Third Party Evidence Report – Skills Set 1tle.westone.wa.gov.au/content/file/a6f85d8e-9a27-4ea9... · Web view6.The candidate has drafted, reviewed and edited the text before completion

Department of Education and TrainingWestern Australia

RPL Assessment Tool Kit

21773VIC

Certificate II in General Education for Adults

Reading and Writing

First published 2009

ISBN 978-1-74205-342-4

© Department of Education and Training

All rights reserved.

Western Australian Department of Education and Training materials, regardless of format, are protected by copyright law.

Permission, however, is granted to Trainers, Assessors, and Registered Training Organisations to use, reproduce and adapt the material (third party material excluded) for their Recognition of Prior Learning (RPL) assessment activities.

This permission is subject to the inclusion of an acknowledgement of the source. Permission does not extend to the making of copies for hire or sale to third parties, and provided it is not used for commercial use or sale. Reproduction for purposes other than those indicated above requires the prior written permission of the Western Australian Department of Education and Training.

Published by and available fromWestOne Services

1 Prospect PlaceWEST PERTH WA 6005Tel: (08) 9229 5200 Fax: (08) 9227 8393Email: [email protected]: www.westone.wa.gov.au

AcknowledgementsThis work has been produced with the assistance of funding provided by the Council of Australian Governments (COAG) National Reform Initiative (NRI).

The WA Department of Education acknowledges the ACFE Board Victoria copyright for the Certificate II in General Education for Adults (21773VIC). Requests for use outside of this publication should be addressed to the General Community and Further Education, Department of Planning and Community Development, PO Box 2392, Melbourne, VIC 3001.

DisclaimerWhilst every effort has been made to ensure the accuracy of the information contained in this RPL Assessment Tool Kit, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this RPL Assessment Tool Kit can be accepted by the Western Australian Department of Education and Training.

21773VIC Certificate II in General Education for Adults – Reading and WritingRPL Assessment Tool Kit

ContentsUnits of competency covered by this Assessment Tool..............................................................5

Information for RPL Assessors....................................................................................................6

Self-Evaluation Checklist – Skills Set 1.......................................................................................7

Self-Evaluation Checklist – Skills Set 2.....................................................................................11



Interview Question Bank and Recording Documents – Skills Set 1..........................................23




Third Party Evidence Report – Skills Set 1...............................................................................61




Portfolio Cover Sheet – Skills Set 1..........................................................................................69




Assessment Record – Skills Set 1............................................................................................77




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© Department of Education and Training 2009 Page 4 of 88Version 1, March 2009


Units of competency covered by this Assessment ToolUnit Code Unit Title

VBQU144 Engage with texts of some complexity for personal purposes

VBQU145 Engage with texts of some complexity for learning purposes

VBQU146 Engage with texts of some complexity for employment purposes

VBQU147 Engage with texts of some complexity to participate in the community

VBQU148 Create texts of some complexity for personal purposes

VBQU149 Create texts of some complexity for learning purposes

VBQU150 Create routine workplace documents

VBQU151 Create texts of some complexity to participate in the community

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Version 1, March 2009


Information for RPL AssessorsThis document contains self-evaluation tools which support and reflect the tasks undertaken in the workplace and are presented as skills sets.

Skills Set 1 – Reading and writing for personal purposesVBQU148 Create texts of some complexity for personal purposes


Skills Set 2 – Reading and writing for learning purposesVBQU149 Create texts of some complexity for learning purposes


Skills Set 3 – Reading and writing for employment purposesVBQU150 Create routine workplace documents


Skills Set 4 – Reading and writing for community participationVBQU151 Create texts of some complexity to participate in the community


The Assessment Tools contained in this document include:

1. Self-Evaluation Checklists

2. Interview Questions and Recording Documents

3. Third Party Evidence Reports

4. Portfolio Cover Sheets

5. Assessment Records.



Self-Evaluation Checklist – Skills Set 1Reading and writing for personal purposesThis section relates to your knowledge, skills and experience of engaging with and creating texts of some complexity for personal purposes.

Questions relating to Skills Set 1 Yes No What evidence can you provide?

Q1 Can you access a range of texts relevant to personal purposes such as: q q

personal letters, cards or emails of several paragraphs in length? q q

short stories, novels, biographies and magazine articles? q q

poems, song lyrics and play scripts? q q

web pages, blogs and wikis? q q

diaries, journals or reflective writing? q q formal personal letters, eg letters of complaint or thanks, an

application for housing, an insurance claim or a job application? q q

letters of opinion to the editor of a newspaper? q q

written reports for the police as a witness to or victim of crime? q q

newsletter articles? q q speeches for family occasions, eg weddings, 21st birthday parties,

eulogies? q q

detailed descriptions for an insurance company about a burglary or traffic accident? q q





family history research or writing? q q research you have undertaken into a topic of interest including any

notes you might have written? q q

posters, artwork and digital stories? q q

notes taken from something you have watched or listened to? q q

instructions on how to use equipment? q q instructions creating something, eg an instruction manual or a DIY

information sheet? q q

an entry for a competition? q qQ2 Can you analyse what you have read?

(Use the following to assist you in answering this question.)q q

Can you distinguish fact from fiction? q q Are you able to identify the type of writing you are reading and work

out who it might have been written for? q q

Do you check the meanings of words you don’t know? q q

Do you take notes as you read? q q

Can you compare information from different documents? q q

Can you summarise the main ideas presented in a document? q q




If you read something and it has references or links to other documents do you sometimes follow these up to find out more? q q

Q3 Can you critically evaluate what you read?


