119457 Interpret and use information from texts

119457 Interpret and use information from texts Learner Guide 1

LEARNING UNIT: 119457 Interpret and use information

from texts

CREDITS: 05

NQF LEVEL: 03

LEARNER MANUAL

LEARNING PROGRAMME

DEVELOPED BY YELLOWMEDIA

PUBLISHERS


Welcome to the programme Follow along in the guide as the training practitioner takes you through the material. Make notes and sketches that will help you to understand and remember what you have learnt. Take notes and share information with your colleagues. Important and relevant information and skills are transferred by sharing!

This learning programme is divided into sections. Each section is preceded by a description of the required outcomes and assessment criteria as contained in the curriculum. These descriptions will define what you have to know and be able to do in order to be awarded the credits attached to this learning programme. These credits are regarded as building blocks towards achieving the Qualification upon successful assessment and can never be taken away from you!

Programme methodology The programme methodology includes facilitator presentations, readings, individual activities, group discussions and skill application exercises. Know what you want to get out of the programme from the beginning and start applying your new skills immediately. Participate as much as possible so that the learning will be interactive and stimulating.

The following principles were applied in designing the course: Because the course is designed to maximise interactive learning, you are

encouraged and required to participate fully during the group exercises As a learner you will be presented with numerous problems and will be required to

fully apply your mind to finding solutions to problems before being presented with the course presenter’s solutions to the problems

Through participation and interaction the learners can learn as much from each other as they do from the course presenter

Although learners attending the course may have varied degrees of experience in the subject matter, the course is designed to ensure that all delegates complete the course with the same level of understanding

Because reflection forms an important component of adult learning, some learning resources will be followed by a self-assessment which is designed so that the learner will reflect on the material just completed.

This approach to course construction will ensure that learners first apply their minds to finding solutions to problems before the answers are provided, which will then maximise


the learning process which is further strengthened by reflecting on the material covered by means of the self-assessments.

Different types of activities you can expect

To accommodate your learning preferences, a variety of different types of activities are included in the formative and summative assessments. They will assist you to achieve the outcomes (correct results) and should guide you through the learning process, making learning a positive and pleasant experience. The table below provides you with more information related to the types of activities. Icons Type of assessment Description

Formative knowledge

assessment:

This comprises of questions

to assess your knowledge.

You must obtain at least 80%

in each assessment criterion.

Teamwork Self-Assessment

Form

After you completed this

course, you will be required

to assess your own

behaviour regarding team

work.

Work place experience After you completed this


to assess your own

behaviour regarding work

experience.

Project research After you completed this


to assess your own

behaviour regarding

research.

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=2ZrGJf9sD1TuhM&tbnid=QMzQ7sF71DGEaM:&ved=0CAUQjRw&url=http://www.virtualstudio.tv/blog/post/66-work-experience-opportunities-in-video-production-and-media-for-young-people-in-the-cambridge-area&ei=dQtYUu6KPMKw0AXosoH4Dw&bvm=bv.53899372,d.ZG4&psig=AFQjCNEsimbjcXdvUSLYLUiRDMc9MOImtA&ust=1381588140131627


Learner Administration Attendance Register You are required to sign the Attendance Register every day you attend training sessions facilitated by a facilitator. Programme Evaluation Form On completion you will be supplied with a “Learning programme Evaluation Form”. You are required to evaluate your experience in attending the programme. Please complete the form at the end of the programme, as this will assist us in improving our service and programme material. Your assistance is highly appreciated.

Learner Support The responsibility of learning rests with you, so be proactive and ask questions and seek assistance and help from your facilitator, if required. Please remember that this learning programme is based on outcomes based education principles which implies the following:

You are responsible for your own learning – make sure you manage your study,

research and workplace time effectively.

Learning activities are learner driven – make sure you use the Learner Guide and

Formative Assessment Workbook in the manner intended, and are familiar with the

workplace requirements.

The Facilitator is there to reasonably assist you during contact, practical and

workplace time for this programme – make sure that you have his/her contact

details.

You are responsible for the safekeeping of your completed Formative Assessment

Workbook and Workplace Guide

If you need assistance please contact your facilitator who will gladly assist you.

If you have any special needs please inform the facilitator.


