Vocational Training and Assessment 2nd

Australian Edition By Jan Hill – Test Bank

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Sample Test
Chapter 03 Testbank
Student:
_____________________________________________________________________
______

1. To determine the LLN requirements of a training

specification you should:
A. check the knowledge requirements.
B. unpack the elements, performance criteria, required
skills and required knowledge, and foundation skills
information and identify the reading, writing, speaking,
listening and numeracy requirements.
C. check the elements and performance criteria
requirements.
D. speak with the employer and confirm the LLN
requirements in the workplace.

 
 2. Existing learning resources can be modified by:
A. using dot points.
B. simplifying the content.
C. enlarging text, using plain English and including
graphics and images.
D. having them converted to the learner’s own language.

3. Trainers and assessors need to ensure that the

assessment method allows the learner to demonstrate
their competence in what is actually being assessed. This
may be achieved most effectively by:
A. demonstration and oral questioning.
B. providing the learner with a scribe to write up the
requirements.
C. using graphics and photographs.
D. using group work so they have the support of other
learners.

4. If a learner is receiving LLN specialist support, the trainer

should:
A. not risk embarrassing the learner further and not draw
attention to their LLN deficit.
B. integrate the support provided into the current training
program.
C. arrange for the LLN specialist to complete the
assessments.
D. focus on providing the others in the class with extra
support.

5. In determining areas of improvement for a training

program a trainer should:
 A. get feedback from other stakeholders as learners may
not understand the questions.
B. ensure confidentiality in the feedback process so as to
avoid cultural and social sensitivities.
C. ensure that feedback is gained from every training
session.
D. seek feedback from the learners.

6. How would you assess a person’s LLN capacity prior to

commencing a training program?

 
 
 
 
 

7. How would you deal with social sensitivities around LLN

issues in a training program?

 
 
 
 

8. Explain the techniques you would use for evaluating your

own training and assessment practice.

 
 
 
 

9. Australian Core Skills Framework Level 3 is considered

the minimum for individuals to meet work requirements.
True    False

10. All learners in a group would benefit from having LLN

support even if they don’t need it.

True    False
 
 
 
Chapter 03 Testbank Key

1. To determine the LLN requirements of a training

specification you should:
A.check the knowledge requirements.
B. unpack the elements, performance criteria, required
skills and required knowledge, and foundation skills
information and identify the reading, writing, speaking,
listening and numeracy requirements.
C. check the elements and performance criteria
requirements.
D. speak with the employer and confirm the LLN
requirements in the workplace.

 
Competency: TAELLN411 Address adult language, literacy and
numeracy skills
Difficulty: Medium
Performance criteria: TAELLN411 1.1
 2. Existing learning resources can be modified by:
A.using dot points.
B. simplifying the content.
C. enlarging text, using plain English and including
graphics and images.
D. having them converted to the learner’s own language.

 
Competency: TAELLN411 Address adult language, literacy and
numeracy skills
Difficulty: Medium
Performance criteria: TAELLN411 2.2

3. Trainers and assessors need to ensure that the

assessment method allows the learner to demonstrate
their competence in what is actually being assessed. This
may be achieved most effectively by:
A.demonstration and oral questioning.
B. providing the learner with a scribe to write up the
requirements.
C. using graphics and photographs.
D. using group work so they have the support of other
learners.

 
Competency: TAELLN411 Address adult language, literacy and
numeracy skills
Difficulty: Medium
Performance criteria: TAELLN411 2.4

4. If a learner is receiving LLN specialist support, the trainer

should:
A.not risk embarrassing the learner further and not draw
attention to their LLN deficit.
B. integrate the support provided into the current training
program.
 C. arrange for the LLN specialist to complete the
assessments.
D. focus on providing the others in the class with extra
support.

 
Competency: TAELLN411 Address adult language, literacy and
numeracy skills
Difficulty: Medium
Performance criteria: TAELLN411 3.3

5. In determining areas of improvement for a training

program a trainer should:
A.get feedback from other stakeholders as learners may
not understand the questions.
B. ensure confidentiality in the feedback process so as to
avoid cultural and social sensitivities.
C. ensure that feedback is gained from every training
session.
D. seek feedback from the learners.

 
Competency: TAELLN411 Address adult language, literacy and
numeracy skills
Difficulty: Medium
Performance criteria: TAELLN411 4.1

6. How would you assess a person’s LLN capacity prior to

commencing a training program?

A person’s LLN capacity can be assessed through specially

designed tests, interviewing, asking questions about what they
do at work, asking about strengths and weaknesses,
observation, completion of workplace documents and reports
from HR or supervisors.
 