Can you discuss whether you think a document is well written? q q Do you sometimes think about how you feel about something you

have read? q q

Can you tell if a document is biased? q q

Can you compare and contrast ideas in similar documents? q q

Can you think about the writer’s background? q q

Can you tell if something is relevant to you? q qQ4 Can you put together a portfolio of the things you have read and

written, such as those listed in Question 1? q q

If so, does your portfolio contain at least three (3) different types of documents you have read, eg a letter, a brochure, a poster, an email, a photo story?

q q

If so, does your portfolio contain at least three (3) different types of documents you have written, eg a letter, a brochure, a poster, an email, a photo story?

q q

Is there anything else you have achieved/delivered or are qualified in, which has not been identified here? If so, please provide details.

__________________________________________________________________________________________________________________



21773VIC Certificate II in General Education for Adults – Reading and WritingRPL Assessment Tool Kit__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________



Self-Evaluation Checklist – Skills Set 2Reading and writing for learning purposesThis section relates to your knowledge, skills and experience of engaging with and creating texts of some complexity for learning purposes.


Q1 Can you read information regarding your own learning such as: q q instructions, eg textbooks, research material from the internet and

weblogs? q q

classroom-based learning materials, handouts and notes taken from the whiteboard? q q

procedure manuals, learner’s guides and workbooks? q q information about future courses available online, TAFE or university

handbooks and brochures? q q

newspaper articles, and reports including technical information? q q informal and formal email or handwritten messages about matters

related to learning? q q

notes taken from spoken instructions, eg how to complete a task? q q individual learning plans, portfolios, diary entries related to study

plans, task lists, learning journals and reflective journals? q q

labelled diagrams? q q

dictation? q q vocabulary lists? q q





workbooks? q q

digital stories? q q

reports? q q

notes to support verbal/visual presentations? q qQ2 Can you analyse what you have read?







Can you summarise the main ideas presented in a document? q q If you read something and it has references or links to other

documents do you sometimes follow these up to find out more? q q







have read? q q







q q


q q





__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________



Self-Evaluation Checklist – Skills Set 3Reading and writing for employment purposesThis section relates to your knowledge, skills and experience of engaging with and creating texts of some complexity for employment purposes.


Q1 Can you read information regarding workplace documents such as: q q

human resources and employment contracts? q q

induction manuals? q q

job specifications or job description forms? q q

OHS information? q q

manufacturers’ specifications? q q

instructions? q q

quality information? q q

workplace plans, drawings and specifications? q q

information from unions? q q

workplace newsletters and newspapers? q q

agendas, minutes and memos? q q

emails, messages, faxes and letters? q q





help screens, manuals and websites? q q

schedules, web calendars, timetables and leave rosters? q q

reports? q q

pay scales? q q

organisational charts? q q

style manuals? q q

legislation and organisational procedures? q q information from government agencies, job networks, advertisements

and application instructions? q q

Q2 Can you analyse what you have read?















have read? q q







q q


q q





__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________



Self-Evaluation Checklist – Skills Set 4Reading and writing for community participationThis section relates to your knowledge, skills and experience of reading and writing about your community.


Q1 Can you read information about your community such as: q q

letters or articles in local community newsletters or newspapers? q q

letters of support for local community organisations? q q information leaflets, brochures, booklets, pamphlets to support

community initiatives or promote activities? q q

advertisements for rallies or community action? q q

political advertisements? q q scripts for short talks which may include presentations of visual or

other information? q q

instructions for an activity for a community association, eg rules of the game? q q

agendas and minutes of meetings? q q summaries of main points of an argument for or against an issue in

the community? q q

scripts for radio presentations, interviews or community announcements? q q





submissions for funding? q q

reports or surveys? q q letters from government or other organisations, eg response from a

funding submission? q q

collaborative writing, eg job description for a community-appointed project officer? q q

procedures for a community organisation, eg safety, emergency, fire? q q

instructions for a community event, eg fête rosters, responsibilities and activities? q q

posters, flyers and advertisements for community events? q qQ2 Can you analyse what you have read?















have read? q q







q q


q q





__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________



Interview Question Bank and Recording Documents – Skills Set 1Reading and writing for personal purposesNote to the AssessorThe idea of this stage of the RPL process is to elicit the candidate’s story of his/her engagement with or creation of a text, and find within that story the evidence of his/her competence. It is anticipated that questioning will be conducted within a conversation/discussion as opposed to a question and answer session.

This form of evidence is designed to be supplementary to the evidence of competence collected from the self-evaluation, portfolio and third party evidence reports. As such, it is not advisable to ask all the questions but rather select topics appropriately to satisfy sufficiency and authenticity requirements. The questions provided are suggestions only; the Assessor might choose some of these to find evidence within the candidate’s story.

It will be beneficial to discuss these topics in relation to the texts that the candidate has included in his/her portfolio. They provide, in particular, an opportunity to dig a bit more deeply into the analysis and evaluation of the texts.

Name of text(s) discussed: _________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

Record of interview

Candidate’s name

Assessor’s name

How/where interview was conducted

Interview only qAt an RTO’s premises q Name: ____________________________________

Demonstration/theory assessment qIn the workplace q Name: ____________________________________

Interview Question Bank and Recording Documents – Skills Set 1




Reading and writing for personal purposesThe following questions relate to texts which the candidate has created.

