Vocational Training and Assessment 2nd Australian Edition By Jan Hill – Test Bank

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Sample Test Chapter 03 Testbank Student: ______________________________________________________________ _____________ 1. To determine the LLN requirements of a training specification you should: A. check the knowledge requirements.

B. unpack the elements, performance criteria, required skills and required knowledge, and foundation skills information and identify the reading, writing, speaking, listening and numeracy requirements.

C. check the elements and performance criteria requirements.

D. speak with the employer and confirm the LLN requirements in the workplace.

2. Existing learning resources can be modified by: A. using dot points.

B. simplifying the content.

C. enlarging text, using plain English and including graphics and images.

D. having them converted to the learner’s own language.

3. Trainers and assessors need to ensure that the assessment method allows the learner to demonstrate their competence in what is actually being assessed. This may be achieved most effectively by: A. demonstration and oral questioning.

B. providing the learner with a scribe to write up the requirements.

C. using graphics and photographs.

D. using group work so they have the support of other learners.

4. If a learner is receiving LLN specialist support, the trainer should: A. not risk embarrassing the learner further and not draw attention to their LLN deficit.

B. integrate the support provided into the current training program.

C. arrange for the LLN specialist to complete the assessments.

D. focus on providing the others in the class with extra support.

5. In determining areas of improvement for a training program a trainer should: A. get feedback from other stakeholders as learners may not understand the questions.

B. ensure confidentiality in the feedback process so as to avoid cultural and social sensitivities.

C. ensure that feedback is gained from every training session.

D. seek feedback from the learners.

6. How would you assess a person’s LLN capacity prior to commencing a training program?

7. How would you deal with social sensitivities around LLN issues in a training program?

8. Explain the techniques you would use for evaluating your own training and assessment practice.

9. Australian Core Skills Framework Level 3 is considered the minimum for individuals to meet work requirements.

True False

10.

All learners in a group would benefit from having LLN support even if they don’t need it.

True False

Chapter 03 Testbank Key 1. To determine the LLN requirements of a training specification you should: A.check the knowledge requirements.

B. unpack the elements, performance criteria, required skills and required knowledge, and foundation skills information and identify the reading, writing, speaking, listening and numeracy requirements.

C. check the elements and performance criteria requirements.

D. speak with the employer and confirm the LLN requirements in the workplace.

Competency: TAELLN411 Address adult language, literacy and numeracy skills Difficulty: Medium Performance criteria: TAELLN411 1.1 2. Existing learning resources can be modified by: A.using dot points.

B. simplifying the content.

C. enlarging text, using plain English and including graphics and images.

D. having them converted to the learner’s own language.

Competency: TAELLN411 Address adult language, literacy and numeracy skills Difficulty: Medium Performance criteria: TAELLN411 2.2 3. Trainers and assessors need to ensure that the assessment method allows the learner to demonstrate their competence in what is actually being assessed. This may be achieved most effectively by: A.demonstration and oral questioning.

B. providing the learner with a scribe to write up the requirements.

C. using graphics and photographs.

D. using group work so they have the support of other learners.

Competency: TAELLN411 Address adult language, literacy and numeracy skills Difficulty: Medium Performance criteria: TAELLN411 2.4 4. If a learner is receiving LLN specialist support, the trainer should: A.not risk embarrassing the learner further and not draw attention to their LLN deficit.

B. integrate the support provided into the current training program.

C. arrange for the LLN specialist to complete the assessments.

D. focus on providing the others in the class with extra support.

Competency: TAELLN411 Address adult language, literacy and numeracy skills Difficulty: Medium Performance criteria: TAELLN411 3.3 5. In determining areas of improvement for a training program a trainer should: A.get feedback from other stakeholders as learners may not understand the questions.

B. ensure confidentiality in the feedback process so as to avoid cultural and social sensitivities.

C. ensure that feedback is gained from every training session.

D. seek feedback from the learners.

Competency: TAELLN411 Address adult language, literacy and numeracy skills Difficulty: Medium Performance criteria: TAELLN411 4.1

6. How would you assess a person’s LLN capacity prior to commencing a training program?

A person’s LLN capacity can be assessed through specially designed tests, interviewing, asking questions about what they do at work, asking about strengths and weaknesses, observation, completion of workplace documents and reports from HR or supervisors.