Competency: TAELLN411 Address adult language, literacy and
numeracy skills
Difficulty: Medium
Performance criteria: TAELLN411 1.1
Performance criteria: TAELLN411 1.2

7. How would you deal with social sensitivities around LLN

issues in a training program?

Trainers need to recognise learner sensitivities around their

LLN challenges. It is socially acceptable to have vocational
deficits but not so with LLN deficits. They need to recognise
the skills of those who are operating in a second language. For
those who have literacy issues they should provide individual
support, apply support strategies across the whole group and
ensure there are no negative comments or put downs.
 
Competency: TAELLN411 Address adult language, literacy and
numeracy skills
Difficulty: Medium
Performance criteria: TAELLN411 2.3

8. Explain the techniques you would use for evaluating your

own training and assessment practice.

 Ask the participants for feedback. This could be done

using an evaluation sheet, online survey or group
discussion.
 Have a colleague evaluate the training and assessment.
 Moderate assessments.
 Use self-reflection.

 
 
Competency: TAELLN411 Address adult language, literacy and
numeracy skills
Difficulty: Medium
Performance criteria: TAELLN411 4.1
Performance criteria: TAELLN411 4.2

9. Australian Core Skills Framework Level 3 is considered

the minimum for individuals to meet work requirements.
TRUE

 
Competency: TAELLN411 Address adult language, literacy and
numeracy skills
Difficulty: Easy
Performance criteria: TAELLN411 1.1
Performance criteria: TAELLN411 1.2

10. All learners in a group would benefit from having LLN

support even if they don’t need it.

FALSE
 
Competency: TAELLN411 Address adult language, literacy and
numeracy skills
Difficulty: Easy
 
 
Chapter 03 Testbank Summary

Category

Competency: TAELLN411 Address adult language, literacy and nume

Difficulty: Easy
Difficulty: Medium

Performance criteria: TAELLN411 1.1

Performance criteria: TAELLN411 1.2

Performance criteria: TAELLN411 2.2

Performance criteria: TAELLN411 2.3

Performance criteria: TAELLN411 2.4

Performance criteria: TAELLN411 3.3

Performance criteria: TAELLN411 4.1

Performance criteria: TAELLN411 4.2

 
 
 
Chapter 05 Testbank
Student:
_____________________________________________________________________
______

1. An example of when coaching techniques would be used

is when group-based learners require additional
assistance. These techniques are also suitable when:
A. you think a colleague is doing a good job.
B. individuals need work-based learning support.
C. you think a colleague is not doing a good job
D. a learner’s progress requires monitoring

 
 2. A safe learning environment includes:
A. learners sitting quietly at their desks and not rocking
on chairs.
B. a risk management plan, provided as part of the
program.
C. exit requirements, Personal Protective Equipment
(PPE), safe access, safe use of equipment, the absence of
bullying.
D. learners being asked to sign a safety contract
outlining their responsibilities.

3. A learning program includes:

A. competencies or benchmarks, overview of content,
number and duration of sessions.
B. plan of delivery and learning activities.
C. formative assessment points.
D. duration of sessions.

4. Facilitation of learning should:

A. use a range of delivery methods including the diversity
of the group.
B. be aligned to one learning theory.
C. include learners completing workbooks or log books
as a record of learning.
D. be based around the risk assessment.

5. Monitoring learning during a delivery session includes:

A. monitoring verbal and non-verbal feedback.
B. completing a written assessment each session to
monitor progress.
 C. walking around the class room to check on progress.
D. All the given answers are correct.

6. List four delivery techniques that you would use in work

skill instruction.

 
 
 
 

7. List 10 items of information that would you expect to find

in a training and assessment strategy (TAS).

 
 
 
 

8. List five effective facilitation skills you could use when

delivering a training session to a group of learners.

 
 
 
 

9. Contextualisation of learning materials is making

modifications to suit whether the learning is delivered in
the workplace, online or in the classroom.
True    False
 

10. Learner practice should always be done at home in

the learner’s own time to enable more instruction time in
the learning session.
True    False

 
 
 
Chapter 05 Testbank Key

1. An example of when coaching techniques would be used

is when group-based learners require additional
assistance. These techniques are also suitable when:
A.you think a colleague is doing a good job.
B. individuals need work-based learning support.
C. you think a colleague is not doing a good job
D. a learner’s progress requires monitoring

 
Competency: TAEDEL301 Provide work skill instruction
Difficulty: Medium
Performance criteria: TAEDEL301 2.5

2. A safe learning environment includes:

A.learners sitting quietly at their desks and not rocking on
chairs.
B. a risk management plan, provided as part of the
program.
C. exit requirements, Personal Protective Equipment
(PPE), safe access, safe use of equipment, the absence of
bullying.
D. learners being asked to sign a safety contract
outlining their responsibilities.
 
