section contains handouts, transparency masters, suggestedresources, and workshop evaluation form. (YLB)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Rasoarch and Improvement

E CATIONAL RESOURCES INFORMATION. CENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

El Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial GERI position or policy.

InserviceProgramforAdultLiteracyandBasicEducationPersonnel

"PERMISSION TO REPRODUCE THISMATERIAL HAS EEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

AI

A project commissioned by the National Staff Development Committee forVocational Education and Training

BEST COPY AVAILABLE

Inservice Program for Adult Literacy and Basic Education Personnel:Modules 1 to 4 is one component of the National Framework for ProfessionalDevelopment of Adult Literacy and Basic Education Personnel, a project of the TAFENational Staff Development Committee.

National Project Manager 1993-5: Liz HarrisNational Project Manager 1992: Marie PerssonProduction Manager: Jeannette Thiering

Published I993 by the TAFE National Staff Development CommitteeReprinted 1995 by the National Staff Development Committeefor Vocational Education and Training, Chadstone, Victoria

National Library of Australia ISBN: 0 642 19317 7

Copyright: Commonwealth of Australia

3

In recent years there has been increased recognition of the importance of education andtraining in Australia's program of economic and industry reform. Members of theworkforce need work-related English language and literacy skills to take advantage of thefocus on education and training. Therefore it is crucial that adequate and appropriateresources, including human resources, are available so that language and literacy educationcan take a central role in the Training Reform Agenda.

A major step was taken in 1991 by the TAFE National Staff Development Committee aimedat achieving an adequate resource of Adult Literacy and Basic Education personnelequipped to meet the challenge. It funded a project to identify the resource gaps and toinvestigate the professional development needs of ALBE personnel in TAFE.

The result of the 1991 project was the identification of these needs:

a more systematic approach nationally to ALBE professional development;opportunities for staff currently working in the area to upgrade the quality ofteaching and management of ALBE programs within TAFE;professional development for newly recruited teachers of ALBE;a framework for future development of professional development programs.

In 1992 the TAFE National Staff Development Committee published A Draft NationalFramework for Professional Development of Adult Literacy and Basic EducationPersornel, providing a plan for meeting the identified needs over 1993 and 1994.The Framework has the following aim and objectives:

AimTo ensure that there is a sufficiently trainedLaman resource base within the nationalTAFE system to deliver quality adult literacy and basic education programs.

Objective OneTo provide a nationally coordinated approach to the planning, development,implementation and evaluation of ALBE professional development programs overthe next two years.

Objective TwoTo ensure that adequate recruitment and induction processes are developed andimplemented.

0 Objective ThreeTo promote opportunities for ALBE staff to develop additional competencies.

Objective FourTo increase the competencies of ALBE personnel so that they can respond effectively toa broad range of learning situations or contexts.

Inservice Program for ALBE Personnel Modules 1104 1

0 Objective FiveTo ensure that current practice is informed by research and that theoretical implicationsare addressed through professional development opportunities.

In response to the Framework, project managers and project writers in several states andterritories worked in 1992/3 on Inservice Program for ALBE Personnel. Theycompleted Modules 1 to 4 which are included in this package. Inservice Program forALBE Personnel will eventually contain six integrated professional developmentmodules.

0 Module 1 Assessment, Placement and Referral

Module 2 Developing ALBE Learning Programs

0 Module 3 Managing an ALBE Learning Environment

0 Module 4 Linking Theory and Practice

Module 5 Language in-the ALBE Classroom

Module 6 Technology and ALBE

Modules 5 and 6 are being prepared in 1993/4. All the modules are designed to achieve theAim and Objectives and to exemplify the Principles of Professional Development that theFramework enunciated. Inservice Program for ALBE Personnel is therefore asignificant part of the overall plan to meet the needs of workers in the field.

The TAFE National Staff Development Committee believes that it should promote aCompetency Based system of Training by having its own programs modelled on thissystem. Consequently TAFE personnel who attend the programs will benefit in two ways:they will experience a Competency Based system of Training as participants; and they willdevelop professionally by seeing the way it works and how they should use it in their ownteaching practice.

The curriculum for Inservice Program for ALBE Personnel has been designed on aCompetency Based model using the current ACTRAC User's Guide (September 1992). Atthe end of each individual workshop participants will receive Statements of Achievement.Participants who complete the six modules will receive a Statement of Attainment. Atpresent, and until the program is accredited in the states and territories, it is not anticipatedthat Recognition of Prior Learning will be commonly requested. When the states andterritories have their formal policies in place Recognition of Prior Learning for this programwill accord with those policies; in the meantime RPL requests will be managed byindividual program coordinators.

The outcome of this program will be that a wide variety of ALBE personnel: teachers,teacher managers, senior managers and trainers of volunteer tutors, will enhance theirprofessional skills. This will equip them to respond more effectively in a variety ofcontexts: in TAFE colleges, the workplace, the community, prisons, adult educationcentres and curriculum development units.

2 5Inservice Program for ALBE Personnel Modules I to 4

0 Acknowledgments

The production of Inservice Program for ALBE Personnel began with the 1991TAFE National Staff Development Committee Literacy Project and has drawn on the skillsof many people. They are all thanked for their contributions.

Managers

Helen Kebby

Marie Persson

Liz Harris

Reference Committee

National Manager of the 1991 Literacy ProjectFoundation Studies Training Division, NSW TAFE

National Manager of the 1992 1993 ALBE ProjectStaff Training and Development Unit, DEVETIR,Queensland

National Manager of the 1993-5 ALBE Projects

State and Territory Representatives:

Trish Branson

Cannel Dowling

Ian Fegent

Liz Harris

Brian Kearns

Helen, Kebby

Rosa McKenna

Christine O'Callaghan

Roy Pugh

Hermine Scheeres

Chris Stewart

TA FE

SA Department of Employment and TAFE

NT Department of Education

NSW TAFE Commission

DEVET WA

DEVEUR Qld

NSW TAFE Commission

NLLIA Victoria

Canberra Institute of Technology

TAFE Tasmania

University of Technology, Sydney

Adult Community and Further Education Board,Victoria

National Staff Development Committee Members:

Sandii Chan Johnston

Mike Mulvihill

Margaret Peoples

Kieran Walsh

Executive OfficerHuman Resource Development Division,NSW TAFE Commission

SA Department of Employment. and TAFE

ACT Institute of Technology

Kangaroo Point College of TAFE, DEVETIRQueensland

6Inservice Program for ALBE Personnel Modules 1 to 4 3

DEET itepresentative:

Vanessa Elwell-Gavins Language and Literacy Branch

10 Consultant on Competency Based Training

Karen Berkley

Editing and Layout

Jeannette Thiering

Graphics

Cover design

4

Broadmeadows College of TAFE, Victoria

Hardys Bay, NSW

Intelink, Woolloomooloo, NSW

7-

Inservice Program for ALBE Personrtel Modules I to 4

,

1 AimsInservice Program for ALBE Personnel aims

0 to promote opportunities for Adult Literacy and Basic Education (ALBE) staff todevelop additional competencies and

0 to increase the competencies of ALBE personnel so they can respond effectively to abroad range of learning situations or contexts.

2 Course Structure

Inservice Program for ALBE Personnel has six modules, each of which is in theform of a 6 hour workshop. Modules 1 to 4 are published in this package. The remainingmodules will be published in 1994.

