LLN Evaluation Form – Global Homework Experts

 

LLN Evaluation Form
Date of Assessment  
Work Role/Job Title  
Assessed By  
Position  
Signature  
Work Role LLN Requirements
Learning   Reading   Writing   Oral   Numeracy  
Work Role Support Level ACSF Level Comments
Works alongside a supervisor/mentor where prompting and advice can be provided.  1  
Works with a supervisor/mentor who can provide support when requested.  2  
Works independently and uses own familiar support resources.  3  
Works independently and initiates and uses support from a range of established resources.  4  
Works Autonomously and accesses and evaluates support from a broad range of sources.  5  

This form was developed from information contained in the ACSF by Compliant Learning Resources

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Learning
Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Highly familiar contexts

 

Concrete and immediate

 

Very restricted range of contexts

Short and simple

 

Highly explicit purpose

 

Limited highly familiar vocabulary

Concrete tasks of 1 or 2 steps

 

Processes include locating, recognising

 1      
Examples  
§  Attends work as required and informs the supervisor if they are unable to attend

 

§  Attends work ready with appropriate clothing, tools and other resources as required

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Familiar and predictable contexts

 

Limited range of context

Simple familiar texts with clear purpose

 

Familiar vocabulary

Explicit tasks involving a limited number of familiar steps

 

Processes include identifying, simple interpreting, simple sequencing

 2      
Examples  
Attempts to take supervisor’s feedback into account when practising new skills

 

 

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Range of familiar contexts

 

Some less familiar contexts

 

Some specialisation in familiar/known contexts

Routine texts

 

May include some unfamiliar elements, embedded information and abstraction

Includes some specialised vocabulary

Tasks involve a number of steps

 

Processes include sequencing, integrating, simple extrapolating, simple inferencing, simple abstracting

 3      
Example  
§  Reviews own skills in relation to job selection criteria to clarify future study or a training plan

 

§  Participates in quality improvement processes in the workplace, considering the priorities and commitments of self and other members

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Range of contexts, including some that are unfamiliar and/or unpredictable

 

Some specialisation in less familiar/known contexts

Complex texts

 

Embedded information

 

Includes specialised vocabulary

 

Includes abstraction and symbolism

Complex task organisation and analysis involving application of a number of steps

 

Processes include extracting, extrapolating, inferencing, reflecting, abstracting

 4      
Example  
Organises own workplace professional development/training plan to achieve a negotiated outcome with consideration of personal priorities and demands on time

 

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Broad range of contexts

 

Adaptability within and across contexts

 

Specialisation in one or more contexts

Highly complex texts

 

Highly embedded information

 

Includes highly specialised language and symbolism

Sophisticated task conceptualisation, organisation and analysis

 

Processes include analysing, reflecting, synthesising, evaluating, recommending

 5      
Example  
§  Develops a brief for a complex project that includes several staff with different skills

 

§  Evaluates workplace learning culture and pathways in relation to own need for further training and development

 

Reading Skills Level
Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Highly familiar contexts

Concrete and immediate

Very restricted range of contexts

Short and simple, highly explicit purpose, limited, highly familiar vocabulary Concrete tasks of 1 or 2 steps. Processes include locating, recognising  1  
Example  
Follows simple written or pictorial instructions, e.g. simple signs and warnings, emergency stop procedures for machines, warnings such as ‘prohibited area’ and ‘wash hands before entering’ or safety symbols on chemical containers.
Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Familiar and predictable contexts

Limited range of contexts

Simple familiar texts with clear purpose

Familiar vocabulary

Explicit tasks involving a limited number of familiar steps. Processes include identifying, simple interpreting and sequencing  2  
Example  
§  Interprets instructions which combine pictorial and written information, e.g. directions on how to operate a piece of machinery safely or routine step-by-step instructions for logging into an organisation’s computer network.

§  Reads forms or notices containing personally relevant information, e.g. a notice at the workplace about a fire drill.

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Range of familiar and some less familiar contexts

Some specialisation in familiar/known contexts

Routine texts. May include some unfamiliar elements, specialised vocabulary, embedded information and abstraction Tasks involve several steps. Processes include sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting  3  
Example  
§  Interprets information in a range of formats that has been produced using familiar software programs, e.g. memos, instant messages, reports, spreadsheets or data presentations.

§  Interprets information gained from tables, charts and other graphic information using a range of sources, including brochures, internet and memos, e.g. plans travel arrangements using a flight schedule.