Can the candidate satisfactorily demonstrate and answer the following? Yes No

1. The candidate has demonstrated that he/she has researched a range of text types useful for personal purposes and identified a range of audiences and purposes as well as features of these text types.

q q

What are some of the types of texts that are useful for personal purposes? q q Can you think about who the writer was writing for when he/she created a particular

personal text? q q

What are some of the reasons people create texts for personal purposes? q q Before you wrote your texts for personal purposes, what were some of the other texts you

read to find out about the sorts of features that would be appropriate for your purpose?

q q

2. The candidate can identify the purpose of each text he/she has created. q q What prompted you to create this text? q q What was your purpose for writing this text? q q Why did you write it? q q Did you want to advise, persuade, instruct, inform or entertain your intended

audience? q q

3. The candidate can identify his/her intended audience for each text he/she has created. q q Who was your intended audience? q q Who did you have in mind to read the text? q q




4. The candidate can demonstrate that he/she has selected an appropriate format and used language to suit his/her audience and meet his/her purpose. q q

I like the format/layout/structure that you used. Why did you choose that? q q Do you think that the format/layout/structure you chose is the most appropriate for your

intended audience and why? What other text types did you consider? q q I notice that your choice of language is formal/informal. What reasons did you have for

choosing that style? q q The vocabulary you have used is quite simple/technical. How did you decide on the sorts

of words to include? q q

How did you choose the graphics you used? q q Did you consider using graphics in your text? What were your reasons for not including

these? q q

5. The candidate has carried out some research to create relevant content. q q What research did you do to develop your content? q q How did you know what facts or other information to include? q q How did you find out about this issue? q q What did you read to help you write this? q q

6. The candidate has drafted, reviewed and edited the text before completion. q q Can you outline the process of creating the document? q q What sort of planning did you do to begin your text? q q What changes did you have to make to your text as you edited it? q q





Did you find many inaccuracies/mistakes that you were able to correct as you checked through your text after the first draft? q q

How many times did you have to reread your text before you were happy with the final product? q q

7. The candidate has presented his/her texts as required. q q Were there any specific requirements that you had to meet when creating the text? q q Did you have to present the text in a certain way? If so, how did you accomplish this? q q Did you have any restrictions when creating this text? q q Did you have to liaise with others to create this text? If so, how was the collaborative

process? q q



The following questions relate to texts with which the candidate has engaged.


8. The candidate has indicated that he/she employs a range of reading strategies. q q When you first read this text, what did you do to help yourself make sense of it? q q Did you have to reread words, sections of the text or the whole thing? q q If there were some words that you didn’t understand at first, how did you work out what

they meant? q q

o Did you think about other words that they looked like? q qo Did you use a dictionary? q q

Did you take notes or make a summary? q q9. The candidate can identify the source of the text and its intended audience and purpose. q q

Where do you think this text came from? q q Where would you find a text like this? q q Why do you think this text was written? q q What is its purpose? q q Was it written to advise, persuade, entertain, instruct or inform? q q Do you think that there is an inferred purpose? If so, what is it? q q Think about the person who wrote the text. Who did he/she write it for? q q What did he/she want to say? q q

10. The candidate can identify his/her purpose for engaging with the text and that that purpose q q





is relevant to his/her personal purpose.

What made you read this text? q q Why did you read/engage with this text? q q Was the text relevant to you? q q Did this text suit your need or purpose? q q How can you tell whether a text suits your purpose? q q Was this text useful for you in your personal life? q q

11. The candidate is able to summarise the main ideas and identify key words. q q What are the main ideas presented in the text? q q What did you learn from the text? q q What was the plot of the story? q q What information or advice was presented? q q What was the writer’s argument? q q What are the key words/central ideas used in the text? q q

12. The candidate can identify features of the text and understand how the writer has used these to meet his/her purpose.(Candidates may discuss the text structure used, eg the kinds of sentences, words and numbers used, visual elements such as graphs, diagrams, illustrations, logos, symbols, fonts and presentation.)

q q

What do you notice about the type of language the writer used? q q




Why do you think the writer chose that style? q q The writer has presented this as a poster/brochure/letter etc. Why do you think that he/she

chose that format/structure? q q

Do you think that the layout/structure of this text has helped to get the message across? q q What did the writer do to get his/her message across? q q What features did the person who created the document use? q q Discuss the key features of this piece of writing. q q How do these features enhance or detract from the effectiveness of the text? q q

13. The candidate can critically analyse and evaluate the text. q q Does the person who created the text have a point of view? q q Do the key words used in the text indicate a bias? q q Does the writer let the audience know that he/she holds a particular point of view? q q Do you support the writer’s view? q q What would you say if you were against the writer’s ideas? q q What sort of document could you create to let someone know about the other side of the

issue? q q

Was the piece written objectively or subjectively? q q What culture, values or beliefs do you think the writer holds? q q Is the piece biased or does it present both sides of an issue? q q





Does the writer lead you to believe that his/her opinion is fact? q q14. The candidate can identify and evaluate supporting materials such as academic or informal

referencing, links to other sites, quotes, contact details etc. q q

Does the writer make use of supporting materials such as referencing, links, quotes etc? q q What supporting materials, if any, does the writer use to defend his/her claims? q q Does he/she justify or validate any facts that he/she presents by way of referencing? q q Do you consider that the references or supporting materials are valid? Why? q q

15. The candidate can use a range of strategies to analyse and critically evaluate the text. q q Do you consider that this text is effective? q q Do you think that the features that the writer uses help to meet his/her purpose for the

intended audience? q q Think about another text written for the same audience and/or purpose. Do you consider

this text effective? q q

Compare and contrast this piece with another on a similar topic. q q Think about the way the information is given, the facts presented and the interpretation of

the information. q q

How does this text compare or contrast with the other text? Is it more or less effective? q q







Interview Question Bank and Recording Documents – Skills Set 2Reading and writing for learning purposesNote to the AssessorThe idea of this stage of the RPL process is to elicit the candidate’s story of his/her engagement with or creation of a text, and find within that story the evidence of his/her competence. It is anticipated that questioning will be conducted within a conversation/discussion as opposed to a question and answer session.




__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

Record of interview

Candidate’s name

Assessor’s name







Reading and writing for learning purposesThe following questions relate to texts which the candidate has created.