0 Module 1 Assessment, Placement and Referral 6 hours

0 Module 2 Developing ALBE Learning Programs 6 hours

0 Module 3 Managing an ALBE Learning Environment 6 hours

0 Module 4 Linking Theory and Practice 6 hours

0 Module 5 Language in the ALBE Classroom 6 hours

0 Module 6 ALBE and Technology 6 hours

Total nominal hours: 36 hours

3 Entry RequirementsThe program is open to all personnel working in an ALBE context.

Inservice Program for ALBE Personnel Modules 1 to 4 5

4 Recognition of Prior LearningRecognition of Prior Learning may be requested by ALBE personnel who have completedsome of the modules and who believe that they meet the requirements of the remainingmodules through equivalent training and experience.

Program coordinators will assess claims for Recognition of Prior Learning from applicantsand will issue the Statement of Attainment for Inservice Program for ALBE Personnel, asappropriate.

5 DeliveryFace-to-face in a workshop situation with assessment tasks related to the content of themodules and to on-the-job application.

Number of Participants

6 to 20 participants, for effective small group interaction. Fewer than 6 where necessary.

Minimum Competency Statements of Presenters

Presenters:are well-informed about policies and theoretical debates in the field of ALBE and areabreast of current issues

are knowledgeable and fully up-to-date about broader issues, policies and currentevents in political, social, industrial and educational fields as they impinge on the fieldof ALBE

are actively involved in continuine professional education and in making a contributionto the field

have a proven ability in delivering professional development programs, workshops orseminars.

6 Requirements for Statement of AttainmentParticipants must complete all six modules including the assessment tasks in order toreceive the award, or be granted Recognition of Prior Learning. (See Item 4 above.)

7 Recognition of AwardParticipants may choose to present the Statement of Attainment to support a request forAdvanced Standing towards courses offered by tertiary and post-secondary institutions.There have been no formal arrangements yet for recognition g the award.

6 Inservice Program for ALBE Personnel Modules I to 4

Competency standards for ALBE personnel have not yet been developed by a national bodyfully representative of the profession. However, significant seminal work has commencedand has been used by the project teams to guide them in describing the learning outcomesfor each module of Inservice Program for ALBE Personnel.

In particular the University of Technology, Sydney (UTS) has undertaken research intoteacher competencies for adult basic education as part of a Department of Employment,Education and Training national project. They have recently published an interim report(Scheeres H et al 1993 What is A Competent ABE Teacher? Interim Report UTS). Theirfindings have provided benchmarks of good practice and have informed this curriculum.

The competency statements in What is a Competent ABE Teacher? were formulatedthrough a process of wide consultation within the ALBE field. The researchers used astructured process which employed a combination of techniques including:

workshops with subject experts

critical incident interviews

observations of practising teachers

widespread consultation with members of the profession

consultation with other projects

examination of duty statements.

The resulting competencies are not "competency standards" in the usual meaning of theterm where it refers to standards which have been endorsed by the National TrainingBoard. They have not yet been generally agreed to by ALBE personnel. Much workremains to be done nationally before competency standards are determined and endorsed.

The UTS competency statements are not intended to describe a teacher who has justcommenced practice, but rather the good practitioner with a number of years of experience.We can therefore expect that the identified competencies will be acquired not only throughoff-the-job training programs, but also through accumulated on-the-job experience, withknowledge and skills being integrated in a holistic way. The p pose of the six one-dayprograms comprising Inservice Program for ALBE Personnel is to provide a seriesof training events through which ALBE personnel can make progress towards meetingthese competencies and becoming successful practitioners.

The relationship of the modules to the UTS competency statements is set out in thefollowing table.

Inservice Program for ALJE Personnel Modules I to 41 7

, s,

. TABLE OF COWETENCIES,

., ,

Unit of Competency Learned inmodule...

I ADULT TEACHING AND LEARNING APPROACHES ANDPRACTICES

1.1 Applies knowledge of theories of language and languagelearning to develop adult literacy and numeracy skills.

2, 3, 4

1.2 Applies knowledge of theories of mathematics and mathematicslearning and teaching to develop adult numeracy skills.

2, 3

1.3 Applies knowledge of theories of learning relevant to adultsin any ABE learning situation.

2, 3, 4

1.4 Uses a variety of teaching strategies to pursue literacy andnumeracy goals for social, educational and vocationalpurposes.

2, 3, 4

2 SELECTION AND PLACEMENT OF STUDENTS

2.1 Interviews, assesses, places or refers students. 1

2.2 In selecting students, requirements of government andorganisational policies are balanced with the learning needs ofindividuals.

1

2.3 Establishes a documentation system which records interviewsand placement or referral outcomes to meet the organisation/government/student requirements.

1

3 MANAGING LEARNING SITUATIONS

3.1 Uses knowledge of curriculum theories and curriculumdocuments to develop and implement a course compatible withindividual, group and program needs.

2, 3, 4

3.2 Manages time, space and resources to maximise educationaloutcomes.

3

3.3 Modifies the curriculum in the light of changing circumstancesand changing student needs.

2, 3, 4

4 MONITORING LEARNING

4.1 Uses knowledge of current theories of language and learning toselect and evaluate appropriate assessment methods.

1, 2, 4

4.2 Modifies a student program as a result of student monitoring. 2, 44.3 Documents student's program in ways meaningful to student's

supervisors and to those for whom there is a reportingrequirement.

1, 2

8

11

inservice Program for ALBE Personnel Modules 1104

Unit of Competency Learned inmodule...

5 EVALUATION OF PROGRAMS

5.1 Examines existing models of evaluation to adopt andincorporate appropriate evaluation strategies, and uses theevaluation of courses for revision, planning and development.

5.2 Reports to relevant authorities on program effectiveness.

6 COMMUNITY COMMUNICATION AND CONSULTATION

6.1 Raises awareness, consults and negotiates with a range ofgovernment/industrial/community organisations on issuesrelevant to ABE provision.

6.2 Represents ABE both within the teacher's workplace and in thewider community.

6.3 Plans and implements ABE programs.

7 PROFESSIONAL DEVELOPMENT AND TRAINING

7.1 Is informed about current issues, policies and theoreticaldebates in the field of ABE.

7.2 Is actively invoived in continuing professional development inthe field of ABE.

7.3 Makes a contribution to the field of ABE. .

* 7.4 Maximises the contribution of volunteers to the field of ABE.

*Optional Competency

1, 2, 3, 4

Modules 5 and 6, when produced, will relate to the following Units of Competency:

Module 5 Units 1 and 3

Module 6 Units 1,3 and 4.

Inservice Program for ALBE Personnel Modules I to 4 9

Assessment,PlacementandReferral

Project Manager: Angela ConnellProject Writers: Susan Garside & Ann Kelly

Inservice Program for ALBE Personnel Module I Assessment, Placement and Referral 11

13

Assessment, Placement and Referralis Module 1 of the professional development course,

Inservice Programfor Adult Literacy and Basic Education Personnel,

a project commisssioned by theTAFE National Staff Development Committee.

Module 1 was developed in the Access, Equity and FoundationStudies Branch, TAFE.TEQ, Queensland.

Project Manager: Angela ConnellProject Writers: Susan Garside & Ann Kelly

Published byTAFE National Staff Development Committee, Melbourne

for the Department of Employment, Education and Training

Copyright: Commonwealth of Australia, 1993

14


Module 1IA

Module 1 Overview 15

Presenter's Guidelines 19

Workshop Resources 29

15Inservice Program for ALBE Personnel Module I Assessment, Placement and Referral 13

10 Assessment, Placement and Referral

Duration

6 hours

Purpose

To develop the participants' competence to conduct initial assessment, placement andreferral of Adult Literacy and Basic Education (ALBE) students.