Learner Expectations Please prepare the following information. You will then be asked to introduce yourself to the instructor as well as your fellow learners

Your name

The organisation you represent

Your position in the organisation

What do you hope to achieve by attending this programme / what are your expectations?


Information about this module Overview 119457Interpret and use information from texts . Scope of the programme The learning contained within this module will enable learners to:

Use a range of reading and/or viewing strategies to understand the literal meaning of specific texts.

Use strategies for extracting implicit messages in texts.

Respond to selected texts in a manner appropriate to the context.

Explore and explain how language structures and features may influence a reader/viewer.

Entry Level Requirements The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard: Level 2 unit standards entitled Access and use information from texts. Target group Mode of delivery This module will be delivered to you in a four day facilitated workshop. During these four days you will be required to complete formative activities during class time as well as after class in your own study time. Unit standard alignment Unit standard Number : 119457 Interpret and use information from texts NQF Level :03 Credits :05 Learning time It will take the average learner approximately 05 learning hours to master the outcomes of this programme. Assessment

Formative assessment will take place during the learning process in class through means of exercises. You will be required to complete activities as part of a group in class as well as individual activities. These formative activities will help prepare you for your final assessment.

Summative assessment will be conducted at the end of this learning process

through means of a Portfolio of Evidence.


In order to assess whether a learner can actually demonstrate the desired outcomes, assessment criteria are included in the unit standard. Each outcome has its own set of assessment criteria. The assessment criteria describe the evidence that is needed that will show that the learner has demonstrated the outcome correctly. It is of utmost importance that the learner fully understands the assessment criteria as listed in the unit standard, as it is the only way in which the learner will know what he will be assessed against. The final or summative assessment is the most important aspect of this training program. It is during this process that the learner will be declared competent or not yet competent. The learner will know exactly how he will be assessed, and when and where he will be assessed. All of these details must be obtained from the training provider where the learner enrolled for his program. Range statements A variety of written and/or signed/visual texts used in socio-cultural, learning and workplace contexts. Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

Remember: Also included in the unit standard are the range statements in support of the assessment criteria. The range statements indicate detailed requirements of the assessment criteria.

The learner guide The learner guide is included in this material under various learning units. The learner guide has been designed in such a manner that the learner is guided in a logical way through the learning material and requirements of the unit standard. RPL assessment The assessment of RPL learners will be conducted in the same way as for those of new learners. The assessment pack is exactly the same and will therefore be used for new learners as well as RPL Learners. It must however be noted that learners who are applying for RPL must provide proof of previous learning and subject related experience prior to the assessment. This proof or evidence can be in the format of certified copies (certificates) of previous learning programs that have been attended.


Contents

Welcome to the programme ................................................................................................. 2

Programme methodology ..................................................................................................... 2

Different types of activities you can expect .......................................................................... 3

Learner Administration ......................................................................................................... 4

Learner Support ................................................................................................................... 4

Learner Expectations ........................................................................................................... 5

Information about this module .............................................................................................. 6

Learning Unit 1: ................................................................................................................. 11

Unfamiliar words ................................................................................................................ 12

Formative assessment ....................................................................................................... 21

Role play................................................................................................................................... 21

Activity: 01 ............................................................................................................................... 21

Project ....................................................................................................................................... 22

Group Activity: 02 .................................................................................................................. 22

Summative assessment ..................................................................................................... 24

Simulation ................................................................................................................................ 24

Learning Unit 2: ................................................................................................................. 26

Key Points – Definitions ..................................................................................................... 27

Sticking Points and Common Issues ................................................................................. 27

Exercise – Understanding Reliability, Validity, and Bias .................................................... 28


Role play................................................................................................................................... 31

Activity: 04 ............................................................................................................................... 31

Group Activity: 05 .................................................................................................................. 32

Research PROJECT ................................................................................................................. 33

Activity: 06 ............................................................................................................................... 33

Summative assessment ..................................................................................................... 34

Simulation ................................................................................................................................ 34

ACTIVITY 02............................................................................................................................. 34

Essay –Reflexive ............................................................................................................... 35

Learning Unit 3: ................................................................................................................. 36

Oral Communication ................................................................................................................. 37