1. The candidate has demonstrated that he/she has researched a range of text types useful for learning purposes and identified a range of audiences and purposes as well as features of these text types.

q q

What are some of the types of texts that are useful for learning purposes? q q What sorts of texts do you see in your community that promote learning purposes? q q Who are they written for? q q What are some of the reasons people create texts for learning purposes? q q Before you wrote this text, what were some of the other texts you read to find out about

the sorts of features that would be appropriate for your purpose? q q

2. The candidate can identify the purpose of each text he/she has created. q q What prompted you to create this text? q q What was your purpose for writing this text? q q Why did you write it? q q Did you want to advise, persuade, instruct, inform or entertain your intended audience? q q












these? q q

5. The candidate has carried out some research to create relevant content. q q What research did you do to develop your content? q q How did you find out about this issue? q q What did you read to help you to write this? q q How did you know what facts or other information to include? q q

6. The candidate has drafted, reviewed and edited the text before completion. q q Can you outline the process of creating the document? q q What sort of planning did you do to begin your text? q q What changes did you have to make to your text as you edited it? q q Did you find many inaccuracies/mistakes that you were able to correct as you checked

through your text after the first draft? q q





7. The candidate has demonstrated that the text is presented as required. q q Were there any specific requirements that you had to meet when creating the text? q q Did you have to present the text in a certain way? If so, how did you accomplish this? q q Did you have any restrictions when creating this text? q q Did you have to liaise with others to create this text? If so, how was the collaborative

process? q q







they meant? q q



Where would you find a document like this? q q Where do you think this document came from? q q Why do you think this text was written? q q What is its purpose? q q Was it written to advise, persuade, entertain, instruct or inform? q q Do you think that there is an inferred purpose? If so, what is it? q q Think about the person who wrote the text. Who did he/she write it for? q q What did he/she want to say? q q

10. The candidate is able to identify his/her purpose for engaging with the text and that that q q




purpose is relevant to his/her learning.

What information/questions/answers were you looking for when you read this text? q q What made you read this text? q q Why did you read/engage with this text? q q Was the text relevant to you? q q Did this text suit your need or purpose? q q How can you tell if a text suits your purpose? q q

11. The candidate can summarise the main ideas and identify key words. q q What are the main ideas presented in the text? q q What did you learn from the text? q q What was the plot of the story? q q What information or advice was presented? q q What was the writer’s argument? q q What are the key words/central ideas used in the text? q q


q q

What do you notice about the type of language the writer used? q q





Why do you think the writer chose that style? q q The writer has presented this as a poster/brochure/letter etc. Why do you think that they

chose that format/structure? q q

Do you think that the layout/structure of this text has helped to get the message across? q q What did the writer do to get his/her message across? q q What features did the person who created the document use? q q Discuss the key features of this piece of writing. q q What features does the writer use to help meet his/her purpose? q q How do these features enhance or detract from the effectiveness of the text? q q


issue? q q

Was the piece written objectively or subjectively? q q What culture, values or beliefs do you think the writer holds? q q




Is the piece biased or does it present both sides of an issue? q q Does the writer lead you to believe that his/her opinion is fact? q q

14. The candidate can identify and evaluate supporting materials such as academic or informal referencing, links to other sites, quotes, contact details etc. q q


15. The candidate can use a range of strategies to analyse and critically evaluate the text. q q If you had written this text, what might you have done differently? q q What are some of the features that the writer has used that you think helped him/her to get

his/her message across to the people he/she wanted to read it? q q Think about another text written for the same audience and/or purpose. Do you consider











Interview Question Bank and Recording Documents – Skills Set 3Reading and writing for employment purposesNote to the AssessorThe idea of this stage of the RPL process is to elicit the candidate’s story of his/her engagement with or creation of a text, and find within that story the evidence of his/her competence. It is anticipated that questioning will be conducted within a conversation/discussion as opposed to a question and answer session.




__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

Record of interview

Candidate’s name

Assessor’s name








Reading and writing for employment purposesThe following questions relate to texts which the candidate has created.


1. The document is accurate in terms of grammar, spelling and punctuation, as well as being clear and concise. q q

Can you outline the process of creating the document? q q What sort of planning did you do to begin your text? q q What changes did you have to make to your text as you edited it? q q Did you find many inaccuracies/mistakes that you were able to correct as you checked

through your document after the first draft? q q How many times did you have to reread your document before you were happy with the

final product? q q

Did you get any feedback from anyone on what you had written? q q Did someone check your document? What kind of feedback did they give you? q q

2. The candidate can prepare routine documents that meet organisational and legislative requirements in terms of content and format. q q Can you think of any legislative or legal requirements you would need to consider when

you are writing a document for your workplace? q q Do you have to think about OHS or Equal Opportunities when you are writing documents

for your workplace? q q Do you think that the language and vocabulary you choose is influenced by Equal

Opportunities legislation? q q Does your organisation have any standard templates for you to use such as fax cover

sheets, letterheads etc? q q When you create correspondence or other documents for your workplace, are there any q q




things that you have been told that you must include?

3. The candidate has presented texts as required in terms of format, deadline and accuracy. q q Were there any specific requirements that you had to meet when you were creating the

text? q q

Did you use a standard template or pro forma to create documents? q q Did you have to present the text in a certain way? Describe how you did this. q q Did you have any time restrictions when you were creating a text? q q Did you have to submit your text to anyone, such as a supervisor, for checking or

approval? q q






4. The candidate can identify employment and workplace documents. q q What sorts of documents do you read in your workplace? q q What sorts of things do you have to read in your job? q q Are there particular things that you have to read at work? q q

5. The candidate has indicated that he/she employs a range of reading strategies. q q When you first read this text, what sorts of things did you do to help yourself make sense

of it? q q

Did you have to reread words, sections of text or the whole thing? q q If there were words that you didn’t understand at first, how did you work out what they

meant? q q


Did you take notes or make a summary? q q6. The candidate can locate explanatory information or assistance from others to identify the

purpose and intended recipients of documents. q q

How do you work out who a document is meant for? q q What do you do if you can’t figure out what a document is about? q q Have you ever not understood what a document was about? q q

o What did you do? q q




Who could you ask for help if you weren’t sure who a document was for or what it was about? q q

7. The candidate can identify the relevance of a document to his/her purpose and understand what he/she needs to do with it or the information it contains. q q

