PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
Version/Date 1 – 10/02/14 2- 10/04/14 3-05/05/15 4- 14/10/15
Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
Task Cover sheet
Provider-Campaspe College of Adult Education
Student Name DOB:
Email:
Address
Home phone: JSA:
Mobile:
Prior Qualifications:
Testing Mode: √ tick Face to Face Independent
Assessed By : Date:
Pre- Assessment Outcome No show Attended Completed
Introduction A Pre-Training review ensures that the learning and assessment is designed to meet your individual needs and your workplace requirements The Pre-Training review ensures Campaspe College of Adult Education
Understands your objective for completing the course
Explores your current competencies that relate to the course.
Discussed the opportunity to have your current competencies assessed through Recognition of Prior Learning (RPL)
Ensures your Language, Literacy and Numeracy skills suit the learning and assessment strategies. Instructions to assessor :
•Ask the candidate to complete all questions independently.
•Remember to ask the candidate to show their workings for those questions where it is indicated in the instructions. This
will allow you to gain some evidence for the .11 indicator.
ASSESSORS NOTES-
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Course Level Recommended (Refer back page)
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Assessors Signature: Students Signature: Date:
PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
Version/Date 1 – 10/02/14 2- 10/04/14 3-05/05/15 4- 14/10/15
Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
Student to complete:
1. When did you leave school?
2. Name of the last school you attended?
3. What year were you in when you left school?
4. Please Tick if you have used any of these forms of support during your education:
Psychologist Social worker Welfare Coordinator Careers Teacher Pastor
Please circle if this was in: Primary or Secondary school?
5. Were any reports written by them to assist with your school program? Yes or No
If yes, do you have a copy of the report? Yes or No
If no: do you give us permission to contact the school for this report? Yes or No
6. Did you have any problems at school that affected your ability to learn?
7. List the subject areas that you really enjoyed or were good at
8. List the subject areas that you did not enjoy or were not good at.
9. Why have you decided to return to education?
10. What would you like to achieve in your education?
11. How do you learn best? Complete the chart below
PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
Version/Date 1 – 10/02/14 2- 10/04/14 3-05/05/15 4- 14/10/15
Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
This chart helps you determine your learning style; read the word in the left column and then circle the answer the questions in the successive three columns to see how you respond to each situation. Your answers to may fall into all three columns, but one column will likely contain the most answers. The dominant column indicates your primary learning style. Adapted from Colin Rose (1987). Accelerated Learning.
When you…… Visual Auditory Kinesthetic & Tactile
Spell Do you try to see the word? Do you sound out the word or use a phonetic approach?
Do you write the word down to find if it feels right?
Talk Do you sparingly but dislike listening for too long? Do you favor words such as see, picture and imagine?
Do you enjoy listening but are impatient to talk? Do you use words such as hear, tune and think?
Do you gesture and use expressive movements? Do you use words such as feel, touch and hold?
Concentrate Do you become distracted by untidiness or movement?
Do you become distracted by sounds or noises?
Do you become distracted by activity around you?
Meet someone
again
Do you forget names but remember faces or remember where you met?
Do you forget faces but remember names or remember what you talked about?
Do you remember best what you did together?
Contact people on business
Do you prefer direct, Face-to-face, personal meetings?
Do you prefer the telephone?
Do you talk with them while walking or participating in an activity
Read Do you like descriptive scenes or pause to imagine the actions?
Do you enjoy dialog and conversation or hear the characters talk?
Do you prefer action stories or are not a keen reader?
Do something new at work
Do you like to see demonstrations, diagrams, slides or posters?
Do you prefer verbal instructions or talking about it with someone else?
Do you prefer to jump right in and try it?
Put something together
Do you look at the directions and the picture?
Do you ignore the directions and figure it out as you go along?
Need help with a computer
application
Do you seek out pictures or diagrams?
Do you call the help desk, ask a colleague or growl at the computer?
Do you keep trying to do it or try it on another computer?
PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
Version/Date 1 – 10/02/14 2- 10/04/14 3-05/05/15 4- 14/10/15
Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
A Pre-Training review ensures Campaspe College of Adult Education:
Understands your objective for completing the course
Explores your current competencies that relate to the course
Discussed the opportunity to have your current competencies assessed through Recognition of Prior Learning (RPL)
Ensures your Language, Literacy and Numeracy skills suit the learning and assessment strategies
1 What are your Expectations? What do you hope to gain from undertaking this qualification?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2 List any previous experiences and current competencies: One way we can make a judgement on
your current competencies is to consider your job roles and your work history in relation to the
course you are intending to undertake. Please write a brief description of your current position
and work history, describing your roles and responsibilities (or attach a CV or Position
Description)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3 Professional Development- what work related training, or professional development, have you
participated in the last three years?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4 Prior Qualifications – Please list any qualifications or statements of attainment your previously
gained or are currently studying (attach copies)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5 Recognition of Prior Learning – RPL is the acknowledgement of skills and knowledge obtained
through:
Formal training or study, including courses at school. College, Adult Education and training programs at work
Work experience, including paid and volunteer work
Life experience, including skills attained through leisure pursuits such as musical mechanical or linguistic abilities.