 

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Range of contexts, including some that are unfamiliar and/or unpredictable

Some specialisation in less familiar/known contexts

Complex texts

Embedded information

Includes specialised vocabulary, abstraction and symbolism

Complex task organisation and analysis involving the application of a number of steps. Processes include extracting, extrapolating, inferencing, reflecting, abstracting  4  
Example  
§  Analyses, compares and contrasts information gained from tables and charts, e.g. information on products and materials in order to determine the suitability of cleaning chemicals for use in a laboratory.

§  Demonstrates understanding of texts describing interrelationships of events, e.g. reviews conflicting incident reports to identify key issues and possible follow up action.

 

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Broad range of contexts.

Adaptability within and across contexts

Specialisation in one or more contexts

Highly complex texts. Highly embedded information. Includes highly specialised language and symbolism. Sophisticated task conceptualisation, organisation and analysis. Processes include synthesising, critically reflecting, evaluating, recommending  5  
Example  
§  Reads a series of complex texts which include commentary or interpretative remarks and discusses how these may relate to the organisation, e.g. analyses information comparing the impact of downturns in the global economy on the cost of producing and selling a product.

§  Identifies and extracts relevant information from complex diagrams, graphs and charts, e.g. tracks the source of non-compliance through a workplace process or analyses a diagram representing a business process and identifies areas for improvement.

 

 

Writing Skills Level
Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Highly familiar contexts

Concrete and immediate

Very restricted range of contexts

Short and simple, highly explicit purpose, limited, highly familiar vocabulary Concrete tasks of 1 or 2 steps. Processes include locating, recognising  1  
Example  
§  Writes routine, everyday workplace specific vocabulary and abbreviations, e.g. product names.

§  Completes workplace checklists, e.g. a vehicle pre-start inspection

§  Fills in details on a simple form, e.g. an application for leave, a payroll authority or a quality log form.

 

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Familiar and predictable contexts

Limited range of contexts

Simple familiar texts with clear purpose

Familiar vocabulary

Explicit tasks involving a limited number of familiar steps. Processes include identifying, simple interpreting and sequencing  2  
Example  
§  Completes a range of forms requiring routine, factual data, e.g. OHS records, a job application, a reimbursement form for expenses such as use of a vehicle, or pickup and delivery dockets.

§  Writes a list of tasks to be completed by other members of the work group, e.g. a roster or an action plan.

§  Creates a list or simple flyer on information to be discussed at a workplace meeting.

 

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Range of familiar and some less familiar contexts

Some specialisation in familiar/known contexts

Routine texts. May include some unfamiliar elements, specialised vocabulary, embedded information and abstraction Tasks involve several steps. Processes include sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting  3  
Example  
§  Writes a routine report, e.g. an accident report, an incident report, a report on a case where repair work is not able to be completed as requested or a summary of a service provided.

§  Completes workplace records and forms accurately and legibly using correct technical and enterprise specific vocabulary.

 

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Range of contexts, including some that are unfamiliar and/or unpredictable

Some specialisation in less familiar/known contexts

Complex texts

Embedded information

Includes specialised vocabulary, abstraction and symbolism

Complex task organisation and analysis involving the application of a number of steps. Processes include extracting, extrapolating, inferencing, reflecting, abstracting  4  
Example  
§  Writes organisational procedures and time frames to take into account, different roles and perspectives, e.g. writes a report as a committee member to resolve difficulties about definitions of job responsibilities.

§  Prepares data for a team/group using graphs to compare production or activity over a period of time, and includes recommendations for improvements.

§  Creates a range of formal texts incorporating specific workplace proformas and language and maintains records on a computer, e.g. memos, letters to clients, agendas, minutes, emails or reports.

 

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Broad range of contexts.

Adaptability within and across contexts

Specialisation in one or more contexts

Highly complex texts. Highly embedded information. Includes highly specialised language and symbolism. Sophisticated task conceptualisation, organisation and analysis. Processes include synthesising, critically reflecting, evaluating, recommending  5  
Example  
§  Writes a position paper or report based on analysis of data and stakeholder consultations.

§  Prepares a contract for service delivery.

§  Writes an organisational plan based on task analysis, worker input and financial data.

§  Writes a case analysis report, including recommendations for future care.

§  Designs a survey to accurately ascertain customer satisfaction levels and presents a process to evaluate responses.