Do you usually know what to do with the documents that come to you in the workplace? q q Do you ever have to file information for, or forward information to, other people? q q How do you work out what to do with a document or email that you get if you’re not sure? q q Can you think of a time where you had to find a particular piece of information related to

your work, eg instructions for equipment, confirmation of a fact, supplier information or a workplace procedure? How did you go about finding this information?

q q

8. Documents are dealt with in accordance with organisational procedures. q q Do you work with any procedures that help you to understand what to do with different

types of documents? q q Do you ever receive documents that you have to process or handle in a particular way? If

so, is there a specific procedure that you have to follow? q q If you left your current workplace and you had to train someone else to do your job, how

would you help them to learn to manage the documents they would receive? q q

Is there a guide or written instructions that could help them? q q9. The candidate used procedural and graphical information to implement workplace routines

or to remedy problems. q q Did you ever receive written instructions to help you manage your work schedule, eg

please complete this and then do that? q q Have you ever had to use an instruction manual to solve a problem with equipment, such

as changing toner in the photocopier or constructing furniture? q q





Did your workplace have any instructions as to how to do particular tasks, such as using a piece of equipment? q q

Did you ever have to use timetables or rosters to help you work out when you had to work or who your supervisor was? q q

Did your workplace use graphics to help you to do your work or to show company progress, eg a graph showing injuries in the workplace or a chart showing contributions to a fund?

q q

10. The candidate can identify features of the text and the means used by the writer to achieve his/her purpose.(Candidates may discuss the text structure used, eg the kinds of sentences, words and numbers used, visual elements such as graphs, diagrams, illustrations, logos, symbols, fonts and presentation.)

q q

What features does the writer use? q q Discuss the key features of this piece of writing. q q What features does the writer use to help meet his/her purpose? q q How do the features of the document enhance or detract from its effectiveness? q q Why does the structure used by the writer suit his/her purpose better than another choice

of structure, eg evacuation diagram rather than written instructions or a formal letter rather than an email?

q q

If you were writing for the same purpose and audience, would you have done it differently? q q11. The candidate can use a range of strategies to analyse and critically evaluate the text. q q

If you had to present the same information for the same people to read, what would you have done differently? q q

Do you think that the features that the writer uses help to meet his/her purpose for his/her intended audience? q q




Think about another document written for the same audience and/or purpose. Do you consider this document to be effective? q q










Interview Question Bank and Recording Documents – Skills Set 4Reading and writing for community participationNote to the AssessorThe idea of this stage of the RPL process is to elicit the candidate’s story of his/her engagement with or creation of a text, and find within that story the evidence of his/her competence. It is anticipated that questioning will be conducted within a conversation/discussion as opposed to a question and answer session.




__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

Record of interview

Candidate’s name

Assessor’s name








Reading and writing for community participationThe following questions relate to texts which the candidate has created.


1. The candidate has demonstrated that he/she has researched a range of text types useful to community access and identified a range of audiences and purposes as well as features of these text types.

q q

What sorts of texts do you see in your community that promote community participation? q q What are some types of texts that are useful for community access? q q Who are they written for? q q What are some of the reasons people create the texts you see in the community? q q Before you wrote this text, what were some of the other texts you read to find out about

the sorts of features that would be appropriate for your purpose? q q

2. The candidate can identify the purpose of each text he/she has created. q q What prompted you to create this text? q q What was your purpose for writing this text? q q Why did you write it? q q Did you want to advise, persuade, instruct, inform or entertain your intended audience? q q











these? q q

5. The candidate has carried out some research to create relevant content. q q What research did you do to develop your content? q q How did you know what facts or other information to include? q q How did you find out about this issue? q q What did you read to help you to write this? q q

6. The candidate has drafted, reviewed and edited the text before completion. q q Can you outline the process of creating the document? q q What sort of planning did you do to begin your text? q q What changes did you have to make to your text as you edited it? q q Did you find many inaccuracies/mistakes that you were able to correct as you checked

through your text after the first draft? q q






7. The candidate has presented his/her texts as required. q q Were there any specific requirements that you had to meet when creating the text? q q Did you have to present the text in a certain way? If so, how did you accomplish this? q q Did you have any restrictions when creating this text? q q Did you have to liaise with others to create this text? If so, how was the collaborative

process? q q






they meant? q q



Why do you think this document was written? q q What is its purpose? q q Was it written to advise, persuade, entertain, instruct or inform? q q Do you think that there is an inferred purpose? If so, what is it? q q Think about the person who wrote the text. Who did he/she write it for? q q What did he/she want to say? q q

10. The candidate can identify his/her purpose for engaging with the text and that that purpose is relevant to community participation. q q

What made you read this text? q q





Why did you read/engage with this text? q q What sort of information were you looking for when you read this? q q Was the text relevant to you? q q Did the text suit your need or purpose? q q How can you tell if a text suits your purpose? q q

11. The candidate is able to summarise the main ideas and identify key words. q q What are the main ideas presented in the text? q q What did you learn from the text? q q What was the plot of the story? q q What information or advice was presented? q q What was the writer’s argument? q q What are the key words/central ideas used in the text? q q


q q

What do you notice about the type of language the writer used? q q Why do you think the writer chose that style? q q




The writer has presented this as a poster/brochure/letter etc. Why do you think that he/she chose that format/structure? q q

Do you think that the layout/structure of this text has helped to get the message across? q q What did the writer do to get his/her message across? q q What features does the person who created the document use? q q Discuss the key features of this piece of writing. q q What features does the writer use to help meet his/her purpose? q q How do these features enhance or detract from the effectiveness of the text? q q


issue? q q

Was the piece written objectively or subjectively? q q What culture, values or beliefs do you think the writer holds? q q Is the piece biased or does it present both sides of an issue? q q





Does the writer lead you to believe that his/her opinion is fact? q q14. The candidate can identify and evaluate supporting materials such as academic or informal

referencing, links to other sites, quotes, contact details etc. q q


15. The candidate can use a range of strategies to analyse and critically evaluate the text. q q If you had written this text, what might you have done differently? q q What are some of the features that the writer has used that you think helped him/her to get

his/her message across to the people he/she wanted to read it? q q Think about another text written for the same audience and/or purpose. Do you consider











Third Party Evidence Report – Skills Set 1Reading and writing for personal purposes

Candidate’s name

Third party evidence provided by

Relationship to candidate

Evidence collected Interview at the workplace qInterview on the telephone q

Interview conducted by

InstructionsAs part of the assessment for the skill set listed above, evidence is sought to support a judgement about the candidate’s competence. A letter of support from the organisation validating a range of tasks that the candidate has successfully completed would be useful in identifying competency.