Relationship to Competency Standards

Competency standards for ALBE teachers have not been established by a nationalbody fully tepresenting the profession. However the national project, "What is aCompetent. ABE Teacher?", undertaken by the University of Technology, Sydney hasdeveloped stondards for the field. Module 1 relates to the UTS Units of Competency2, 3 and 7. ( See pages 8 9.)

10 Prerequisites and/or Corequisites

Not applicable

Summary of Content

Aims of assessment, placement and referral process

Historical context: influences on current practice

16Inservice Program for ALBE Personnel Module 1 Assessment, Placement and Referral 1 4

The principles of good practice in ALBE assessment

Characteristics of ALBE students

The interview process

Selection and use of reading, writing and numeracy texts and tasks

Student profiles

Placement and refenal

Reports

Delivery

Interactive workshop with some plenary, small group and individual activities, as setout in the Presenter's Guidelines.

As the workshop is designed using a Competency Based system of Training, thereare several assessment tasks to be completed during the workshop and over the nextthree months.

The coordinator will be responsible for sending a Statement of Achievement to eachparticipant who completes all the assessment tasks to the standard required for thismodule.

Learning Outcomes

On completion of this module the participants will be able to:

1 apply the principles of good practice in assessment when assessing clients

2 use effective oral techniques to obtain information and to create a positive learningexperience for the clients during the assessment

3 select appropriate assessment texts and tasks based on the clients'literacy/numeracy behaviours and their self-identified needs and goals

4 prepare assessment profiles which summarise all the information obtained fromthe interview and the assessment process

5 recommend appropriate learning environments in an individual, community orinstitutional setting to meet clients' short and long term needs

6 send adequate reports on the assessment, placement and referral process to therelevant managers or authorities.

17Inservice Program for ALBE Personnel Module 1 Assessment, Placement and Referral 15

Assessment Criteria

Assessment of the learning outcomes will be supervised by the presenter and/orcoordinator of each workshop.

In addition to the tasks listed, the Participant's Profile enables self-assessment of thelearning outcomes.

The participants will complete the foHowing assessment tasks. Thosemarked with an asterisk are to be submitted within 3 months of theworkshop.

*1 Write a one page description of the good practice principles that underlie theprocesses adopted in assessing an ALBE client.

2 On the day, self-assess competence to conduct an interview with an ALBE clientusing a simulated situation.

*3 Provide a student profile developed in an authentic interview with an ALBEclient, identifying the client's backg:ound, current literacy/numeracy behaviours,needs and goals.

*4 Submit a copy of one text or task chosen, write a short explanation of why it waschosen and describe how it was used.

*5 Prepare a student profile. Include recommendations for client referral andplacement and provide a chart or diagram to show possible learner pathways forthe client.

Minimum Essential Resources

Prior to the workshop, participants should have received and read these articles:

Lytle S & Schultz K (1990) "Assessing literacy learning with adults: anideological approach" in R Beach & S Hynds Developing Discourse Practices inAdolescence and Adulthood Ablex Publishing Company, pp 359-385 (Availablein most libraries.)

McRae A (1989) "Assessing maths workshop students" Good Practice inAustralian Adult Literacy and Basic Education Number 5 September pp 6-7

The resources required for the presentation of the workshop are numbered andcontained in the final section, Workshop Resources.

Resource 13 contains case studies. Make copies as needed for the small groups.They will use three case studies per group.

Resources 20,22 and 23 have to be prepared specifically for each workshop fromlocal sources. For Resource 20 obtain a completed student assessment recordfrom a local ALBE or workplace program.

18Inservice Program for MBE Personnel Module 1 Assessment, Placement and Referral 1 6

Note: Ensure that the privacy of the client is safeguarded.If this is difficult, a "client" may have to be fabricated.

Resources 1 to 12 and 14 to 24 can be photocopied back-to-back and put into afolder for each participant.

Resource 25, "Evaluation of the Workshop", is handed back to the presenter afterit has been filled in, before the workshop ends. Photocopy it on a separate sheet.

A whiteboard or overhead projector and pens should be available.

Suggested References

Franklin V (1993) Assessment: the Initial Interview [video] Available June 1993from Bayside Community College PO Box 452 Capalaba Qld 4157

Employment Skills Formation Council (1992) The Australian Vocational CertificateTraining System National Board of Employment Education and Training Canberra

Kindler J (1992) Managing Progress: a Staff Development Package on Evaluation inAdult Literacy and Basic Education Adult Community and Further Education BoardVictoria

Mayer E & Australian Education Council (1992)Enzployment Related KeyCompetencies: a Proposal for Consultation Australian Education Council

Murphy K (1990) "Initial assessment at Sydney Tech" Good Practice in AustralianAdult Literacy and Basic Education Number 7 March

Office of the Adult Community and Further Education Board (1992) "Towards aframework for adult English language literacy and numeracy" Information Sheet 1

Purdey M (1992) Assessment, Referral and Placement Kit for Adult Literacy andBasic Education Programs in Victoria Adult Community and Further Education BoardVictoria

Venezky RI, Wagner DA & Ciliberti BS (1990) Towards Defining LiteracyInternational Reading Association Newark DE

Acknowledgments

Members of the Review Panel:

Helen Cherry Curriculum Instructional DesignerAccess, Equity and Foundation StudiesTAFE.TEQ Queensland

19Inservice Program for ALBE Personnel Module 1 Assessment, Placement and Referral .17

Simon Wallace

Mary lin Po liti

Consultant:

Adult Education Officer (Literacy)Adult Education DivisionDEET Tasmania

Canberra Institute of TechnologyCanberra ACT

Margaret Purdey Education Consultant, Victoria

Editing and Layout:

Jeannette Thiering Foundation Studies, TAFE NSW

Cover Design:

Intelink Woolloomooloo, NSW

1nservice Program for ALBE Personnel Module 1 Assessment, Placement and Referral 18

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ncip

les

of g

ood

prac

tice

inD

iscu

ss th

e co

ncep

t of

a pr

inci

ple

and

prov

ide

exam

ples

.

AL

BE

ass

essm

ent (

30 m

inut

es)

Div

ide

into

sm

all g

roup

s to

dev

elop

a li

st o

f go

od p

ract

ice

Res

ourc

e 8

"AC

AL

asse

ssm

ent p

rinc

iple

s. A

s a

who

le g

roup

, com

bine

the

Ass

essm

ent P

rinc

iple

s"

lists

and

com

pare

with

the

AC

AL

list

in R

esou

rce

8.

Part

icip

ants

wri

te a

one

pag

e de

scri

ptio

n of

the

good

pra

ctic

e pr

inci

ples

that

und

erlie

the

ASS

ESS

ME

NT

TA

SKpr

oces

s th

ey h

ave

adop

ted

in a

sses

sing

an

AL

BE

clie

nt.

(To

be s

ubm

itted

with

in 3

mon

ths

of th

e w

orks

hop.