RPL recognizes this prior knowledge and experience and measures it against the course in which
students are enrolled. A student possessing some of the skills and/or knowledge taught in the
course may not need to complete all of its units.
You will receive a course outline for the qualification you are intending to undertake. If you believe
that you may hold some of the competencies described in the course outline, you can apply RPL.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
Version/Date 1 – 10/02/14 2- 10/04/14 3-05/05/15 4- 14/10/15
Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
Please complete the following assessment.
Choose the correct homonym to fit the sentences below (Homonyms are two or more
words that sound the same but have different meanings).
Sentences Homonyms 1. Gary went to Rye to ______the______. (sea / see) 2. The_______ student _______the answers. (knew / new) 3. Steve_______ _______ of the races. (won / one)
4. “Mason, ________you please cut some_______ for the fire?”
( wood / would)
5. The small boy needed a bit _____ help to get ______ his large bike
( of / off)
6. A woman with _______ hair paid my _______ on the bus.
(fair / fare)
7. If you get _______ stealing, you may end up in _______.
(court / caught)
8. The children were not _________ to read ________ in the Library.
(allowed / aloud)
9. James _______ up the __________ balloon. (blew / blue)
10. Ryan hurt his _________ when he tripped over the __________ rope.
(tow / toe)
PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
Version/Date 1 – 10/02/14 2- 10/04/14 3-05/05/15 4- 14/10/15
Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
Making numbers work 1
1. Underneath these pictures write the correct name of the symbol. Choose from triangle, square,
rectangle or circle.
2. What shape are these signs? Choose from triangle, square, rectangle or circle. Can you
recognise the meaning of these signs? Sign Shape Meaning
PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
Version/Date 1 – 10/02/14 2- 10/04/14 3-05/05/15 4- 14/10/15
Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
3.
a) What Australian coins can you see in the picture above? Can you add up the coin balance value?
B) What Australian notes can you see in the picture above? Please write the notes and their
value.
4.
Use your head not a calculator to work out the total value of these notes. Total value: __________
PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
Version/Date 1 – 10/02/14 2- 10/04/14 3-05/05/15 4- 14/10/15
Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
5. Write the following numbers into words: NINE
448
14
3,425
1,102,000
674,900
PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
Version/Date 1 – 10/02/14 2- 10/04/14 3-05/05/15 4- 14/10/15
Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
Use the information from the signs below to answer the questions that follow. Show how you
worked out all your answers.
CAFÉ RELAXO CAFÉ CINO
Days Open
Monday – Friday Days Open
Tuesday – Sunday
Days Closed
Saturday – Sunday Days Closed
Monday
Hours Open
8am – 5pm Hours Open
Tuesday – Thursday 10am – 7pm Friday – Sunday 11am – 11pm
a) What are the total hours that Café Relaxo is open in one full week?
b) What are the total hours that Café Cino is open in one full week?
c) Tony works in Café Relaxo on the following days – Monday, Wednesday, Thursday, Friday.
Ramos works in Café Cino on Wednesday, Saturday, and Sunday. Who works more hours in
a week, Tony or Ramos? Show how you worked this out. (Ignore break times)
d) Ramos is paid $18.00/hour. What is his total pay for one week (before tax)? Show how you
worked this out.
PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
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Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
Draw the times on the clock faces for the following digital times. The first one has been done for
you.
4:00 1:15 6:30 11:45
3. Write these times on the following clock faces. The first one has been done for you.
Ten o’clock Half past four Quarter to two Quarter past eight
PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
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Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
4. The table below shows how many boxes of apples, bananas, grapes and oranges were sold by
Greens Fruit Shop in December 2013.
60
50
40
30
20
10
Apples Bananas Grapes Oranges
What was the most popular fruit sold by Greens during December 2013?
__________________________________________________________________________________________________
a) What was the least popular fruit sold by greens during December 2013?
__________________________________________________________________________________________________
b) Did Greens sell more apples or oranges in December 2013?
__________________________________________________________________________________________________
5. Circle the correct answer. Greens sold half as many grapes as:
Apples Bananas Oranges
6. Each box of oranges holds 50 oranges. How many oranges did Greens sell in December 2013?
PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
Version/Date 1 – 10/02/14 2- 10/04/14 3-05/05/15 4- 14/10/15
Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
Please fill in the following answers:
a. 90 + 70 = _______ f. 50 + _______ = 140
b. 19 – 2 = _______ g. 160 – 70 = _______
c. 8 x _______ = 40 h. 6 x 10 = _______
d. $15.00 - $3.00 = _______ i. $1.30 + $1.70 = _______
e. $14.95 - $3.45 = _______ j. $100.00 - $19.95 =
Please solve the following problems:
1. What is ¼ of 1,200? ______________________
2. Jasmine has $130.00 in her bank account. She withdrew $50.00 how much has
she got left in her Bank account?