Competency: TAELLN411 Address adult language, literacy and numeracy skills Difficulty: Medium Performance criteria: TAELLN411 1.1 Performance criteria: TAELLN411 1.2 7. How would you deal with social sensitivities around LLN issues in a training program?

Trainers need to recognise learner sensitivities around their LLN challenges. It is socially acceptable to have vocational deficits but not so with LLN deficits.

They need to recognise the skills of those who are operating in a second language. For those who have literacy issues they should provide individual support, apply support strategies across the whole group and ensure there are no negative comments or put downs.

Competency: TAELLN411 Address adult language, literacy and numeracy skills Difficulty: Medium Performance criteria: TAELLN411 2.3 8. Explain the techniques you would use for evaluating your own training and assessment practice.  Ask the participants for feedback. This could be done using an evaluation sheet, online survey or group discussion.  Have a colleague evaluate the training and assessment.

 Moderate assessments.  Use self­reflection.

Competency: TAELLN411 Address adult language, literacy and numeracy skills Difficulty: Medium Performance criteria: TAELLN411 4.1 Performance criteria: TAELLN411 4.2 9. Australian Core Skills Framework Level 3 is considered the minimum for individuals to meet work requirements.

TRUE

Competency: TAELLN411 Address adult language, literacy and numeracy skills Difficulty: Easy Performance criteria: TAELLN411 1.1 Performance criteria: TAELLN411 1.2 10.

All learners in a group would benefit from having LLN support even if they don’t need it.

FALSE

Competency: TAELLN411 Address adult language, literacy and numeracy skills Difficulty: Easy

Chapter 03 Testbank Summary

Category Competency: TAELLN411 Address adult language, literacy and numeracy skills Difficulty: Easy Difficulty: Medium Performance criteria: TAELLN411 1.1 Performance criteria: TAELLN411 1.2 Performance criteria: TAELLN411 2.2 Performance criteria: TAELLN411 2.3 Performance criteria: TAELLN411 2.4 Performance criteria: TAELLN411 3.3 Performance criteria: TAELLN411 4.1 Performance criteria: TAELLN411 4.2

Chapter 05 Testbank Student: ______________________________________________________________ _____________ 1. An example of when coaching techniques would be used is when group­based learners require additional assistance. These techniques are also suitable when: A. you think a colleague is doing a good job.

B. individuals need work­based learning support.

C. you think a colleague is not doing a good job D. a learner’s progress requires monitoring

2. A safe learning environment includes: A. learners sitting quietly at their desks and not rocking on chairs.

B. a risk management plan, provided as part of the program.

C. exit requirements, Personal Protective Equipment (PPE), safe access, safe use of equipment, the absence of bullying.

D. learners being asked to sign a safety contract outlining their responsibilities.

3. A learning program includes: A. competencies or benchmarks, overview of content, number and duration of sessions.

B. plan of delivery and learning activities.

C. formative assessment points.

D. duration of sessions.

4. Facilitation of learning should: A. use a range of delivery methods including the diversity of the group.

B. be aligned to one learning theory.

C. include learners completing workbooks or log books as a record of learning.

D. be based around the risk assessment.

5. Monitoring learning during a delivery session includes: A. monitoring verbal and non­verbal feedback.

B. completing a written assessment each session to monitor progress.

C. walking around the class room to check on progress.

D. All the given answers are correct.

6. List four delivery techniques that you would use in work skill instruction.

7. List 10 items of information that would you expect to find in a training and assessment strategy (TAS).

8. List five effective facilitation skills you could use when delivering a training session to a group of learners.

9. Contextualisation of learning materials is making modifications to suit whether the learning is delivered in the workplace, online or in the classroom.

True False

10.

Learner practice should always be done at home in the learner’s own time to enable more instruction time in the learning session.

True False

Chapter 05 Testbank Key 1. An example of when coaching techniques would be used is when group­based learners require additional assistance. These techniques are also suitable when: A.you think a colleague is doing a good job.

B. individuals need work­based learning support.

C. you think a colleague is not doing a good job D. a learner’s progress requires monitoring

Competency: TAEDEL301 Provide work skill instruction Difficulty: Medium Performance criteria: TAEDEL301 2.5 2. A safe learning environment includes: A.learners sitting quietly at their desks and not rocking on chairs.