)

Inse

rvic

e Pr

ogra

m f

or A

LB

E P

erso

nnel

Mod

ule

I A

sses

smen

t, Pl

acem

ent a

nd R

efer

ral

0I

2228

SESS

ION

2 (

1 ho

ur 3

0 m

inut

es)

2.1

Cha

ract

eris

tics

of A

LB

E s

tude

nts

In th

e w

hole

gro

up b

rain

stor

m to

com

pile

a li

st o

f A

LB

ER

esou

rce

9

(15

min

utes

)st

uden

t cha

ract

eris

tics.

Com

pare

with

OH

T o

f R

esou

rce

9."S

ome

Cha

ract

eris

tics

of

AL

BE

Stu

dent

s"

2.2

The

inte

rvie

w p

roce

ss (

75 m

inut

es)

Show

the

OH

T o

f R

esou

rce

4 ag

ain.

Focu

s on

the

firs

t poi

ntto

gai

n in

form

atio

n.R

esou

rce

4D

iscu

ss h

ow to

fm

d ou

t wha

t inf

orm

atio

n th

e cl

ient

nee

ds.

info

rmat

ion

to b

e el

icite

dA

sk th

e pa

rtic

ipan

ts to

pro

vide

a li

st o

f he

adin

gs

repr

esen

ting

info

rmat

ion

to b

e ga

ined

fro

m th

e cl

ient

.R

esou

rce

10C

ompa

re w

ith R

esou

rce

10.

"Int

ervi

ew P

rofo

rma"

Dev

elop

a li

st o

f go

od p

ract

ice

prin

cipl

es in

inte

rvie

win

gR

esou

rce

11 "

Goo

dgo

od p

ract

ice

in in

terv

iew

ing

AL

BE

clie

nts.

Com

pare

with

Res

ourc

e 11

.Pr

actic

e in

Int

ervi

ewin

g"

Tel

l par

ticip

ants

they

will

be

self

-ass

essi

ng th

eir

skill

sR

esou

rce

12us

ing

a ch

eckl

ist (

Res

ourc

e 12

)."S

elf-

Ass

essm

ent C

heck

list

role

pla

ys o

f in

terv

iew

sfo

r In

terv

iew

er"

Sim

ulat

ed in

terv

iew

s:

Div

ide

part

icip

ants

into

gro

ups

of 3

(or

4, i

f ne

cess

ary)

and

assi

gn r

oles

of

clie

nt, i

nter

view

er a

nd o

bser

ver(

s).

Dis

trib

ute

one

of th

e ca

se s

tudi

es to

eac

h m

embe

r.R

esou

rce

13A

sim

ulat

ed in

terv

iew

fol

low

s fo

r ab

out 5

min

utes

."C

ase

Stud

ies

1 to

8"

Inse

rvic

e Pr

ogra

m f

or A

LB

E P

erso

nnel

Mod

ule

1 A

sses

smen

t, Pl

acem

ent a

nd R

efer

ral

29

2330

self

-ass

essm

ent b

y 'in

terv

iew

ers'

Whe

n fi

nish

ed, t

he in

terv

iew

er r

epor

ts o

n th

e pr

oces

s;

the

clie

nt g

ives

fee

dbac

k; a

nd th

e ob

serv

er c

omm

ents

.

Rol

es a

re in

terc

hang

ed a

nd th

e pr

oces

s is

rep

eate

d

usin

g a

diff

eren

t cas

e st

udy.

Thi

s is

rep

eate

d w

ith a

thir

d ca

se s

tudy

.

Part

icip

ants

then

sel

f-as

sess

thei

r co

mpe

tenc

e.

In th

e w

hole

gro

up d

iscu

ss th

e in

terv

iew

pro

cess

.

Poin

t out

any

cha

nges

that

may

be

need

ed if

the

asse

ssm

ent

proc

ess

is b

eing

use

d fo

r a

wor

kpla

ce p

rogr

am.

Res

ourc

e 12

SESS

ION

3 (

1 ho

ur)

3Se

lect

ion

and

use

of r

eadi

ng,

wri

ting

and

num

erac

y te

xts

and

task

s(6

0 m

inut

es)

Usi

ng R

esou

rce

14 a

s a

hand

out,

ask

part

icip

ants

to c

lust

er

text

s an

d ta

sks

into

leve

ls o

f di

ffic

ulty

.

Dis

cuss

the

diff

icul

ties

this

pre

sent

s.

Usi

ng th

e cl

uste

rs, a

sk th

em to

sel

ect s

ever

al it

ems

from

Res

ourc

es 1

4 an

d 15

and

dis

cuss

how

thes

e m

ight

be

used

.

Dea

l with

the

deve

lopm

ent o

f 'm

oder

atio

n' a

nd th

e w

ays

in

whi

ch it

may

aff

ect a

sses

smen

t of

prog

ress

in A

LB

E.

Rem

ind

the

part

icip

ants

that

wor

kpla

ce te

xts

and

task

s

mus

t rel

ate

to th

ose

that

wor

kers

gen

uine

ly n

eed

and

use.

Res

ourc

e 14

"Su

gges

ted

Mat

eria

ls f

or U

se in

Rea

ding

and

Wri

ting

Ass

essm

ent"

Res

ourc

e 15

"Sug

gest

ed M

ater

ials

for

Use

in

Num

erac

y A

sses

smen

t"

Inse

rvic

e Pr

ogra

m f

or A

LB

E P

erso

nnel

Mod

ule

IA

sses

smen

t, Pl

acem

ent a

nd R

efer

ral

24

31

31)

Kee

ping

the

sam

e sm

all g

roup

s us

ing

the

sam

e ca

se

stud

ies,

ask

them

to s

elec

t ass

essm

ent t

exts

and

task

s fo

r

thei

r le

arne

rs a

nd d

iscu

ss w

ays

to u

se th

em.

In a

who

le g

roup

, dis

cuss

one

cas

e st

udy

per

smal

l

grou

p an

d th

e se

lect

ed a

sses

smen

t tex

ts a

nd ta

sks.

Ask

the

grou

p m

embe

rs to

just

ify

thei

r ch

oice

s.

Usi

ng R

esou

rces

16,

17,

18

and

19 a

s gu

ides

, ide

ntif

y th

e

liter

acy/

num

erac

y be

havi

Dur

s to

be

note

d w

hen

clie

nts

enga

ge in

the

read

ing,

wri

ting

and

num

erac

y ta

sks.

Res

ourc

e 13

Res

ourc

e 16

"Ora

l

Lan

guag

e B

ehav

iour

Pro

file

"

Res

ourc

e 17

"Rea

ding

Beh

avio

ur P

rofi

le"

Res

ourc

e 18

"Wri

ting

Beh

avio

ur P

rofi

le"

Res

ourc

e 19

"Num

erac

y B

ehav

iour

Pro

file

"

On

the

day,

par

ticip

ants

sel

f-as

sess

thei

r co

mpe

tenc

e to

con

duct

an

inte

rvie

w w

ith a

n A

LB

E

ASS

ESS

ME

NT

TA

SKS

clie

nt.

With

in 3

mon

ths

of th

e w

orks

hop

they

will

prov

idc

a st

uden

t pro

file

dev

elop

ed in

an

auth

entic

inte

rvie

w w

ith a

n A

LB

E c

lient

,

iden

tifyi

ng th

e ba

ckgr

ound

, cur

rent

lite

racy

/num

erac

y be

havi

ours

, nee

ds a

nd g

oals

.

choo

se o

ne ta

sk o

r te

xt a

nd w

rite

a s

hort

exp

lana

tion

of w

hy it

was

cho

sen

and

how

it

was

use

d.