How we use this skill ............................................................................................................ 37

Training can deliver unanticipated positive results ......................................................... 37

Writing .......................................................................................................................................... 38


Brief, targeted training can have a big impact .................................................................. 38


Role play................................................................................................................................... 39

Activity: 07 ............................................................................................................................... 39

Learning Unit 4: ................................................................................................................. 42

Reading ........................................................................................................................................ 43


Resistance to change or an Essential Skills need? ......................................................... 43


Role play ................................................................................................................................. 44

Activity: 09 ............................................................................................................................ 44

Annexure 1: Growth Action Plan ....................................................................................... 46

Annexure 2: Words that are new to me............................................................................. 47

Annexure 3: Training Evaluation ....................................................................................... 48

Annexure 4: Evaluation of Facilitator ................................................................................ 49

2. Bibliography ............................................................................................................. 50

SECTION C: SELF REFLECTION .............................................................................. 51

Self-Assessment .......................................................................................................... 53

Learner Evaluation Form ........................................................................................... 54


Learning path:

Use a range of reading and/or viewing strategies to understand the literal meaning of specific texts

Use strategies for extracting implicit messages in texts

Respond to selected texts in a manner appropriate to the context

Explore and explain how language structures and features may influence a reader/viewer


Learning Unit 1:

At the end of this module learners will be able to:

Introduction

1. Unfamiliar words/signs are identified. Their meanings are correctly determined by using knowledge of syntax, word-attack skills/sign parameter/analysis skills, and contextual clues.

2. Different options for the meanings of ambiguous words are tested, and selected meanings are correct in relation to the context.

3. Main ideas are separated from supporting evidence and paraphrased or summarised.

4. The purpose of visual and/or graphic representations in texts are recognised and explained.

5. Features of visual texts are explained in relation to the way they impact on meaning.

Conclusion

Use a range of reading and/or viewing

strategies to understand the literal

meaning of specific texts


Unfamiliar words

What do we do when we come across a word we do not understand? We are going to explore

techniques you can use in order to understand the exact (literal) meaning of certain unfamiliar

words in a piece of writing or part of a talk.

If a word is unfamiliar to us there are certain strategies or techniques we can use to help us make

an intelligent guess at what the meaning of the word is. In order to do this we need to know a little

bit about how sentences are structured.

Possess a limited, meaningful sight vocabulary of words, signs and symbols

Understand that written words carry meaning and that adults will already be familiar with many of

the words they will meet in print, from their experience of spoken language

Understand that some words occur in texts more frequently than others, and recognize key high-

frequency words

Read and understand words on forms related to personal information, e.g. first name, surname,

address, postcode, age, date of birth

Understand that there are words which are key personal words for them and their situation, identify

these words and learn to recognize them

Know and apply some techniques for recognizing words on sight: length, shape, initial letter

combinations, association with other words

Syntax

The word syntax can be defined as the organisation of words in sentences

the ordering of and relationship between the words and other structural

Elements in phrases and sentences.

Look at the difference between these two sentences:-

� Drinking water from the streams is very dangerous as the run-off from mines and commercial

farms have poisoned a lot of rivers.

� Commercial farms and mines run-off drinking water from very dangerous streams, which have

poisoned a lot of rivers.

The orders in which we have placed the words, the syntax, have made all the difference in

meaning between the two sentences.


Now look at this sentence:

� Themba was playing a pleasant tune on the mbiro when his mother called him. We may not

know what the word "mbiro” means but from where it is in the sentence we can guess that it is an

object of some sort. It is a musical instrument which may be described as a ‘thumb piano’ and is of

sub-Saharan origin. We can thus see how syntax gives us some clue as to the meaning of an

unfamiliar word.

� Word attack

Another useful strategy for trying to understand what an unfamiliar word means is word-attack

skills. Word-attack skills refer to looking at the unfamiliar word in its context, and trying to see what

you can work out from the context and the syntax and any other clues, such as capital letters, to

help you understand the word.

An example could be the word ‘agri businesses. If we had never heard the word before and heard

the following sentence "The statistics for the production of wheat was poor compared to last year in

the agribusiness" we could do a word attack on "agribusiness" by thinking of its parts. We are

familiar with "agri" from terms like “agriculture” which we associate with farming. We also know the

word "business" as referring to trade, industry or a company. So we could guess that ‘agribusiness’

is something, which could be seen as a group of industries or trade dealing with farm produce and

services.