B. a risk management plan, provided as part of the program.

C. exit requirements, Personal Protective Equipment (PPE), safe access, safe use of equipment, the absence of bullying.

D. learners being asked to sign a safety contract outlining their responsibilities.

Competency: TAEDEL301 Provide work skill instruction Difficulty: Medium Performance criteria: TAEDEL301 1.2 3. A learning program includes: A.competencies or benchmarks, overview of content, number and duration of sessions.

B. plan of delivery and learning activities.

C. formative assessment points.

D. duration of sessions.

Competency: TAEDEL401 Plan, organise and deliver group­based learning Difficulty: Medium Performance criteria: TAEDEL401 1.1 4. Facilitation of learning should: A.use a range of delivery methods including the diversity of the group.

B. be aligned to one learning theory.

C. include learners completing workbooks or log books as a record of learning.

D. be based around the risk assessment.

Competency: TAEDEL401 Plan, organise and deliver group­based learning Difficulty: Medium Performance criteria: TAEDEL401 4.2 Performance criteria: TAEDEL401 4.3 5. Monitoring learning during a delivery session includes: A.monitoring verbal and non­verbal feedback.

B. completing a written assessment each session to monitor progress.

C. walking around the class room to check on progress.

D. All the given answers are correct.

Competency: TAEDEL401 Plan, organise and deliver group­based learning Difficulty: Medium Performance criteria: TAEDEL401 5.1 Performance criteria: TAEDEL401 5.2 Performance criteria: TAEDEL401 5.3 Performance criteria: TAEDEL401 5.4 6. List four delivery techniques that you would use in work skill instruction.

Any of the following could be listed:

 coaching  demonstration  explanation  group or pair work  practice  questions and answers.

Competency: TAEDEL301 Provide work skill instruction Difficulty: Medium Performance criteria: TAEDEL301 2.4 7. List 10 items of information that would you expect to find in a training and assessment strategy (TAS).

The following information should be included:  competencies or other benchmarks to be achieved for each chunk or segment of the learning program  specific learning outcomes derived from the benchmarks  overview of content to be covered  learning resources, learning materials and activities  delivery methods  number and duration of training sessions or classes required, and overall timelines  OHS issues to be addressed in delivery

 identification of assessment points to measure learner progress  assessment methods and tools to be used to collect evidence of competency, where assessment is required  validation strategy  trainer experience and qualifications  client group details  infrastructure requirements.

Competency: TAEDEL401 Plan, organise and deliver group­based learning Difficulty: Hard Performance criteria: TAEDEL401 1.1 8. List five effective facilitation skills you could use when delivering a training session to a group of learners.

Effective facilitation skills should include:  skills that ensure effective participation and group management  prepared training environment  introduction with an outline of the objectives  icebreaker or ‘getting to know you’ activity  logical organised chunked content  opportunities for group participation  varied pitch and tone in presenter communication  use of adult learning principles in varied activities

 management of group behaviour so that ground rules are maintained  summary of content covered.

Competency: TAEDEL401 Plan, organise and deliver group­based learning Difficulty: Medium Performance criteria: TAEDEL401 4.4 9. Contextualisation of learning materials is making modifications to suit whether the learning is delivered in the workplace, online or in the classroom.

FALSE

Competency: TAEDEL401 Plan, organise and deliver group­based learning Difficulty: Easy Performance criteria: TAEDEL401 3.1 10.

Learner practice should always be done at home in the learner’s own time to enable more instruction time in the learning session.

FALSE

Competency: TAEDEL301 Provide work skill instruction Difficulty: Easy Performance criteria: TAEDEL301 2.7

Chapter 05 Testbank Summary Category Competency: TAEDEL301 Provide work skill instruction Competency: TAEDEL401 Plan, organise and deliver group­based learning

Difficulty: Easy Difficulty: Hard Difficulty: Medium Performance criteria: TAEDEL301 1.2 Performance criteria: TAEDEL301 2.4 Performance criteria: TAEDEL301 2.5 Performance criteria: TAEDEL301 2.7 Performance criteria: TAEDEL401 1.1 Performance criteria: TAEDEL401 3.1 Performance criteria: TAEDEL401 4.2 Performance criteria: TAEDEL401 4.3 Performance criteria: TAEDEL401 4.4 Performance criteria: TAEDEL401 5.1 Performance criteria: TAEDEL401 5.2 Performance criteria: TAEDEL401 5.3 Performance criteria: TAEDEL401 5.4