Core Language, Literacy and Numeracy Assessment Page 1 of 4

Core Language, Literacy and Numeracy Assessment

Trainer’s marking guide

You are required to complete the following Language, Literacy and Numeracy assessment to allow Key 2 Learning trainers to determine any educational and support services necessary for you whilst completing this qualification.

Candidate Name

Date Assessed

Assessed by

Qualification

Question 1Mrs Mary Jones has been a resident in your service for 2 years. You find her on the floor after lunch unable to get up. She has blood coming from a skin tear on her right arm and complains of pain in her right hip. She rates the pain as 4/10 and insists she will be able to walk when someone helps her up. After positioning a lifter and sling, Mrs Jones is assisted to stand. You notice she has a limp, but she says the pain is not as severe as when she first fell.

Use the pain scale of 0-10 (0 being pain free and 10 being the worst pain you can imagine) to interpret the severity of pain Mary is experiencing. In the space below write a short ‘progress note’* describing the level of pain Mary is experiencing. Progress notes would then be given to senior staff for actioning.*Note- A ‘progress note’ is a document that needs to be completed when an incident occurs with a resident in the workplace

Progress note

Question 2This picture shows a resident being cared for. Write at least two sentences about what you think is happening in this picture.

Looking for words about caring, empathy, looking after, making feel comfortable to ascertain student’s aptitude/empathy of sector

/5 (writing)

Question 2please circle the letter that represents your answer

Aged Care staff must strictly follow health and hygiene standards. Which word or phrase has the same meaning as the underlined phrase?

A. abide by

B. ignore

C. think about

D. clarify

E. agree with

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Question 4Since leaving school, what study have you done?

/5 (learning)

Question 5Read the time sheet below and answer the following questions.

Time Sheet

Employee name: Rebecca Watson

Employee signature: Rebecca Watson

Week starting: 10 July 2014

Date: 21 July 2014

Employee number: 4021

Supervisor signature: Sandra Webb

Job role: Casual carer

Date: 21 July 2014

Date Start time End time Regular hours Overtime hours10 July 9.00am 12.00pm 3

11 July 9.00am 1.00pm 4

12 July 9.00am 12 noon 3

13 July 1.00pm 4.00pm 3

16 July 5.00pm 7.30pm 2.5

17 July

Total hours

1. What is Rebecca’s employee number? ........................................................................................................................... 4021

2. What time did Rebecca start work on 16 July? ................................................................................................................5pm

3. What is Rebecca Watson’s job role? ....................................................................................................................Casual carer

4. How many hours did Rebecca work on 12 July? ................................................................................................................... 3

5. What is the purpose of Rebecca’s time sheet? ................................................................................... record her work times

6. How many overtime hours did Rebecca work in that time? ............................................................................................. 2.5

7. How many regular hours did Rebecca work over the period 10-16 July? .......................................................................... 13

8. Who is Rebecca’s supervisor? ............................................................................................................................Sandra Webb

/5 (learning)

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Question 6One (1) metre (m) is equal to ...

A. 10 000 cm

B. 1 000 cm

C. 100 cm

D. 10 cm

E. 1cm

Question 7If a patient’s heart beats at 10 beats every 10 seconds, how many beats will it have in 1 minute?

A. 10

B. 20

C. 60

D. 100

E. 120

Question 8If 10% of a number is 100, what is the number?

A. 10

B. 100

C. 1 000

D. 10 000

E. 100 000

Question 9 526 x 18 = ?

A. 4 734

B. 4 212

C. 9 816

D. 9 468

E. E. 6 702

Question 10A patient is prescribed 90 mg of a drug. The drug is only available in the form of 20 mg tablets. How many tablets are required?

A. 180 tablets

B. 90 tablets

C. 20 tablets

D. 9.5 tablets

E. 4.5 tablets

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This next section to be completed by the Assessor for oral communication and listening The learner will be asked the following questions during the orientation process to ascertain their ACSF Level:

• Name

• Country of origin

• What work they did before (education, family etc.)

• Where they have worked and what expertise they have

• Discuss their culture

• What is their perception of the aged care industry?

• Ask the learner to tell a story about caring for an older person

ACSF indicator Description of level – Oral Communication and Listening Skills Tick level

Level 1 Gives or elicits basic information in a short, simple spoken context

Listens for basic information in short, simple oral text

Level 2 Uses everyday language to provide information or maintain a conversation in familiar spoken contexts

Listens for relevant information in oral texts across familiar contexts

Level 3 Selects and uses appropriate strategies to establish and maintain spoken communication in familiar and some unfamiliar contexts

Derives meaning from a range of oral texts in familiar and some unfamiliar contexts

Level 4 Demonstrates flexibility in spoken texts by choosing appropriate structures and strategies in a range of contexts

Applies appropriate strategies to extract main ideas from oral texts across a range of contexts

Question 13What skills development or training do you want do to improve?

ACSF indicator Description of level – Oral Communication and Listening Skills Assessment level outcome

Level 1 Demonstrates some awareness of self as a learner

Takes first steps towards developing explicit learning strategies

Level 2 Demonstrates some awareness of learning strengths and areas of need, and begins to plan and manage the learning process

Applies a limited range of learning strategies in structured and familiar contexts

Level 3 Plans, implements and adjusts processes as required to achieve learning outcomes and begins to seek new challenges

Experiments with new learning strategies in familiar contexts and applies some strategies in less familiar contexts

Level 4 Accepts new learning challenges, explicitly designing, reflecting on and redesigning approaches to learning as an integral part of the process

Adapts a range of familiar strategies to new contexts and experiments with new approaches

Product of the 2014 ACT Better Linkages between Employment and Training InitiativeThe Better Linkages between Employment and Training Initiative is an initiative administered by the ACT Government under the National Partnership Agreement on Skills Reform.