Context

Context can be defined as the text surrounding a word or passage; the words, phrases, or

passages that come before and after a particular word or passage in a speech or piece of writing.

The context helps to explain the word’s full meaning. When we looked at the word "agribusiness"

the context in which it was used also helped us guess at its meaning. We picked up clues from the

fact that it was.

Unfamiliar words

Sometimes we borrow words from another language. Borrowed words are foreign words and we

can usually only use the context and syntax in our word-attack to try and work out what they mean,

as the parts of the word will not be familiar to us. Look at the syntax, and context in which the word

that is in bold is used. Use your word attack skills to try and work out what it means if you are

unfamiliar with the word. Then look at the solutions.

A. Escargot is my favourite dish" said Francois.


B. My hunger was satisfied with the ostrich biltong which was so lekker.

C. I would rather watch flamenco than classical ballet.

D. Will you be having the legumes and chips with your steak?

E. That gogo must be over 80 years old.

F. These samoosas are delicious.

G. We survived poverty through sharing and ubuntu.

H. We can see from the context and syntax that escargot refers to a food item. It is in

I. Fact French for snails.

J. We can see from the context and syntax that biltong is a food. This is derived from

K. Afrikaans and is dried raw meat. ‘Lekker’ is Afrikaans for delicious.

L. We can see from the context and syntax that flamenco refers to a type of

M. Performance. It is a Spanish word describing a particular style of dancing.

N. We can see from the context that legumes are a type of food to be eaten with steak.

O. Legumes in French means vegetables.

P. We can see from the context and syntax that gogo refers to an old person. It means

Q. Granny in Zulu.

R. We can see that samoosas refer to a food item. It is an Urdu (Indian) word for a

S. Spicy delicacy that is triangular.

T. We can see that poverty was alleviated through ubuntu. Ubuntu is a Xhosa word for

U. Family/friends helping each other in all circumstances.

V. See what other examples of borrowed words you can think of. We have many from

W. Afrikaans and from Malaysia.

� Complex Terms

A complex term is a word made up of more than one word in order to combine two ideas together.

Complex is the opposite of simple; it means having many parts: made up of many interrelated

parts. We all know what marine means and we know what biology means. Marine Biology is the

specific complex term used to refer to the study of life forms that are related to the sea and coast.

Look at these neologisms, done in bold, in the context of the sentence. Use your word-attack

skills to try to match the examples with the definitions given in the list below the examples.

Match appropriate numbers then look at the solution.

1. Jabulani was amazed by the geocomputation used to analyze the area.

2. Local DJ Sammy is a great turntablist and is very popular.

3. Members of boybands often all look alike.


4. Johannes was found guilty of drug-rape after police discovered Rohypnol in his possession.

5. The new cultipacker attached to the tractor was extremely effective in tilling the soil.

6. Andrew is hopeless on the computer and is a real technophobe.

7. The sudden fall in the price of dot-com shares could have been predicted.

8. Boardsailers should be careful of huge swells in the ocean.

9. The women used the water sparingly when growing their vegetables because they were water-

wise.

Definitions:

a People using e.g. windsurfers on water.

b Companies that do business using the Internet.

c A farm tool (a large metal roller with grooves) that is pulled behind the tractor to tighten-up the

soil following ploughing/disking/seed.

d High performance computing in geographic information systems.

e A group of musicians who form a young all-male pop group.

f A person who plays records in an unconventional way for an audience.

g A form of sexual assault in which a chemical substance to reduce memory is used.

h A person who fears all modern inventions and machinery.

i Being aware of water restrictions and the need to conserve water.

Colloquialisms and slang.

A colloquialism is an informal expression; an informal word or phrase that is more usual in

conversation than in formal speech or writing, e.g. "I am beat" meaning I am tired; "I am now

finished and klaar" meaning "I am tired." Or “I want to give up”.