 

Oral Communication Skills Level
Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Highly familiar contexts

Concrete and immediate

Very restricted range of contexts

Short and simple, highly explicit purpose, limited, highly familiar vocabulary Concrete tasks of 1 or 2 steps. Processes include locating, recognising  1  
Example  
§  Asks questions and follows specific information/instructions in an immediate environment in order to complete a highly familiar procedure, e.g. stop machine when a red light goes on.

§  Listens to and responds to short, clearly worded requests, e.g. attends a meeting area, takes an early lunch break or indicates availability for weekend work.

§  Tells a supervisor about a problem/hazard/defect.

 

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Familiar and predictable contexts

Limited range of contexts

Simple familiar texts with clear purpose

Familiar vocabulary

Explicit tasks involving a limited number of familiar steps. Processes include identifying, simple interpreting and sequencing  2  
Example  
§  Follows directions to perform a sequence of routine tasks, e.g. uses machinery/equipment such as fax machine or forklift, or makes pre operational checks on machinery/plant equipment.

§  Listens for specific information in a formal workplace meeting.

§  Participates in straightforward face to face discussions with customers or co-workers.

§  Listens to short, explicit instructions for new work procedures and asks questions to clarify.

 

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Range of familiar and some less familiar contexts

Some specialisation in familiar/known contexts

Routine texts. May include some unfamiliar elements, specialised vocabulary, embedded information and abstraction Tasks involve several steps. Processes include sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting  3  
Example  
§  Delivers a short prepared talk to co-workers and responds to audience questions.

§  Participates in an oral exchange requiring some negotiation, e.g. responds to specific enquiries, complaints or problems with clients or customers.

§  Listens to clear, sequenced instructions of several steps, and asks clarifying questions as required.

§  Gives clear sequenced instructions of several steps, e.g. how to use a photocopier or hand-held drill, or how to log on or off a computer.

 

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Range of contexts, including some that are unfamiliar and/or unpredictable. Some specialisation in less familiar/known contexts Complex texts

Embedded information

Includes specialised vocabulary, abstraction and symbolism

Complex task organisation and analysis involving the application of a number of steps. Processes include extracting, extrapolating, inferencing, reflecting, abstracting  4  
Example  
§  Delivers a short prepared talk to co-workers and responds to audience questions.

§  Participates in an oral exchange requiring some negotiation, e.g. responds to specific enquiries, complaints or problems with clients or customers.

§  Listens to clear, sequenced instructions of several steps, and asks clarifying questions as required.

§  Gives clear sequenced instructions of several steps, e.g. how to use a photocopier or hand-held drill, or how to log on or off a computer.

 

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Broad range of contexts.

Adaptability within and across contexts

Specialisation in one or more contexts

Highly complex texts. Highly embedded information. Includes highly specialised language and symbolism. Sophisticated task conceptualisation, organisation and analysis. Processes include synthesising, critically reflecting, evaluating, recommending  5  
Example  
§  Presents an explanation of a workplace procedure to a group, adapting, reiterating, summarising and clarifying information as required to facilitate maximum learning for the audience.

§  Determines customer requirements through open-ended questioning, active listening, paraphrasing and summarizing.

§  Leads and/or facilitates group discussion which explores solutions to specific problems with new technology, e.g. implementation issues arising from changing work practices as a result of installation of a new computer system.

§  Discusses organisational or system requirements in a conversation with a colleague or supervisor, e.g. discusses suitability of skills and prior experience for an advertised position or mentors a new colleague on the demands of the role.

 

Numeracy Skills Level
Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Highly familiar contexts

Concrete and immediate

Very restricted range of contexts

Short and simple, highly explicit purpose, limited, highly familiar vocabulary Concrete tasks of 1 or 2 steps. Processes include locating, recognising  1  
Example  
§  Uses a calculator to add whole numbers of stock of familiar items in a workplace store.

§  Reads digital weight scales and accurately copies onto a recording sheet.

§  Names and compares common two dimensional shapes in familiar situations, e.g. compares two different road or warning signs.

§  Understands time-to-task allocations in a work instruction.

§  Uses a calendar or planner to record information, e.g. meeting times and dates.

 

 

Context Text Complexity Task Complexity ACSF Level Comments – Task Details
Familiar and predictable contexts

Limited range of contexts

Simple familiar texts with clear purpose

Familiar vocabulary

Explicit tasks involving a limited number of familiar steps. Processes include identifying, simple interpreting and sequencing  2  
Example  
§  Correctly follows simple instructions and measures content in order to make a product, e.g. the ingredients in a recipe or in mixing up weed control spray.