3. What is one hour minus 43 minutes? _________________________
4. Jackson had $88.70 but only spent $12.90 in Coles. How much money has Jackson got left?
5. What is 75% of 300? ______________________________________
PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
Version/Date 1 – 10/02/14 2- 10/04/14 3-05/05/15 4- 14/10/15
Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
Who is affected? The survey says 19 year old boys are the worst hit……
Internet 'trolling' is the anti-social act of causing of interpersonal conflict and shock-
value controversy online. Named for the wicked troll creatures of children's tales, trolling is
purposely sowing hatred, bigotry, racism or just simple bickering between others. Trolls
themselves are emotionally-immature users who thrive in any environment where they are
allowed to make public comments, like blog sites, news sites, discussion forums, and game chat.
1. 2/3 teenagers have experienced or know someone who has been affected by online
bullying or trolling. In your own words write what is a bully?
PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
Version/Date 1 – 10/02/14 2- 10/04/14 3-05/05/15 4- 14/10/15
Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
2. What is the difference between school yard and cyber bullying?
3. Have you ever experienced cyber bullying/trolling and how did you resolve it?
ASSESSMENT TASK – WRITING
Can you write something about yourself, your plans for the future, or interests?
PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
Version/Date 1 – 10/02/14 2- 10/04/14 3-05/05/15 4- 14/10/15
Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
OFFICE USE ONLY
Assessor: Complete the Australian Core Skills Framework grid below.
OFFICE USE ONLY
Australian Core Skills Framework- Performance Variables Grid
SUPPORT CONTEXT TEXT COMPLEXITY TASK COMPLEXITY
FIV
E LE
VEL
S O
F P
ERFO
RM
AN
CE
1 Works alongside an
expert/mentor where
prompting and advice
can be provided
Highly familiar contexts
Concrete and immediate
Very restricted range of
contexts
Short and simple
Highly explicit purpose
Limited, highly familiar
vocabulary
Concrete tasks of 1 or 2 steps
Processes include locating,
recognising
2 May work with an
expert/mentor where
support is available if
requested
Familiar and predictable
contexts
Limited range of
contexts
Simple familiar texts with
clear purpose
Familiar vocabulary
Explicit tasks involving a limited
number of familiar steps
Processes include identifying, simple
interpreting, simple sequencing
3 Works independently
and uses own familiar
support resources
Range of familiar
contexts
Some less familiar
contexts
Some specialisation in
familiar/known contexts
Routine texts
May include some
unfamiliar elements,
embedded information
and abstraction
Includes some specialised
vocabulary
Tasks involving a number of steps
Processes include sequencing,
integrating, interpreting, simple
extrapolating, simple inferencing,
simple abstracting
4 Works independently
and initiates and uses
support from a range
of established
resources
Range of contexts,
including some that are
unfamiliar and/or
unpredictable
Some specialisation in
less familiar/known
contexts
Complex texts
Embedded information
Includes specialised
vocabulary
Includes abstraction and
symbolism
Complex task organisation and
analysis involving application of a
number of steps
Processes include extracting,
extrapolating, inferencing,
reflecting, abstracting
5 Autonomous learner
who accesses and
evaluates support
from a broad range of
sources
Broad range of contexts
Adaptability within and
across contexts
Specialisation in one or
more contexts
Highly complex texts
Highly embedded
information
Includes highly
specialized language and
symbolism
Sophisticated task
conceptualisation, organisation and
analysis
Processes include synthesising,
critically reflecting, evaluating,
recommending
PRE-TRAINING ASSESSMENT
103-109 Hare Street, Echuca Vic 3564 TOID 3665
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Campaspe College of Adult Education S:\Templates\New training review 2013\Training review and assessment 2015 ACSF V3.docx
Additional Language, Literacy, Numeracy assistance required to achieve competency?
YES NO
If yes, what support will be provided?
Language
Literacy
Numeracy
Broad Foundation Program alignment with ACSF levels
ACSF Level Program Code Please tick
Pre- Level LLN skills development
ACSF 1 Transition Education 22129VIC
ACSF 1 CGEA Initial 22234VIC
ACSF 1 Access to Vocational Pathways FSK10113
ACSF 1 Skills for Vocational Pathways FSK10213
ACSF 2 CGEA Introductory 22235VIC
ACSF 2 Skills for Work and Vocational Pathways FSK20113
ACSF 3 CGEA Certificate I 22236VIC
ACSF 4 CGEA Certificate II 22237VIC
ACSF 5 CGEA Certificate III 22238VIC
Student Name:
Date:
Assessor signature:
Example