Slang is also an informal manner of speech. Slang can be defined in two ways, firstly as very

casual speech or writing when words, or expressions, are casual, or playful replacements for

standard ones; slang words or phrases are often short-lived, and are usually considered unsuitable

for formal contexts. Secondly it can be defined as language of an exclusive group; a form of

language used by a particular group of people, often deliberately created and used to exclude

people outside the group, e.g. "hang ten" is a phrase that comes from surfers’ slang.

We all use colloquialisms and slang in our ordinary day-to-day speech and also in emails or other

forms of written communication to our friends and family. In the formal settings however we should

guard against using them to our superiors and to our colleagues. In the professional world it is

more acceptable to use more formal standard ways of expressing ourselves, whether in writing or

in oral communication.


As always we need to be aware of our audience (listeners).

Look at these examples of slang and colloquialisms that are in bold font. If you are not familiar with

them, look at the syntax and context, and use your word-attack skills to try to figure out what they

mean. Then look at the explanations below and match the appropriate numbers.

1. Charlize is an ace actress.

2. Thabo asked where the action was in Mbekweni.

3. Has the greenchop been fed to the grazing animals yet?

4. Tomorrow our boss is bringing in the big guns.

5. Is the sheep suffering from bloat?

6. If Marlena doesn't go on diet soon she will end up a blimp.

7. Ismail never touches any booze.

8. The fresh cow is looking after its young.

9. If the weather is nice tomorrow Senta is going to go and catch some rays.

10. I did an all-nighter to get my work finished on time.

Explanations:

a most interesting place

b important people

c very fat person

d alcohol

e cow has recently given birth

f suntan

g freshly cut forage fed directly to animals

h abnormal accumulation of gases in ruminant animals which causes the upper left

side of the animal to swell

i stayed up late

j very impressive

Think carefully about whether you use too much slang or too many colloquialisms in your formal

communications.


Jargon

Jargon can be defined as specialist language; it is language that is used by a particular group,

profession, or culture, especially when the words and phrases are not understood or used by other

people, e.g. farmers’ jargon, or medical jargon.

Jargon is not a good way of communicating with the general public. Often the words used are so

specialized that unless we are familiar with the field it is very difficult for a person off the street to

work out what is meant by something. If we are with people who are in the same profession or a

group of friends who share the same hobby, it is perfectly acceptable to use jargon.

Read this extract that is aimed at people in the computer field (the jargon is in bold)

"Many people use MWEB as their ISP. When doing a search on the net you may just want to

browse. If the page is written in Java or in HTML then you can scroll up and down. You can also

download on to a floppy or a stiffy. A frustrating thing that happens is when the

URL can't be located, even though you have done a good search with keywords, or the server is

down". How much did you understand? If you are very computer literate you may have understood

quite a bit. If you know little about computers or the Internet this talk would not have meant very

much to you. This is an example of jargon. Can you think of ways that could help you understand

this better? You could ask someone who is an expert or you could find a good

Reference book to explain these terms. Remember, do not get intimidated by jargon. If someone

like a doctor or a salesperson uses jargon that you do not understand you should always ask for a

clear explanation.

Now think of a field in which you know quite a bit, such as plant growing techniques.

Do you ever use jargon that would not be understood by people outside this field?

How do you think it makes your listener (audience) feel?

Dialects

A dialect can be defined as a regional variety of language, with differences in vocabulary,

grammar, and pronunciation e.g. In the United Kingdom there are many different dialects such as

Scottish, Irish, Welsh, Cockneyetc. South African English as used by native English speakers can

be seen as a single dialect with the main differences being in accent. It is not very different from

standard (British) English although a number of different dialects have been identified with non-

native speakers, these include a number of varieties of 'township' English and the Cape Flats

dialect (although this is a mixture of English and Afrikaans).

Here is an example of Standard English "translated" into Scottish dialect.

"We are having a great time and are learning to communicate better in South African English."


"We ur havin' a braw time an' ur learnin' tae communicate better in south African sassenach" .

Here is an example of Standard English "translated" into an Ali G dialect:

"Hallo everybody! What are you up to on this fine day?”

"Alo everyone! wot iz yous up to on dis wicked day?"

Could you have used your word-attack skills to work out what "braw", "sassenach", and

"Wicked" mean in this context?