Competency: TAEDEL301 Provide work skill instruction
Difficulty: Medium
Performance criteria: TAEDEL301 1.2

3. A learning program includes:

A.competencies or benchmarks, overview of content,
number and duration of sessions.
B. plan of delivery and learning activities.
C. formative assessment points.
D. duration of sessions.

 
Competency: TAEDEL401 Plan, organise and deliver group-
based learning
Difficulty: Medium
Performance criteria: TAEDEL401 1.1

4. Facilitation of learning should:

A.use a range of delivery methods including the diversity
of the group.
B. be aligned to one learning theory.
C. include learners completing workbooks or log books
as a record of learning.
D. be based around the risk assessment.

 
Competency: TAEDEL401 Plan, organise and deliver group-
based learning
Difficulty: Medium
Performance criteria: TAEDEL401 4.2
Performance criteria: TAEDEL401 4.3

5. Monitoring learning during a delivery session includes:

A.monitoring verbal and non-verbal feedback.
B. completing a written assessment each session to
 monitor progress.
C. walking around the class room to check on progress.
D. All the given answers are correct.

 
Competency: TAEDEL401 Plan, organise and deliver group-
based learning
Difficulty: Medium
Performance criteria: TAEDEL401 5.1
Performance criteria: TAEDEL401 5.2
Performance criteria: TAEDEL401 5.3
Performance criteria: TAEDEL401 5.4

6. List four delivery techniques that you would use in work

skill instruction.

 
Any of the following could be listed:

 coaching
 demonstration
 explanation
 group or pair work
 practice
 questions and answers.

 
Competency: TAEDEL301 Provide work skill instruction
Difficulty: Medium
Performance criteria: TAEDEL301 2.4

7. List 10 items of information that would you expect to find

in a training and assessment strategy (TAS).

 
The following information should be included:
   competencies or other benchmarks to be achieved for
each chunk or segment of the learning program
 specific learning outcomes derived from the benchmarks
 overview of content to be covered
 learning resources, learning materials and activities
 delivery methods
 number and duration of training sessions or classes
required, and overall timelines
 OHS issues to be addressed in delivery
 identification of assessment points to measure learner
progress
 assessment methods and tools to be used to collect
evidence of competency, where assessment is required
 validation strategy
 trainer experience and qualifications
 client group details
 infrastructure requirements.

 
Competency: TAEDEL401 Plan, organise and deliver group-
based learning
Difficulty: Hard
Performance criteria: TAEDEL401 1.1

8. List five effective facilitation skills you could use when

delivering a training session to a group of learners.

 
Effective facilitation skills should include:

 skills that ensure effective participation and group

management
 prepared training environment
 introduction with an outline of the objectives
 icebreaker or ‘getting to know you’ activity
 logical organised chunked content
  opportunities for group participation
 varied pitch and tone in presenter communication
 use of adult learning principles in varied activities
 management of group behaviour so that ground rules are
maintained
 summary of content covered.

 
Competency: TAEDEL401 Plan, organise and deliver group-
based learning
Difficulty: Medium
Performance criteria: TAEDEL401 4.4

9. Contextualisation of learning materials is making

modifications to suit whether the learning is delivered in
the workplace, online or in the classroom.
FALSE

 
Competency: TAEDEL401 Plan, organise and deliver group-
based learning
Difficulty: Easy
Performance criteria: TAEDEL401 3.1

10. Learner practice should always be done at home in

the learner’s own time to enable more instruction time in
the learning session.
FALSE

 
Competency: TAEDEL301 Provide work skill instruction
Difficulty: Easy
Performance criteria: TAEDEL301 2.7
 
 
Chapter 05 Testbank Summary

Category

Competency: TAEDEL301 Provide work skill instruction

Competency: TAEDEL401 Plan, organise and deliver group-based lea

Difficulty: Easy

Difficulty: Hard

Difficulty: Medium

Performance criteria: TAEDEL301 1.2

Performance criteria: TAEDEL301 2.4

Performance criteria: TAEDEL301 2.5

Performance criteria: TAEDEL301 2.7

Performance criteria: TAEDEL401 1.1

Performance criteria: TAEDEL401 3.1

Performance criteria: TAEDEL401 4.2

Performance criteria: TAEDEL401 4.3

Performance criteria: TAEDEL401 4.4

Performance criteria: TAEDEL401 5.1

Performance criteria: TAEDEL401 5.2

Performance criteria: TAEDEL401 5.3
Performance criteria: TAEDEL401 5.4