TAELLN802 — Analyse and apply adult numeracy teaching practices

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What an assessment for TAELLN802 must cover

38 assessable components: 4 elements (18 performance criteria), 7 performance evidence and 6 knowledge evidence requirements, plus 7 foundation skills. 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 Analyse and apply conceptual frameworks and theories underpinning numeracy teaching

1.1Examine theories that inform adult numeracy teaching and their application
1.2Identify relevant frameworks and structures that apply to adult numeracy delivery in vocational education and training (VET) contexts
1.3Investigate how adult learning principles contribute to an environment conducive to developing numeracy skills
1.4Review range of provision for learning numeracy in VET contexts

2 Research numeracy requirements of those participating in numeracy provision

2.1Identify diversity of skills and backgrounds of those participating in numeracy provision
2.2Identify range of learning goals of those participating in numeracy provision
2.3Use validated frameworks to develop and evaluate learner profiles
2.4Review own mathematical skills and knowledge in relation to addressing the skill needs of others and seek assistance from mathematics or technical specialist where required

3 Select from a range of teaching approaches and learning resources to develop participants’ numeracy skills and knowledge

3.1Evaluate teaching approaches that identify mathematical information and meaning in authentic and relevant contexts and teach mathematical terminology and language
3.2Evaluate teaching approaches that incorporate reasoning, problem-solving and estimation activities
3.3Determine the applicability of teaching approaches to specific needs, levels of numeracy, learning styles, and context of those participating in numeracy provision
3.4Identify where assistance from mathematics or technical specialists may be needed to address higher level mathematical skills or the application of numeracy in a specific vocational context
3.5Examine learning resources from traditional, new and emerging technologies that link to numeracy learning outcomes and promote learner engagement with tasks and activities
3.6Evaluate materials relevant to social and cultural needs of those participating in numeracy provision

4 Apply and evaluate strategies for teaching numeracy skills and knowledge

4.1Devise activities that integrate literacy skills appropriate to specific needs and context of those participating in numeracy provision
4.2Apply strategies to teach number, measurement, space and location, and data and statistics, appropriate to identified knowledge and level of difficulty
4.3Examine and apply strategies to develop learning skills
4.4Use formal and informal monitoring to evaluate effectiveness of teaching strategies

Performance evidence

analyse the numeracy demands of a VET delivery context and the numeracy needs of those participating in numeracy provision with reference to national standards and frameworks
develop and evaluate learner profiles for at least 2 adult numeracy learners using a range of resources and frameworks to capture information including on diversity of skills, backgrounds and learning goals
plan a series of adult numeracy teaching activities, comprising at least 5 sessions, for a specific VET context and learner group, including:
selecting and using a range of learning resources and teaching approaches to develop adult numeracy skills based on adult learning principles and practices, and the identified needs of the learner group
documenting at least 4 numeracy activities from at least 2 different areas of mathematics to deliver within the sequence of numeracy provision
deliver adult numeracy teaching activities to at least 2 learners for a period of up to one hour each
use formal and information monitoring techniques to evaluate effectiveness of teaching strategies

Knowledge evidence

evaluate own numeracy levels using the Australian Core Skills Framework (ACSF) and identify implications for the delivery of skills to others within a range of VET delivery contexts
identify specific areas of own mathematical skills and knowledge where assistance may be required from mathematical and technical specialists
explain how the diverse needs of those participating in numeracy provision impact the design of learning programs and the selection of learning resources
describe how specific teaching approaches have been used in the design of adult numeracy activities to meet the needs of the learner group
describe at least 2 theories that inform adult numeracy teaching and how they influence methods used in own teaching practice of numeracy, incorporating: mathematics and gender; constructivism; critical numeracy; cultural use of specific mathematics; functionalism
explain how literacy embedded in a numeracy task can be addressed in a teaching activity

Foundation skills

Reading: Sources, analyses and evaluates information, including conceptual frameworks and theories, in the context of learning, development and continuous improvement
Writing: Develops and maintains delivery and assessment documentation Develops learning materials specific to context and/or learner needs
Oral Communication: Asks questions to elicit information from learners and other practitioners, and listens strategically and systematically to responses Uses appropriate register, vocabulary and grammatical structures according to audience needs
Numeracy: Analyses information to identify mathematical content and concepts for incorporation into numeracy provision Conducts numeracy self-assessment
Navigate the world of work: Reflects on performance as an integral part of work life, using a range of formal and informal processes
Interact with others: Actively seeks to understand the values, beliefs, knowledge, understandings and perspectives that others bring to the work context Uses a range of strategies to establish a sense of connection and build rapport
Get the work done: Plans effective learning programs based on understanding of learner needs Reflects on decision making processes for particular contexts and the potential implications for future situations

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 TAELLN802

What does an assessment tool for TAELLN802 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for TAELLN802 needs to address all 38 unit components: 4 elements with 18 performance criteria, 7 performance evidence requirements, 6 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 TAELLN802?

Auditori pulls the current release of TAELLN802 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 TAELLN802 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing TAELLN802 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 TAELLN802, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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