List these acronyms with their less familiar full names. Match the appropriate numbers

1. GMO a. South African Bureau of Standards

2. UNICEF b. Personnel Protective Equipment

3. UNISA c. Zimbabwean African National Unity Patriotic Front

4. WHO d. Keep It Straight and Simple

5. ARC e. Agricultural Research Council

6. KISS f. United Nations Children Education Fund

7. AZAPO g. World Health Organization

8. ZANU (PF) h. University of South Africa

9. SABS i. Azanian People's Organization

10. PPE j. United Nations Educational, Scientific and Cultural Org.

11. DWAF k. Department of Water Affairs

12. UNESCO l. Genetically Modified Organism

13. EIA m. Environmental Impact Analysis

Answers:

Next time you see an acronym try to work out from the context what the letters might stand for.

Remember it is another unfamiliar word on which to practise your word-attack skills.

Neologism

A neologism can be defined as a new word or meaning, or a recently coined word or phrase.

An example is the word 'hoover'. This was the name of a popular make of vacuum cleaner in the

1950's that then started to be used as a word in its own right, meaning 'to clean with a vacuum

cleaner' as in "I will hoover the room with the Electrolux."

Summarizing and Paraphrasing

Paraphrase is to rephrase and simplify; to restate something using other words, especially in order

to make it simpler or shorter, e.g. "he was suffering from an acute case of influenza and thus


absented himself from his place of learning", could be much more simply put as "he had bad flu

and so didn't come to college".

Summarize is to make a summary; to make or give a shortened version of something that has

been said or written, stating its main points, e.g. "The farm could have been over a million acres, it

looked as if it could stretch to outer space" can be summarised as “the farm was very big”

In order to paraphrase (and summarize) we need to be able to separate the main ideas from the

supporting evidence used as examples or additional material.Look at the examples of fairly long

complicated sentences given here and see if you can separate the main idea from the supporting

evidence in each case.

Write down what you think the main idea of each sentence is.

Dr Tshabala, who is a kind and honourable man who has received much recognition for his

excellent service to the community, is currently working at the university.

AIDS is a terrible illness which strikes at the immune system of rich and poor alike and has

caused the death of millions worldwide in a horrible and tragic manner.

All the players in the orchestra, and by this I mean even the most insignificant clasher of

cymbals, need to focus their total and undivided attention on the conductor at all times,

indeed, for every second of the performance.

The successful Farming Institute, which has been conducting classes since the year

2000 and is situated in the Boland with more than a thousand students registered at the

moment, is investigating merging with other agricultural educational institutions.

What is vocabulary?

The following is the National Reading Panel’s definition of vocabulary. It’s important to make the

distiction between oral vocabulary and reading vocabulary. Oral vocabulary can be further divided

into listening vocabulary (receptive vocabulary, as our SLP’s call it) and speaking vocabulary

(expressive vocabulary). The words that are encountered in text (reading vocabulary) are more

complex than our speaking vocabulary.


Why is vocabulary important?

Vocabulary is important because it is a strong predictor of reading comprehension. If children

are to understand the text, they must know what most of the words mean before they can

comprehend what they are reading. Of course, this makes sense! Children with well-developed

vocabularies can recognize a new word in text faster and easier if the word has an identity in their

mind. Let’s consider the following example from The Mitten:

“A waft of warm steam rose in the air, and a fox trotting by stopped to investigate. Just the sight of

the cozy mitten made him feel drowsy.”

These two sentences are loaded with vocabulary (so cool!). What if the underlined words were not

a part of the child’s vocabulary and he has never been exposed to those words in conversation

or having books read to him? Certainly the child’s understanding of the text would be affected and

when the child tried to read those words, he would not have the background knowledge that would

help him figure out the word.

http://blog.maketaketeach.com/wp-content/uploads/2013/02/Vocabulary-Definition.gif


Formative assessment

Role play

Activity: 01

Instructions Identify Unfamiliar words/signs from your manual.

Determine Their meanings correctly by using knowledge

of syntax, word-attack skills/sign parameter/analysis skills,

and contextual clues

Method Group Activity

Media Method Flipchart

Answers:

Critical Cross Field

Orgaisation

DEMONSTRATING

Marks 10


Project

Group Activity: 02

Instructions What are the Different options for the meanings of

ambiguous words?