§  Keeps a record of casual hours of work and uses a calculator to calculate gross pay expected.

§  Measures familiar and predictable quantities using simple and routine measuring instruments and units.

§  Records numbers or quantities of materials distributed or enters sales figures and data onto a spreadsheet, a familiar workplace computer or a hand-held device.

§  Identifies and names common uses of shapes in a familiar environment, e.g. compares use of the shapes used for road or OHS danger signs.

§  Accesses and compares information contained in two-column tables, e.g. calculates postage and fees for certified mail.

 

 

Content Text Complexity Task Complexity ACSF Level Comments – Task Details
Range of familiar and some less familiar contexts

Some specialisation in familiar/known contexts

Routine texts. May include some unfamiliar elements, specialised vocabulary, embedded information and abstraction Tasks involve several steps. Processes include sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting  3  
Example  
§  Identifies and explains uses and applications of shapes in different work-related contexts, e.g. use of 2D and 3D shapes in building plans or in industrial packaging.

§  Selects, totals and orders items from a catalogue within budgetary constraints, e.g. a workplace stationery order or food for a special event.

§  Prepares a bill of materials or parts list for a particular job, e.g. to build a fence of a set length.

§  Correctly enters data onto an electronic cash register and undertakes end-of-day summaries and the balancing of a till or accounts ledger.

§  Uses appropriate technological devices to measure and record data and interpret the results, e.g. uses a blood pressure machine or reads micrometres and temperature gauges.

 

 

Content Text Complexity Task Complexity ACSF Level Comments – Task Details
Range of contexts, including some that are unfamiliar and/or unpredictable. Some specialisation in less familiar/known contexts Complex texts

Embedded information

Includes specialised vocabulary, abstraction and symbolism

Complex task organisation and analysis involving the application of a number of steps. Processes include extracting, extrapolating, inferencing, reflecting, abstracting  4  
Example  
§  Works in a team to plan and develop an operating budget for a task or project, including the income from different sources (e.g. government funding, membership fees or sales) and expenses (e.g. staffing, materials, marketing, overheads, travel, training or IT support).

§  Collects and accurately records data (e.g. measurements, quantities or digital outputs) on to an appropriate device (e.g. a graph, chart, spreadsheet or hand-held device), interprets results and outcomes, identifies anomalies or errors and can respond appropriately by acting to correct processes or inputs.

§  Interprets and uses ratios and scales to read and discuss the design and dimensions on the plan of a property (e.g. a building, workplace, office or shop) in order to allocate working space and furniture.

§  Represents statistical system information and data (e.g. customer satisfaction survey results, phone enquiry data or customer profiles), and analyses and interprets the data using graphical and numerical processes (e.g. graphs, charts or averages) to show different interpretations and influences.

§  Uses a job or task description or a set of instructions for making up a mixture based on ratios and selects, measures and makes up the mixture to any required amount correctly and according to OHS constraints, e.g. a chemical spray or industrial recipe.

§  Calculates, compares and interprets the probabilities of some given or described events in both numerical and qualitative terms, e.g. production numbers or faults, or accidents.

§  Prepares a detailed budget for a project and manages expenditure, making adjustments to ensure the project is completed within budget.

 

 

Content Text Complexity Task Complexity ACSF Level Comments – Task Details
Broad range of contexts.

Adaptability within and across contexts

Specialisation in one or more contexts

Highly complex texts. Highly embedded information. Includes highly specialised language and symbolism. Sophisticated task conceptualisation, organisation and analysis. Processes include synthesising, critically reflecting, evaluating, recommending  5  
Example  
§  Works in a team to research, investigate and analyse workplace data gathered on a selected topic (e.g. accident rates, sales figures or causes of contamination or pollution), writes a detailed report based on a comprehensive statistical analysis and develops recommendations based on the analysis.

§  Provides a materials list for a building project that requires trigonometric calculations to determine outcomes, e.g. roof structure with bull nose veranda and 30o pitch.

§  Investigates financial options for a business or organisation, e.g. decides on a major purchase that would need to be financed by a loan, compares options, including interest paid and repayment schedules, and recommends the best loan deal relative to repayment affordability and conditions.

§  Investigates and analyses an organisational and logistical problem and documents and explains a mathematical solution to the problem.

 

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