Inse

rvic

e Pr

ogra

m f

or A

LB

E P

erso

nnel

Mod

ule

1A

sses

smen

t, Pl

acem

ent a

nd R

efer

ral

332

534

SESS

ION

4 (

1 ho

ur 3

0 m

inut

es)

4.1

Stud

ent P

rofi

les

(20

min

utes

)U

sing

Res

ourc

e 20

, dis

cuss

:R

esou

rce

20

Form

at a

nd la

ngua

ge r

egis

ter

form

at a

dopt

ed a

nd la

ngua

ge r

egis

ter

used

A s

tude

nt p

rofi

le f

orm

to b

e

Info

rmat

ion

to b

e re

cord

ed a

bout

clie

ntch

oice

of

head

ings

and

det

ails

rec

orde

dob

tain

ed f

rom

a lo

cal p

rogr

am

Info

rmat

ion

to b

e gi

ven

to th

e cl

ient

info

rmat

ion

to b

e ta

ken

away

by

the

clie

nt(S

ee N

ote

on p

age

15.)

)

Man

agem

ent o

f do

cum

ents

how

will

they

be

file

d, c

an th

ey b

e up

-dat

ed, h

ow a

re

they

to b

e re

view

ed a

gain

st p

rogr

ess?

4.2

Plac

emen

t and

Ref

erra

l (40

min

utes

)U

sing

Res

ourc

e 21

on

the

OPH

or

as a

han

dout

, dis

cuss

Res

ourc

e 21

"Int

erim

Inte

rim

Lite

racy

Cou

rse

Mat

rix

the

elem

ents

on

both

the

hori

zont

al a

nd v

ertic

al a

xes

and

the

impl

icat

ions

for

the

plac

emen

t and

ref

erra

l of

stud

ents

.

Lite

racy

Cou

rse

Mat

rix"

Gen

eral

lear

ner

path

way

opt

ions

Usi

ng R

esou

rce

22, d

iscu

ss a

ran

ge o

f le

arne

r pa

thw

ays.

Res

ourc

e 22

Wha

t inf

orm

atio

n/su

ppor

i do

clie

nts

rece

ive

on c

hoos

ing

Plac

emen

t pat

hway

s th

at a

re

loca

l pat

hway

s? A

re th

ere

any

reso

urce

s fo

r th

is s

uppo

rt?

avai

labl

e in

the

loca

l are

a in

the

com

mun

ity o

r in

wor

kpla

ces

Incl

ude

addi

tiona

l pla

cem

ents

opt

ions

whi

ch p

artic

ipan

ts

know

, and

net

wor

king

link

s be

twee

n lo

cal a

genc

ies.

Dra

w u

p a

num

ber

of p

ossi

ble

path

way

s fo

r st

uden

ts in

the

case

stu

dies

whi

ch e

ach

grou

p co

nsid

ered

ear

lier.

_

Inse

rvic

e Pr

ogra

m f

or A

L13

E P

erso

nnel

Mod

ule

1 A

sses

smen

t, Pl

acem

ent a

nd R

efer

ral

35

2 6

36

4.3

Rep

orts

(15

min

utes

)Fo

rmat

Con

text

Reg

iste

r

Pres

ent a

ran

ge o

f re

port

s th

at a

re u

sed

by a

dult

liter

acy

pers

onne

l in

your

are

a.

Dis

cuss

thei

r fe

atur

es:

Res

ourc

e 23

Sam

ples

of

repo

rts

used

in a

loca

l pro

gram

for

com

mun

ity

or w

orkp

lace

pur

pose

s

form

at

cont

ent

lang

uage

reg

iste

r.

In th

e st

uden

t pro

file

to b

e co

mpl

eted

with

in 3

mon

ths,

the

part

icip

ants

are

to:

ASS

ESS

ME

NT

TA

SKin

clud

e re

com

men

datio

ns f

or c

lient

ref

erra

l and

pla

cem

ent a

nd

prov

ide

a ch

art o

r di

agra

m to

sho

w p

ossi

ble

lear

ner

path

way

s fo

r th

e cl

ient

.

4.4

Eva

luat

ion

of w

orks

hop

(15

min

utes

)R

efer

par

ticip

ants

to R

esou

rces

24

whi

ch th

ey w

ill f

ind

Res

ourc

e 24

usef

ul a

fter

the

wor

ksho

p."S

ugge

sted

Ref

eren

ces"

Rem

ind

them

to f

ill in

the

seco

nd c

olum

n of

Par

ticip

ant's

Res

ourc

e 3

Prof

ile s

oon

afte

r th

e w

orks

hop.

Ask

eac

h pa

rtic

ipan

t to

com

plet

e th

e ev

alua

tion.

Res

ourc

e 25

Col

lect

the

resp

onse

s."E

valu

atio

n of

the

Wor

ksho

p:

Ass

essm

ent,

Plac

emen

t and

Ref

erra

l"

lnse

rvic

e P

rogr

am fo

r A

LBE

Per

sonn

el M

odul

e I A

sses

smen

t, P

lace

men

t and

Ref

erra

l

37

2738

Assessment,PlacementandReferral

39

i 40 0

Alb


Resource 1

Assessment, Placement and ReferralWorkshop Overview

Historical context

Principles of good assessment practice

Characteristics of ALBE students

The interviewing process

Selection of texts and tasks

Student profiles and reports

Placement and referral

Reports

4 0Inservice Program for ALBE Personnel Module I Assessmetu, Placement and Referral 30

Resource 2

Assessment Taskslisted as they will occur on the day

To be submitted within 3 months of the workshop:

Write a one page description of the good practice principles that underlie theprocess you have adopted in assessing an ALBE client.

To be done during the workshop:

Self-assess your competence to conduct an interview with an ALBE client(using a simulated situation).

When self-assessing your competence in interviewing, check that you meetat least 4 of the 6 criteria for conducting an initial assessment interview.

To be submitted within 3 months of the workshop:

Provide a student profile developed in an authentic interview with an ALBEclient, identifying the client's background, current literacy/numeracybehaviours, needs and goals.

Choose one task or test and write a short explanation of why it was chosenand describe how it was used.

Add to the profile recommendations for referring and placing the client.

Show possible learner pathways for the client on a chart or diagram.

Participants who complete all the assessment tasks will receive aStatement of Achievement for this module.

Send completed Assessment Tasks to Workshop Coordinator:

Name

Address

Date Due

4 1Inservice Program for ALBE Personnel Module I Assesstneni, Placement and Referral 31

Resource 3

Participant's Profile

PI Module 1: Assessment, Placement and Referral

Please rate yourself against the learning outcomes on a scale of 0 6.A rating of 0 signifies no experience or ability in the area.A rating of 6 implies that you have a high level of skill.

LEARNINGOUTCOMES

:..::-..

'MOORE Iiii

WORKSHOP iirER

WO HOP

..

134 MONTHS I$ LATER II

I apply the principles of goodpractice in assessment whenassessing clients.

I use effective oral techniques toobtain information and to createa positive learning experience forthe clients during theassessment.

I select appropriate assessmenttexts and tasks based on theclients' literacy/numeracybehaviours and their self-identified needs and goals.

I prepare assessment profileswhich summarise all theinformation obtained from theinterview and the assessmentprocess.

I recommend appropriatelearning environments in anindividual, community orinstitutional setting to meetclients' short and long termneeds.