Answers:


Orgaisation

Communicating

Marks 05


Research PROJECT

Activity: 03

Instructions Explain how Main ideas are separated from supporting

evidence and paraphrased or summarised

Method Individual Activity


Answers:


Orgaisation

COLLECTING

Marks 10


Summative assessment

Simulation

ACTIVITY 01

Instructions Explain The purpose of visual and/or graphic

representations in texts

CCFO

ORGANISING



Mark 10

Answer:


Essay –Reflexive

Take some time to reflect on what you have learnt in this module and assess your

knowledge against the following pointers. Write down your answers. Should you not be

able to complete each of these statements, go back to your notes and check on your

understanding? You can also discuss the answers with a colleague.

Use a range of reading and/or viewing strategies to understand the literal meaning of

specific texts


Learning Unit 2:


Introduction

1. Source of text is identified and discussed in terms of reliability and

possible bias.

2. Attitudes, beliefs and intentions are explored in order to determine the

point of view expressed either directly or indirectly.

3. Techniques are explored and explained in terms of purpose and

audience.

4. Promotion of, or support for, a particular line of thought/cause is

identified and explained with reference to selection or omission of

materials.

Conclusion

Use strategies for extracting implicit

messages in texts


Key Points – Definitions

Reliability is the ability of a method or instrument to yield consistent results each time. Reliability is

strengthened by using well-designed instruments and by providing data collectors and respondents

with clear instructions on how to administer and complete instruments.

Validity is the ability of a method or instrument to accurately measure what it intends to or what it

is supposed to measure. Measurement is valid when it produces results addressing the specific

outcome you wish to measure. Valid measurement collects data on all relevant aspects or

dimensions of an outcome. Validity is also supported when the results produced by an instrument

are corroborated by information from other sources. For example, the validity of a math test is

supported when students who score high (or low) on the test also perform well (or poorly) at

solving math problems in class and on homework assignments.

Results are biased when they are systematically skewed or distorted. Results can be biased due

to the over- or under-representation of particular groups in the dataset, and due to question

wording that tends to encourage or discourage particular responses. The timing of data collection

can also systematically bias results.

Sticking Points and Common Issues

Below are some issues that may come up as learners consider the material, along with notes on

how to respond to these issues.

What do I do if I cannot get data collection in place before my program begins?

It is always best to make key decisions about methods and instruments before starting your

program. However, we recognize this may not always happen perfectly. Development and

improvement of methods and instruments is an ongoing process. Programs start from wherever

they are, but should strive to develop and strengthen data collection systems as quickly as

possible. For example, if a program needs to collect pre-and-post data, then, ideally, instruments

need to be developed and tested before the program starts. Otherwise, the program will not be

able to conduct a true pretest since the intervention will have already begun. In this situation, the

program would still need to conduct the pretest as early as possible and note in the progress report

that pretest data were collected late after the intervention started.

Under what circumstances may one modify an instrument?

In general, care should be taken when modifying instruments to avoid compromising the rigor,

quality, and usefulness of data. Sample instruments provided in support of national performance

measures may be modified as long as the instrument can still collect key data elements required


by the performance measurement instructions. Instruments that come from other sources can be

modified to fit your program context. However, modifying an instrument that has been validated will

compromise the integrity of the instrument, so it is not advisable to revise these instruments or the

instructions for their administration. When modifying an instrument always remain mindful of the

instrument’s original purpose and avoid modifications that deviate from this purpose or that will

weaken the rigor, quality, or usefulness of the data.

On the one hand, I am advised to pilot test and revise instruments. On the other hand, I am

advised not to revise standardized instruments. Does this mean that I should not pilot test

standardized instruments, since I cannot revise them?

The purpose of pilot testing is to improve instruments. Piloting includes testing the instrument itself

as well as the data collection process. If you plan to use a standardized instrument, pilot testing

can help you understand how well (or poorly) the instrument works in your context. This is

actionable information even if you are not revising the instrument or the procedures for

administering it. Sometimes modest changes to how an instrument is administered can fix

problems without compromising quality. If you encounter serious problems using a standardized

instrument then you know in advance that it cannot be used and you will have to consider

alternatives. Part of the value of pilot testing is simply learning about whether any problems exist –

and gaining greater confidence in your instruments if you find that they are free from serious

problems

Exercise – Understanding Reliability, Validity, and Bias

Instructions: Read each scenario and use the checkbox list to identify the most likely measurement

issue. Briefly explain your choice and propose a solution.