Does the candidate consistently: Yes No

locate texts for personal purposes? q q read texts for personal purposes? q q analyse and evaluate texts for personal purposes? q q research texts for personal purposes? q q prepare texts for personal purposes? q q access a range of texts relevant to personal purposes such as: q q

opersonal letters, cards or emails of several paragraphs in length? q qoshort stories, novels, biographies and magazine articles? q qopoems, song lyrics and play scripts? q qoweb pages, blogs and wikis? q qodiaries, journals or reflective writing? q qo formal personal letters, eg letters of complaint or thanks, an

application for housing, an insurance claim or a job application? q q

o letters of opinion to the editor of a newspaper? q qowritten reports for the police as a witness to or victim of crime? q q




access a range of texts relevant to personal purposes such as: q qonewsletter articles? q qospeeches for family occasions, eg weddings, 21st birthday parties,

eulogies? q q

odetailed descriptions for an insurance company about a burglary or traffic accident? q q

o family history research or writing? q qo research he/she has undertaken into a topic of interest including any

notes he/she may have written? q q

oposters, artwork and digital stories? q qonotes taken from something he/she has watched or listened to? q qo instructions on how to use equipment? q qo instructions creating something, eg an instruction manual or a DIY

information sheet? q q

oan entry for a competition? q qComments

Supervisor’s signature Date

Assessor’s signature Date



Third Party Evidence Report – Skills Set 2Reading and writing for learning purposes

Candidate’s name







locate texts to aid learning? q q read texts to aid learning? q q analyse and evaluate texts to aid learning? q q research texts to aid learning? q q prepare texts to aid learning? q q access a range of texts relevant to learning purposes such as: q q

o instructions, eg textbooks, research material from the internet and weblogs? q q

oclassroom-based learning materials, handouts and notes taken from the whiteboard? q q

oprocedure manuals, learner’s guides and workbooks? q qo information about future courses available online, TAFE or university

handbooks and brochures? q q

onewspaper articles and reports including technical information? q qo informal and formal email or handwritten messages about matters

related to learning? q q

onotes taken from spoken instructions, eg how to complete a task? q q




access a range of texts relevant to learning purposes such as: q qo individual learning plans, portfolios, diary entries related to study

plans, task lists, learning journals and reflective journals? q q

o labelled diagrams? q qodictation? q qovocabulary lists? q qoworkbooks? q qodigital stories? q qo reports? q qonotes to support verbal/visual presentations? q q

Comments





Third Party Evidence Report – Skills Set 3Reading and writing for employment purposes

Candidate’s name







locate texts relevant to employment purposes? q q read texts relevant to employment purposes? q q analyse and evaluate texts relevant to employment purposes? q q research texts relevant to employment purposes? q q prepare texts relevant to employment purposes? q q access a range of texts relevant to employment purposes such as: q q

ohuman resource and employment contracts? q qo induction manuals? q qo job specifications or job description forms? q qoOHS information? q qomanufacturers’ specifications? q qo instructions? q qoquality information? q qoworkplace plans, drawings and specifications? q qo information from unions? q qoworkplace newsletters and newspapers? q q




access a range of texts relevant to employment purposes such as: q qoagendas, minutes and memos? q qoemails, messages, faxes and letters? q qohelp screens, manuals and websites? q qoschedules, web calendars, timetables and leave rosters? q qo reports? q qopay scales? q qoorganisational charts? q qostyle manuals? q qo legislation and organisational procedures? q qo information from government agencies, job networks,

advertisements and application instructions? q q

meet the organisation’s requirements in terms of: q qoprocedures and legislation? q qoaccuracy in spelling, grammar, punctuation and content? q qo timelines? q qopresentation? q qo format? q q

Comments





Third Party Evidence Report – Skills Set 4Reading and writing for community participation

Candidate’s name







locate texts relevant to community participation? q q read texts relevant to community participation? q q analyse and evaluate texts relevant to community participation? q q research texts relevant to community participation? q q prepare texts relevant to community participation? q q access a range of texts relevant to community participation such as: q q

o letters or articles in local community newsletters of newspapers? q qo letters of support for local community organisations? q qo information leaflets, brochures, booklets, pamphlets to support

community initiatives or promote activities? q q

oadvertisements for rallies or community action? q qopolitical advertisements? q qoscripts for short talks which may include presentations of visual or

other information? q q

o instruction for an activity for a community association, eg rules of the game? q q

oagendas and minutes of meetings? q q




access a range of texts relevant to community participation such as: q qosummaries of main points of an argument for or against an issue in

the community? q q

oscripts for radio presentations, interviews or community announcements? q q

osubmissions for funding? q qo reports or surveys? q qo letters from government or other organisations, eg response from a

funding submission? q q

ocollaborative writing, eg job description for a community-appointed project officer? q q

oprocedures for a community organisation, eg safety, emergency, fire? q q

o instructions for a community event, eg fête rosters, responsibilities and activities? q q

oposters, flyers, advertisements for community events? q qComments





Portfolio Cover Sheet – Skills Set 1Reading and writing for personal purposes

Candidate’s name

Assessor’s name

Instructions for AssessorThe first section of this portfolio needs to include at least three different types of documents that the candidate wrote for personal purposes. The sorts of things you might include are listed over the page.

