TAELLN803 — Develop English language skills of adult learners

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What an assessment for TAELLN803 must cover

36 assessable components: 4 elements (17 performance criteria), 8 performance evidence and 5 knowledge evidence requirements, plus 6 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 English language skills required in the delivery context

1.1Identify and analyse English language skills required by learners
1.2Establish profile of the language skills of learner group
1.3Analyse English language skills of learner group
1.4Review own English language skills and knowledge in relation to addressing the skill needs of others

2 Select teaching approaches

2.1Review strategies to address barriers and impediments to language development
2.2Examine English language teaching approaches
2.3Determine applicability of teaching approaches for specific learners

3 Select range of learning resources to develop English language skills

3.1Identify and review realia and authentic materials for use as learning resources
3.2Review learning resources from traditional, new and emerging technologies
3.3Evaluate ICT and e-learning resources that link appropriately to language learning outcomes and promote learner engagement
3.4Select, contextualise and use appropriate resources, drawing on knowledge of English language and knowledge of learner needs and goals

4 Apply and evaluate activities to develop learners’ English language skills

4.1Create an environment conducive to language learning using interpersonal skills
4.2Apply adult learning principles to teaching English language skills
4.3Apply strategies to develop English language speaking and listening skills
4.4Apply strategies to develop reading and writing skills in English
4.5Develop activities that integrate listening, speaking, reading and writing skills appropriate to purposes, contexts and learners’ level of English language skills
4.6Use formal and informal monitoring to evaluate effectiveness of teaching strategies

Performance evidence

identify the English language demands of a VET delivery context and the English language needs of those participating in training with reference to national standards and frameworks
develop and evaluate learner profiles for at least 2 learners using a range of resources and frameworks to capture relevant information that describes diversity of skills, backgrounds and learning goals
plan a series of English language teaching activities, comprising at least 5 sessions, for a specific VET context and learner group, which integrates the macro skills of reading, writing, speaking and listening
select and use learning resources and teaching approaches to develop English language skills based on adult learning principles and practices and the identified needs of the learner group
document at least 2 reading and 2 writing activities and 2 speaking and listening activities to deliver within a sequence of English language provision
deliver English language teaching activities to at least 2 learners for a period of up to one hour each
evaluate the effectiveness of teaching strategies.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge evidence

evaluate own English language skills and knowledge using the Australian Core Skills Framework and identify implications for the delivery of skills to others within a range of VET delivery contexts
explain how the diverse needs of those participating in English language provision impact on the design of learning programs and the selection of learning resources from traditional, new and emerging technologies
document the English language demands of a VET delivery context by analysing the social context and linguist features of at least 2 resources
describe how aspects of applied linguistics have been used in the design of English language activities to meet the needs of the learner group
explain how interpersonal skills can be used to create an environment conducive to language learning.

Foundation skills

Reading: Analyses and interprets complex textual and technical information presented in a variety of formats
Writing: Prepares information which incorporates the interpretation and evaluation of information using specialised language in a format and style appropriate to a specific audience and context Develops written learning materials specific to context and/or learner needs
Oral Communication: Uses questioning and listening techniques, selecting appropriate and engaging vocabulary, adjusting language, tone and pace to maintain effectiveness of interaction and build and maintain engagement and understanding within a one-on-one or group situation
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 Uses and investigates new digital technologies and applications with potential to meet current and/or future needs

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 TAELLN803

What does an assessment tool for TAELLN803 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for TAELLN803 needs to address all 36 unit components: 4 elements with 17 performance criteria, 8 performance evidence requirements, 5 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 TAELLN803?

Auditori pulls the current release of TAELLN803 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 TAELLN803 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing TAELLN803 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 TAELLN803, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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