CHCEDU013 — Facilitate adult learning and development

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What an assessment for CHCEDU013 must cover

61 assessable components: 3 elements (19 performance criteria), 2 performance evidence and 40 knowledge evidence requirements. An audit-defensible tool maps every question and task back to these — that mapping is the coverage matrix Auditori generates alongside the assessment.

Elements & performance criteria

1 Establish the learning relationship

1.1Identify needs and goals for individual learning in collaboration with the learner and discuss with relevant colleagues
1.2Identify individual’s learning style, learner characteristics and abilities, and context for learning
1.3Select activities, techniques and processes to facilitate individual learning and explain and discuss with the learner
1.4Clarify and agree on boundaries and expectations of the learning relationship
1.5Develop and document individualised learning plan, and discuss with learner
1.6Seek feedback and assistance from colleagues or supervisors according to specific needs
1.7Obtain organisation support for implementation according to the context for learning

2 Maintain and develop the learning relationship

2.1Prepare for each meeting or session according to learning plan requirements
2.2Grow the relationship and sustain active participation using effective communication and interpersonal skills
2.3Use structured learning activities as planned to support and reinforce new learning, build on strengths and identify areas for further development
2.4Use leadership and motivational skills to enable the learner to take responsibility for learning, practising ethical behaviour at all times
2.5Observe learner cues and change approach where necessary to maintain momentum
2.6Acknowledge, respect and value individual differences and clients with particular needs
2.7Schedule regular meetings to monitor the effectiveness of the learning relationship

3 Close and evaluate the learning relationship

3.1Recognise readiness for closure of individual learning relationship
3.2Seek feedback from the learner on the outcomes achieved and the value of the relationship
3.3Evaluate whether the learning relationship met agreed learning needs and goals
3.4Reflect on own performance in managing the relationship, identify areas for improvement and discuss with supervisor
3.5Document outcomes as required by the learning relationship and organisation procedures

Performance evidence

worked collaboratively with at least 3 different people to support their learning and development using structured processes for identifying, and responding to individual learning needs
established and developed positive learning relationships using interpersonal and communication skills.

Knowledge evidence

legal and ethical considerations, and how these are applied in organisations and individual practice
codes of practice
discrimination
duty of care
privacy, confidentiality and disclosure
records management
work role boundaries – responsibilities and limitations
work health and safety
principles of person-centred practice
change processes, including: how people work through change; behaviour associated with change
needs and characteristics of individual learners and how they may be impacted by
cultural background and needs
employment status
language, literacy and numeracy requirements
length of time resident in Australia
level of formal schooling in Australia or overseas
level of maturity
past learning experiences
preferred learning styles
specific physical or psychological needs
types of inclusions in an individualised learning plan
contingency plans
goals to be achieved
logistics of the learning relationship
period of relationship
frequency of meetings and length of sessions
location of meetings or contact
structure of the learning relationship: activities to be undertaken; monitoring processes; tools and equipment needed; shadowing; WHS considerations
techniques to facilitate individual learning
different learning styles and their features, including: activist; auditory; global and analytical; kinaesthetic; pragmatic; reflective; tactile; theoretical
effects of verbal and non-verbal communication, such as: how to interpret behaviour; how to model behaviour and values
learner cues: evidence of frustration, distraction, stress; evidence of problems or issues which may be personal or related to the individualised learning; level of communication and interaction; level of dependence or independence; level of ease or difficulty in undertaking learning activities; level of engagement or disengagement; regular or irregular attendance; stagnation in learning
how to create or adapt new learning activities as well as other learning options and referrals
types of structured learning activities and how they are used, including: demonstrations and role plays; direction, guidance and mutual discussion; learning journal; practice opportunities; projects; readings and research; role modelling; video and audio analysis; written exercises
learning cycle, including: concrete experience; observation and reflection; concept formation; testing new learning
adult learning principles
learner cues that may reflect difficulties with individual learning relationships
sources and nature of external support services
signs of readiness for closure of learning relationship, including: level of independence in learning; measure of improvement; readiness to maintain learning through other means or modes; self-assessment by the learner; severe or fixed blockages in the relationship
tools to evaluate learning outcomes and broader impacts of learning

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

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Questions about assessing CHCEDU013

What does an assessment tool for CHCEDU013 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for CHCEDU013 needs to address all 61 unit components: 3 elements with 19 performance criteria, 2 performance evidence requirements, 40 knowledge evidence requirements, and the foundation skills. A coverage matrix mapping each question and task to these components is what an auditor looks for.

How does Auditori generate an assessment tool for CHCEDU013?

Auditori pulls the current release of CHCEDU013 from training.gov.au and generates a complete package: candidate assessment, assessor guide with model answers and observation criteria, and a coverage matrix mapping every component. A suitably qualified person then reviews and approves the draft in a built-in workflow — consistent with ASQA's guidance on AI use in VET — before export as branded PDF and editable Word.

Is the first assessment tool really free?

Yes. Every new account includes one free credit — enough to generate the complete assessment tool for CHCEDU013 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing CHCEDU013 assessment instead of generating a new one?

Yes — upload your existing assessment or learner guide and Auditori maps it against every element, performance criterion, PE and KE of CHCEDU013, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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