The second portion of the portfolio needs to include at least three different types of documents that the candidate read for personal purposes. The sorts of things you might include are listed over the page.

Contents

Title Author/source Document type Date written or read



Examples of relevant texts: personal letters, cards or emails of several paragraphs in length

short stories, novels, biographies and magazine articles

poems, song lyrics and play scripts

web pages, blogs and wikis

diaries, journals or reflective writing

formal personal letters, eg letters of complaint or thanks, an application for housing, an insurance claim or a job application

letters of opinion to the editor of a newspaper

written reports for the police as a witness to or victim of crime

newsletter articles

speeches for family occasions, eg weddings, 21st birthday parties, eulogies

detailed descriptions for an insurance company about a burglary or traffic accident

family history research or writing

research you have undertaken into a topic of interest including any notes you might have written

posters, artwork and digital stories

notes taken from something you have watched or listened to

instructions on how to use equipment

instructions creating something, eg an instruction manual or a DIY information sheet

an entry for a competition.

Required level of complexityThe contents of the portfolio will demonstrate that the candidate has been able to create a text on at least three different occasions. Each occasion will demonstrate a different text type. At this level it is expected that prose texts will need to contain a number of linked paragraphs.

The reading samples contained within this portfolio will need to demonstrate that the candidate has engaged with texts on at least three different occasions. Each occasion will demonstrate a different text type. At this level it is expected that prose texts will need to contain a number of linked paragraphs.



Portfolio Cover Sheet – Skills Set 2Reading and writing for learning purposes

Candidate’s name

Assessor’s name

Instructions for AssessorThe first section of this portfolio needs to include at least three different types of documents that the candidate wrote for learning purposes. The sorts of things you might include are listed over the page.

The second portion of the portfolio needs to include at least three different types of documents that the candidate read for learning purposes. The sorts of things you might include are listed over the page.

Contents




Examples of relevant texts: instructions, eg textbooks, research material from the internet and weblogs

classroom-based learning materials, handouts and notes taken from the whiteboard

procedure manuals, learner’s guides and workbooks

information about future courses available online, TAFE or university handbooks and brochures

newspaper articles and reports including technical information

informal and formal email or handwritten messages about matters related to learning

notes taken from spoken instructions, eg how to complete a task

individual learning plans, portfolios, diary entries related to study plans, task lists, learning journals and reflective journals

labelled diagrams

dictation

vocabulary lists

workbooks

digital stories

reports

notes to support verbal/visual presentation.





Portfolio Cover Sheet – Skills Set 3Reading and writing for employment purposes

Candidate’s name

Assessor’s name

Instructions for AssessorThe first section of this portfolio needs to include at least three different types of documents that the candidate wrote for employment purposes. The sorts of things you might include are listed over the page.

The second portion of the portfolio needs to include at least three different types of documents that the candidate read for employment purposes. The sorts of things you might include are listed over the page.

Contents




Examples of relevant texts: human resources and employment contracts

induction manuals

job specifications or job description forms

OHS information

manufacturers’ specifications

instructions

quality information

workplace plans, drawings and specifications

information from unions

workplace newsletters and newspapers

agendas, minutes and memos

emails, messages, faxes and letters

help screens, manuals and websites

schedules, web calendars, timetables and leave rosters

reports

pay scales

organisational charts

style manuals

legislation and organisational procedures

information from government agencies, job networks, advertisements and application instructions.





Portfolio Cover Sheet – Skills Set 4Reading and writing for community participation

Candidate’s name

Assessor’s name

Instructions for AssessorThe first section of this portfolio needs to include at least three different types of documents that the candidate wrote to participate in their community. The sorts of things you might include are listed over the page.

The second portion of the portfolio needs to include at least three different types of documents that the candidate read to participate in their community. The sorts of things you might include are listed over the page.

Contents




Examples of relevant texts: letters or articles in local community newsletters or newspapers

letters of support for local community organisations

information leaflets, brochures, booklets, pamphlets to support community initiatives or promote activities

advertisements for rallies or community action

political advertisements

scripts for short talks which may include presentations of visual or other information

instructions for an activity for a community association, eg rules of the game

agendas and minutes of meetings

summaries of main points of an argument for or against an issue in the community

scripts for radio presentations, interviews or community announcements

submissions for funding

reports or surveys

letters from government or other organisations, eg response from a funding submission

collaborative writing, eg job description for a community-appointed project officer

procedures for a community organisation, eg safety, emergency, fire

instructions for a community event, eg fête rosters, responsibilities and activities

posters, flyers and advertisements for community events.





Assessment Record – Skills Set 1Reading and writing for personal purposes

Candidate’s name

Assessor’s name

Units of competency VBQU148 Create texts of some complexity for personal purposes


Yes No

Overall the candidate has demonstrated an ability to engage with texts of some complexity and create texts of some complexity for personal purposes.

q q

Final result Competent q Not yet competent q

Feedback to candidate on overall performance during assessment

The candidate requires the following skill development before re-assessment

The candidate has been provided with feedback and informed of the assessment result and the reasons for the decision.


I have been given feedback on the evidence I provided. I have been informed of the assessment result and the reasons for the decision.