I send adequate reports on theassessment, placement andreferral process to the relevantmanagers or authorities.

Inservice Program for ALBE Personnel Module I Assessment, Macement and Referral

42

3 2

Resource 4

Aims of Initial Assessment,Placement and Referral Process

To gain information about the student's:

skills

confidence and competence to use these skills

needs and goals

prior learning and experience

attitudes

economic situation

To interpret and feed back this information to the student

To discuss learning options with the student andnegotiate a placement decision

To act on the placement decision

To produce appropriate records and reports of theassessment process.

Adapted from Purdey (1992)

4 3Inservice Program for ALBE Personnel Module 1 Assessment, Placement and Referral 33

v,lesource 5

The WELL Program Definition of Literacy

Literacy, which includes numeracy, is defmed as the abilityto read and use written information and write appropriately,in a range of contexts. Literacy also includes the recognitionof numbers and basic mathematical signs and symbolswithin text.

Literacy involves the integration of speaking, listening andcrifical thinking with reading and writing. Effective literacyis intrinsically purposeful, flexible and dynamic andcontinues to develop throughout an individual's lifetime.

Employment Skills Formation Council (1992) page 6

WELL stands forWorkplace English Language and Literacy

44Inservice Progmn for ALBE Personnel Module 1 Assessment, Placement and Referral 3 4

Resource 6

Influences on Assessment Policy

Adult education origin of ALBE programs

Commonwealth Government initiatives:

International Literacy Year (ILY)

Australian Language and Literacy Policy (ALLP)

Adult Literacy and Numeracy Scales (ALAN Scales)

Interim Literacy Course Matrix (ILCM)

Workplace English Language and Literacy (WELL) Program

DILGEA guidelines

Special Intervention Programs

National Framework of Adult English Language, Literacyand Numeracy Competence

Australian Council for Adult Literacy (ACAL) actions:

advocacy documentation projects

Australian Literacy Federation (ALF)

Broad social, economic and educational developments

4 5

Inservice Program for ALBE Personnel Module 1 Assessment, Placement and Referral 35

Resource 7

Influences on Practice

Freirean principles Process writing

Adult education principles Text structure

Whole language focus Decoding

Mathematics/language interface

Teacher's role as expert

Technology Metacognition

Systemic functional linguistics Competency Based Training

4 6

lnservice Program for ALBE Personnel Module 1 Assessment, Placement and Referral 3 6

Resource 8

ACAL Assessment Principles

1 Assessment should be multi-dimensional, that is, tap attitudes, knowledge, processesand skills-with multiple measures acknowledging the complex nature of literacy:

2 Assessment tools and reporting mechanisms should be developed in conjunction withand be informed by curriculum frameworks, specific contexts and articulationprocesses.

3 Assessment should be continuous and integral to the teaching/learning process (andthe curriculum). The process should be costed separately, ie identified in fundingsubmissions.

4 Assessment tools need to be based on consistent and appropriate theories which makeexplicit relationships between language and the socio-cultural context and useauthentic and relevant text and tasks.

5 Assessment procedures (tools, etc) should be regularly reviewed for .heir validity,reliability and appropriate use.

6 Assessment should be a collaborative process carried out in an environmentconducive to allowing students maximum opportunity to demonstrate ability. Therights, needs, sensibilities and integrity of the individual are the prime consideration.

7 The purpose of the assessment must be explicit and clear to all stakeholders: thestudent, the assessor and whoever commissions the assessment.

8 Reporting systems must be understandable and accessible, and to some extentstandardised.

9 There should be different kinds of reporting mechanisms for different stakeholders.

10 The duration of the assessment report should be specified.

11 Assessors should have appropriate training.

12 The "accreditation" or "registration" of assessors should be supported.

Australian Council for Adult Literacy (1992) The AdultLiteracy and Numeracy Scales: The ACAL View ACAL

4 7Inservice Program for ABE Personnel Module I Assessment, Placement and Referral 3 7

Resource 9

Some Characteristics of ALBE Students

"Often the clients do not have low self esteem or lackconfidence. They just know they cannot read or write."

Positive characteristics

recognition of need to increase skillsmaybe in a particular context

competence in a range of areas other than literacyprior knowledge and experience

determinationlearned ways of hiding from, avoiding and diverting

literacy experiences

Negative characteristics

lack of self confidence

low self esteemreluctancenervousness or shynesslow literacy skills (self-perceived)

lack of knowledge of learning systemsantipathy to school systemsinability to express feelings and point of view


Resource 10

Interview Proforma

Personal Details:

Name:

. Age:

Referring Agent:

Background:

Childhood:

Work:

Literacy/Numeracy Behaviours:

Immediate Needs/Goals:

Family Situation:

4 9Inservice Program for ALBE Personnel Module I Assessment, Placement and Referral 3 9

Resource 11

Good Practice in Interviewing

Provide an interview area that is private and comfortable.A phone is needed for possible contact with the referring agent.

Welcome the client and introduce yourself.Engage in small talk, offer drinks etc.

Outline the process to be adopted and confirm that the client feelscomfortable with the process.

Review the information regarding needs and goals provided by thethen the contact before the interview. If none, ask for the client'simmediate goals.

Elicit the information required in a professional manner.

Ask questions carefully. Order them sensibly. Avoid leading questions.Avoid personal bias in the words you use.

Probe sensitively. Keep probes to a minimum.

Ask for clarification when necessary.

Summarise the information provided and then choose the assessmenttexts and tasks to be used.

Explain the purpose of the texts and tasks selected to the client.

Use negotiation wherever appropriate, particularly when settingrealistic long and short term goals.

Make recommendations to the client for placement and/or referral andchoose the best option together.

Inform the client of the practical steps that will follow to ensure thathe/she can take up the preferred option.


Resource 12

Self-Assessment Checklistfor Interviewer

oaf Amtnts CoomigNT

I welcomed the client.

I used a supportive approach

tone of voice

body language

language register.

I explained the purpose and process ofthe interview.

I elicited the required information.

I led the questioning.

I provided any interpretation asked for.

I confirmed the goals.

I summarised the interview, integratinginto the record the information given bythe client.

51Inservice Program for ALBE Personnel Module I Assessment, Placement and Referral 4 1

Resource 13 (i)

Case Study 1

Personal Details: Name: Philip.

Age: 42 (date of birth: 14.2.50)

Referring Agent: CES

Physical Appearance (for the purpose of the role play):

Tall and well built. Stooped stance gives impression of someone who lacksconfidence. Hair is dark, flecked strongly with grey. Is wearing jeans and neatcasual shirt. Softly spoken, very quiet, shy in manner.

Background:

Childhood: Born in Australia to Greek parents. Three older sisters.Family moved interstate when he was 7.Repeated a year straight after move. Felt didn't catch up.Problems with reading and writing.Shy, so left alone at school.

Work: Left school at 14 to work with uncle in furniture removal.One year later got job as storernan and packer.Gained fork lift licence. Worked in this ever since, and before hegot sack began to use computer.Thinks he lost job because not good at reading and writingwithretraining and multiskilling in workplace.


At work, remembered contents of boxes by positions andmarkings. Most of time could guess stock, orders, etc. Matesalso helped.Wife does everything at home. Fills in forms, banking, makesphone calls.Reluctant to read and write. Says he "can't".Can read Trading Post and Street Directory.


Family Situation:

Increased self-confidence and independence.Literacy skillsform filling, reading CES job cards andadvertisements (abbreviations and job-seeker vocabulary) usingphone book, making calls, taking messages, use of a computer.Basic maths computations, pen and paper, calculator.

Has no children. Wife works at night and takes the car.


Resource 13 (ii)

Case Study 2

Personal Details: Name: FrankAge: 29 (date of birth: 5.11.63)

Referring Agent: Self


Very tall, well built. Soft blond Curly hair. Big smile. Laughs easily. Good talker.

Background:

Childhood: Parents moved around a bit when he was young.Has brother and a sister. Is middle child.Had asthma (not severe) as a child, kept him away from school.Problems with reading and writing at school. Hated reading atPrimary School.When 12, parents moved to England. Received help andconsequently enjoyed reading.Returned to Australia and schooling went downhill but did passJunior Certificate.Went to TAFE to do Electronics course. Loved practical butcouldn't handle "textbook" work. Left TAFE in 2nd year.Has completed Skillshare Welding Course and TAFEPanel Beating/Spray Painting course.

Work: Works at local factory which expects workers to be multiskilledand operate in teams. In this job three months and has troublewriting reports.Previous jobs: spray painting and installing auto-communicationequipment.


Enjoys reading newspaper and car magazines.Tries to read novels but gets frustrated slowing down and goingover long words.No problem filling in forms. Can write a business letter using adictionary if someone checks it. Writes fairly fluently,sentences well constructed and vocabulary quite extensive.Spelling is erratic and very phonetic.


Family Situation:

His main needs are for strategies for report writing and spelling.

Very supportive wife. Two daughters, both at primary school.

53Inservice Program for ALM Personnel Module I Assessment, Placement and Referral 43

Resource 13 (iii)

Case Study 3

Personal Details: Name: Tony


Referring Agent: friend

to Physical Appearance (for the purpose of the role play):

Short, stocky Aboriginal. Hair hangs to shoulders, receding at front.Maintains eye contact and appears friendly.

Background:

Childhood: Aboriginal background, born in Sydney.Youngest of four children.Father often out of work.Always had problems at school in reading and writing.Loved Maths and Science.

Work: Has had many labouring jobs. Last one in a recycling plant.Has been unemployed more than 12 months.Would like to be a courier driver.


Reads the paper and looks for jobs. Doesn't read for pleasure.Little time with the children around.Doesn't use a dictionary.Is able to write simple sentences, short letters.


Family Situation:

Needs to feel more confident when filling in forms.Would have problems with the notesinstructions, itinerary,directions and writing tasks if a courier.

Moved interstate a year ago following a marriage break-up.Two of his three children are with him.Has an old car that keeps breaking down.

5 4Inservice Program for ALBE Personnel Module I Assessment, Placement and Referral 4 4

Resource 13 (iv)

Case Study 4

Personal Details: Name: Troy


Referring Agent: CES


Slightly built. Cerebral palsy has affected the right side of his body and his righteye does not always look at you. Appears on edge and nervous and reluctant toshare personal details.

Background:

Childhood: Is the only child of older parents.Often teased at school.Hated speaking in front of class.Always had trouble reading, particularly comprehension.Enjoyed Maths at High School. Left after Year 10.

Work: First and only job in factory. Packed cans in boxes.Put off after nine months. Unemployed for over a year.No literacy problems at work.


Enjoys reading comics, magazines and local paper occasionally.Does not comprehend all the words and phrases thoughtechnically, he "reads" them.Reads fluently and has good word attack skills.Writing also fluent, some gaps in use of punctuation.Is confident and capable with the four basic maths operations.Trouble with mathematical problems.Spoke confidently and assertively but did not always pick upinterviewer's meaning.

Immediate Needs:

Family Situation:

Better understanding in reading and maths.Increased self confidence and social skills.Interaction with group would be preferred.

Lives with parents. Has no car. Cannot drive.


Resource 13 (v)

Case Study 5

Personal Details: Name: Maria


Referring Agent: daughter


Small, solid build, dark curly hair. She is dressed in an expensive knitted suit.Appeared to be very nervous.

Background:

Childhood: Born in Malta. Only girl in a family of six.Schooling at 7 interrupted by WWII.Mother died when she was 10.

Work: Left school at 14 to become the family housekeeper as well asto work hard on the farm.


'Limited reading and writing skills in first language.Family virtually does most literacy tasks for Maria. She goesshopping, can read labels but not the detailed information.Handles payments and checks change.Watches "Country Practice".Doesn't use recipes. A


Family Situation:

Wants to become more independent.Wants to improve her reading.Wants to do something with her life although she recognises sheprobably won't be able to be in paid employment.

At 18 married and they came to Australia two years later.Has been at home ever since.3 children have grown up. Girl goes to university; two boysworkone in a bank, the other a teacher.Has friends from Malta and is close to other members of herfamily. Some live nearby.Husband has good job and doesn't want Maria to work.

5 6Inservice Program for ALBE Personnel Module 1 Assessment, Placement and Referral 46

Resource 13 (vi)

Case Study 6

Personal Details: Name: James




Very tall and straight. Is quite bald, dressed in a smart casual way. Very serious.

Background:

Childhood: Eldest child of five.Family moved around a lot because parents were fruit pickers.Schooling was always very difficult.Found it very hard to make friends.A mild learning disability diagnosed at 6 years.

Work: Left school at 15 and went to Sydney.First worked as a labourer on a building site.Has had many unskilled jobs.Now works as a gatekeeper for a large company.


Reads the sports sections of the Telegraph.Reads the racing fomi guide and puts money on the TAB eachweek.At work checks papers in a cursory way as people enter gate.Plays cards at work in the lunch period and sometimes keepsscore.


Family Situation:

Wants to try for a different job at work but knows his literacyskills are not good enough.Needs to understand how to manage family bills better.Wants to learn about percentages for tax/loans.

Widower. Has three children. The two boys have trades, live athome. The girl is married.Can come to part-time evening class.

57Inservice Program for ALBE Personnel Module 1 Assessment, Placement and Referral 47

Resource 13 (vii)

Case Study 7

Personal Details: Name: Anne-Marie




Short, slim, permed brown hair. Dressed in a formal way.

Background:

Childhood: Was a twin. Her twin sister more favoured at home and at school.Both expected to do a lot of domestic chores.Poor results at school.Two younger children.Both parents worked in unskilled jobs.

Work: Left school at 15 and worked in a clothing factory as a machinistNow works in a nursing home as a domestic and does somedressmaking at home.


Tries to read the children stories from their school books butfinds it difficult.Helps with the children's homework. Sees this as a way toimprove herself.Manages most demands by asking for help from counter staff.Buys a Sunday paper to get the TV guide for movies.Always watches the same programs on same channel.Fills in forms, pays bills, unconfidently.


Family Situation:

Wants to be able to help children more as they grow up.Wants to cope better with reading, writing, daily maths.Wants to attend a part-time class during the day.

Married at 19, ended 6 years later.Has two girls, one seven and the other six.Few friends outside of work.Mother is supportive. Sees her regularly.Has told no-one of her literacy difficulties.


Resource 13 (viii)

Case Study 8

Personal Details: Name: Emel


Referring Agent: Sister-in-law


Attractive, neatly dressed. Smiles a lot but is very nervous.

Background:

Childhood: Born in Cyprus. Spoke Turkish as her first language.Had no problems at Turkish school.Loved Science, Maths and History.Left school at 16, spent one year completing a secretarial/officecourse in Cyprus.Came to Australia, aged 19, with her parents.