Candidate’s signature Date



Evidence of competency – Skills Set 1

VBQU148 Create texts of some complexity for personal purposes

Self-Evaluation

Portfolio

Discussion

Third Party R

eport

1. Research a range of text types relevant to personal need

1.1 A range of texts is selected.

1.2 A range of purposes and audiences for the texts is described.

1.3 The features of the texts are defined.

2. Prepare a portfolio of texts for personal purposes

2.1 The purpose of each text and intended audience is confirmed.

2.2 Appropriate format, language and required materials and equipment are organised.

2.3 Relevant content required to create text is researched.

3. Produce a portfolio of personal texts accurately

3.1 Draft content is arranged to meet the requirements of the text.

3.2 Text of some complexity is developed.

3.3 Text is reviewed and checked for accuracy.

3.4 Text is edited to enhance meaning and effectiveness as required.

3.5 Text is presented as required.

Critical aspects of evidence are incorporated. Yes q No q




Self-Evaluation

Portfolio

Discussion

Third Party R

eport1. Locate structurally intricate texts relevant to a range of personal purposes

1.1 A range of structurally intricate texts is sampled.

1.2 Features of texts are defined.

1.3 Purpose of the text is confirmed.

1.4 Texts relevant to personal purposes are selected.

2. Analyse content in a range of texts of some complexity for personal purposes

2.1 A range of reading strategies is applied to interpret the texts.

2.2 Main ideas in texts are summarised.

2.3 Supporting materials are evaluated.

3. Critically evaluate a range of texts relevant to personal purposes

3.1 Means used by the author to achieve the purpose of the text are identified.

3.2 A range of strategies is applied to analyse texts.

3.3 The relevance of the texts to the reader’s purpose is assessed.







Assessment Record – Skills Set 2Reading and writing for learning purposes

Candidate’s name

Assessor’s name

Units of competency VBQU149 Create texts of some complexity for learning purposes


Yes No

Overall the candidate has demonstrated an ability to engage with texts of some complexity and create texts of some complexity for learning purposes.

q q











VBQU149 Create texts of some complexity for learning purposes

Self-Evaluation

Portfolio

Discussion

Third Party R

eport

1. Research a range of text types relevant to learning

1.1 A range of texts is selected.

1.2 A range of purposes and audiences for the texts is described.

1.3 The features of the texts are defined.

2. Prepare a portfolio of texts for learning purposes

2.1 The purpose of each text and intended audience is confirmed.

2.2 Appropriate format, language and required materials and equipment are organised.

2.3 Relevant content required to create text is researched.

3. Produce a portfolio of texts for learning purposes accurately

3.1 Draft content is arranged to meet the requirements of the text.

3.2 Text of some complexity is developed.

3.3 Text is reviewed and checked for accuracy.

3.4 Text is edited to enhance meaning and effectiveness as required.

3.5 Text is presented as required.





Self-Evaluation

Portfolio

Discussion

Third Party R

eport1. Locate structurally intricate texts relevant to a range of learning purposes




1.4 Texts relevant to learning purposes are selected.

2. Analyse content in a range of texts of some complexity for learning purposes




3. Critically evaluate a range of texts relevant to own learning purposes










Assessment Record – Skills Set 3Reading and writing for employment purposes

Candidate’s name

Assessor’s name

Units of competency VBQU150 Create routine workplace documents


Yes No

Overall the candidate has demonstrated an ability to engage with texts of some complexity and create texts of some complexity for employment purposes.

q q











VBQU150 Create routine workplace documents

Self-Evaluation

Portfolio

Discussion

Third Party R

eport

1. Read, interpret and act on routine written materials

1.1 Intended recipients and purpose of incoming written materials are determined with assistance from others.

1.2 Key points are identified and used to record, store or forward incoming materials in accordance with organisational procedures.

1.3 Information from tables, charts and other graphic information is used to plan and organise work.

1.4 Procedural information is read and followed to implement workplace routines or remedy problems.

1.5 Assistance is sought with difficult or ambiguous materials in accordance with organisational procedures.

2. Prepare routine written materials

2.1 Requirements of written materials are confirmed and followed in accordance with legislation, organisational procedures and standard templates.

2.2 Information is included that is accurate, clear and concise, and meets organisational guidelines for the type of document.

2.3 Material is checked to ensure correct grammar, spelling and punctuation, and to correct any inaccuracies in content.

2.4 Written information is presented in accordance with organisational standards for format and accuracy.

2.5 Written information is prepared and submitted for approval/final editing within required timeframes.





Self-Evaluation

Portfolio

Discussion

Third Party R

eport1. Locate structurally intricate texts relevant to a range of employment purposes

1.1 Key employment and workplace documents are identified.

1.2 Any relevant explanatory or additional information needed to interpret the document is located.


1.4 Features of documents are analysed.

2. Analyse content in a range of texts of some complexity for employment purposes

2.1 A range of strategies is used to interpret the texts.

2.2 Key information is interpreted.

2.3 Information is selected to meet purposes.

3. Critically evaluate a range of texts relevant to employment purposes










Assessment Record – Skills Set 4Reading and writing for community participation

Candidate’s name

Assessor’s name

Units of competency VBQU151 Create texts of some complexity to participate in the community


Yes No

Overall the candidate has demonstrated an ability to engage with texts of some complexity and create texts of some complexity to participate in the community.

q q











VBQU151 Create texts of some complexity to participate in the community

Self-Evaluation

Portfolio

Discussion

Third Party R

eport1. Analyse community text requirements

1.1 The purpose of a range of complex texts is researched.

1.2 The requirements of the texts are examined.

2. Prepare community text

2.1 Purpose of the text and audience is confirmed.

2.2 Structure, style and format are selected and required materials are obtained.

2.3 Content is gathered, synthesised and arranged.

3. Complete complex community text accurately and effectively

3.1 Appropriate stylistic devices are applied to express precise meaning.

3.2 Content and language are appropriate and relevant to the writing purpose.

3.3 Text is proofread and edited prior to presentation.

3.4 Completed text is submitted appropriately.





Self-Evaluation

Portfolio

Discussion

Third Party R

eport1. Locate structurally intricate texts relevant to

participation in the community for a range of purposes



1.3 Source of the text is confirmed.

1.4 Texts relevant to community participation are selected.

2. Analyse content in a range of texts of some complexity to participate in the community




3. Critically evaluate a range of texts relevant to community participation