Work: Worked as sales assistant in a souvenir shop back home. Has notworked in Australia.


Speaks fluently and can converse easily.Reads magazines, newspapers.Uses a dictionary.Can fill in forms and pay bills.Writes letters to friends in Cyprus in Turkish.


Family Situation:

Would like to be more confident with writing English so she cando an office skills course here.Wants to use a calculator efficiently.

Has a much older husband.Family mostly speaks English at home.She has two young children at home aged 3 and 6 years.

5 9


Resource 14

Suggested Materials for Use inReading and Writing Assessment

Catalogues

Pay Slips

Shopping List

Large Scale Map

Street Directory

Comic Strips

Cartoons

Local Newspaper

Daily Paper

TV Program Guide

Cartons and Packets, eg Panadol

Information on Prescriptions

Greeting Cards

Postcards

Simple Forms

Complex Forms

Memos

Telephone Book

Yellow Pages

Work Notices

Bills, Receipts

Bankcard statements

Business Letters

Personal Letters

Tourist Information

Holiday Brochures

Mail Order Catalogues

Dictionary

Reference Books

Other Reference Materials

Pamphlets from Political Parties,

Lobby Groups etc

Government Leaflets

School Letters and Bulletins

Advertisements for Sales

Junk Mail

Editorials

Specialist Magazines, eg

automobile, hobbies, garden

Women's MAgazines

Stories

Insurance Documents

Domestic Appliance Instructions

Safety Procedure Sheets

Adapted from Purdey (1992) p 38


Resource 15

Suggested Materials for Use inNumeracy Assessment

e

Calendar

Clock

Scales

Thermometer

Measuring Jug

Rulers and Tapes

Different Shaped Objects;

eg square, spherical

Money

Bills

Receipts

Bank Statements

Catalogues

Score Cards

Betting Slips

Tables,

eg Temperature, Timetables,

Insurance Rate Tables,

eg holiday, medical, hospital

Weather Charts

Tide Tables

Maps

Small and Large Scale

Street Directory

Order Forms

Graphs

Charts

Pie Diagrams,

eg from newspapers

Price Lists

Holiday Brochures

Compass

Work Related Literature,

eg Instructions, Texts

Work Timesheets

Paint Tin Labels

Forms

Calculator (simple functions)

Adapted from Purdey (1992) p 39

6 1

Inservice Program for ALBE Personnel Module 1 Assessment, Placement and Referral 5 1

Resource 16

Oral Language Behaviour Profile

Speaking and listening behaviours you could consider:

1 Can take turns in conversation.

2 Is fluent enough to be understood.

3 Can respond with answers that relate to the questions.

4 Can use language to express competencies, needs and goals.

5 Can ask for clarification.

6 Can contribute to decision making about placement.

62


Resource 17Reading Behaviour Profile

Reading behaviours you could consider:

1 Shows a positive attitude towards reading.

2 Recognises text structures and uses them to anticipate

text types.

3 Comprehends a range of texts and chooses appropriate texts

to suit his/her purposes.

4 Predicts using context, pictures and diagrams;

and uses reading-on, guessing, re-reading.

5 Identifies and recalls details.

6 Uses scanning techniques.

7 Uses skipping techniques.

8 Works out the meaning of unfamiliar words.

9 Critically evaluates writing:

can understand information not explicitly stated

able to detect writer's perspective.

63


Resource 18

Writing Behaviour Profile

Suggestions of behaviours you could consider:

1 Shows a positive attitude towards writing.

2 Can communicate intended meaning.

3 Uses relevant content.

4 Uses appropriate structure.

5 Uses appropriate vocabulary.

6 Uses acceptable grammatical forms, common usage.

7 Uses appropriate, meaningful cohesive ties.

8 Uses acceptable punctuation.

9 Chooses usual formats for written communication and

understands the conventions.

64

Inservice Program for ALI3E Personnel Module 1 Assessment, Placement and Referral 54

e

D

Resource 19

Numeracy Behaviour Profile

Suggestions of behaviours you could consider:

1 Shows a positive attitude towards using mathematics.

2 Realises that numeracy includes other aspects of

mathematics than just numbers.

3 Has a basic understanding of the usefulness of numeracy.

4 Performs measurements needed in own life.

5 Performs algorithms, mentally, with pen and paper,

or on a calculator, as appropriate.

6 Can use numerical information in tables.

7 Uses algorithms in social contexts.

8 Can interpret graphs and diagrams.

9 Applies space and shape concepts in practical matters.

10 Uses mathematics as needed at work, eg measuring.

Adapted from Purdey (1992)

65


(e

Resources 20, 22 and 23

Local Source Materials

Resource 20

A student profile obtained from a local program.

See note about safeguarding privacy inModule 1 Overview: Minimum Essential Resources.

Resource 22

Placement pathways that are available in your area.

Resource 23

Samples of reports used in a local program forcommunity or workplace purposes.

6 6


Resource 21

Interim Literacy Course Matrix

Courses at thislevel will assistparticipants todevelop skillsrelated to tasks &texts which are:

TAFE and adultcommunityeducationproviders

Labour marketprograins(SpecialInterventionProgram)

Labour marketprograms(SpecialIntervention/JOBTRAIN

abstract and non-personal inunfamiliarcontexts

p4r.t.1y..4

40(V:Aciiil*t*:6041.

contexts::

Persoconcrete butcomplexless familiarcontexts

4.1 4.2 4.3

concrete,personal andependent onfamiliar contexts

(1)

3.1 3.2 3.3

2.1

1.1

2.2

1.2

2.3

1.3

Focus of Coursesliteracyfocus

Mixed vocatidnaland literacy

focus(2)

Vocati)n4l focus:and optional-

1iteracy:-SUpport..(3)

Classification Appropriate for Referral of Job Seekersto State Adult Literacy Programs

6 7 BEST COPY AVAILABLE


Resource 24

Suggested References

Franklin V (1993) Assessment: the Initial Interview [video] Available June 1993 fromBayside Community College PO Box 452 Capalaba Qld 4157

Employment Skills Formation Council (1992) The Australian Vocational CertificateTraining System National Board of Employment Education and Training Canberra

Kindler J (1992) Managing Progress: a Staff Development Package on Evaluation in AdultLiteracy and Basic Education Adult Community and Further Education Board Victoria

Mayer E & Australian Education Council (1992)Employment Related Key Competencies:a Proposal for Consultation Australian Education Council

Murphy K (1990) "Initial assessment at Sydney Tech" Good Practice in Australian AdultLiteracy and Basic Education Number 7 March

Office of the Adult Community and Further Education Board (1992) "Towards aframework for adult English language literacy and numeracy" Information Sheet 1 October

Purdey M (1992) Assessment, Referral and Placement Kit for Adult Literacy and BasicEducation Programs in Victoria Adult Community and Further Education Board Victoria

Venezky RI, Wagner DA & Ciliberti BS (1990) Towards Defining Literacy InternationalReading Association Newark DE

68

Inservice Program for ALBE Personnel Module I Assessment, Placement and Referral 5 8

Resource 25

Evaluation of the Workshope Assessment, Placement and Referral

1 What particular aspects of this workshop did you find helpful?

2 What aspects were least useful or helpful to you?

3 What would you change, or like to see presented differently?

4 What future inservice/extension/support would you like to see arising from thisworkshop?

5 Any other comments?