1. The Elmwood Tutoring Program provides one-on-one and small group literacy tutoring to

students in grades 3-5 who read below grade level. Students at two local primary schools

participate twice per week in 90-minute literacy tutoring sessions focusing on improving

students’ ability to read aloud (oral reading fluency). Outcome data are collected by school

personnel who administer a standardized reading comprehension test to students at the

beginning and end of the school year. Test results show trivial improvements in test scores

from pretest to posttest. Assuming the problem is with measurement and not with the program

design…

What is the most likely measurement problem? ☐ Reliability ☐ Validity ☐ Bias

Briefly explain your answer. __________________________________________________

________________________________________________________________________


Briefly, how might the program address this measurement problem? __________________

________________________________________________________________________

________________________________________________________________________

2. The Tupelo Housing Program assists economically disadvantaged and homeless individuals to

move into safe, healthy, and affordable housing. National service volunteers counsel

individuals on their housing needs, help them apply for housing assistance, and follow up to

provide continued assistance and to verify an individual’s housing status up to 9 months after

initial service. National service volunteers find that it is more difficult to track homeless men

than other economically disadvantaged clients over the 9-month period to verify their housing

status, so outcome data are missing for many homeless clients.



________________________________________________________________________


________________________________________________________________________

________________________________________________________________________

3. The Dawsonville Children’s Health Initiative partners with local schools to provide a twice-

weekly afterschool physical fitness program for children ages 6-14. National service volunteers

strive to increase children’s exercise habits by teaching them about the benefits of regular

physical exercise and by organizing a variety of age-appropriate sports activities for children to

participate in. Changes in exercise habits are measured by a questionnaire that children

complete at the end of the program. However, the program manager is concerned that the

questionnaire is not producing high-quality data, particularly for questions that ask children

about their exercise habits before participating in the program. Assuming the problem is with

measurement and not with the program design…



________________________________________________________________________


________________________________________________________________________


________________________________________________________________________

4. The Easton Waterway Restoration Project partners with the State Bureau of Conservation

and Restoration to identify sections of the Victoria River for stream bank restoration. The goal

of this work is to create stream bank conditions that can lead to eventual water quality

improvements. Crews of national service volunteers implement remediation in accordance with

the State Bureau’s waterway management plan, including removal of trash and debris from

stream banks, removal of invasive plants, reintroduction of native plants, and erosion

abatement. Land managers from the State Bureau inspect project sites within 4 weeks of

project completion. The assessment instrument used by land managers contains checkbox

items to indicate whether various remediation actions were taken, but does not provide a way

to assess the quality of these remediation actions with respect to environmental standards.

Assuming the problem is with measurement and not with the program design…



________________________________________________________________________


________________________________________________________________________



Role play

Activity: 04

Instructions Discuss Source of text in terms of reliability and possible

bias



Answers:


Orgaisation

DEMONSTRATING

Marks 10


Project

Group Activity: 05

Instructions Explain how Attitudes, beliefs and intentions are explored

in order to determine the point of view expressed either

directly or indirectly



Answers:


Orgaisation

Communicating

Marks 05


Research PROJECT

Activity: 06

Instructions Explain Techniques in terms of purpose and audience

Method Individual Activity


Answers:


Orgaisation

COLLECTING

Marks 10


Summative assessment

Simulation

ACTIVITY 02

Instructions Identify and explain Promotion of, or support for, a

particular line of thought/cause with reference to selection

or omission of materials

CCFO

ORGANISING



Mark 10

Answer:


Essay –Reflexive





Use strategies for extracting implicit messages in texts


Learning Unit 3:


Introduction

1. Instructions and requests are acted upon.

2. Text-type, format and register used are on the appropriate level of formality.

Conclusion

Respond to selected texts in a manner

appropriate to the context


Oral Communication

Oral Communication is the ability to talk with others to give and exchange information & ideas,

such as: ask questions, give directions, coordinate work tasks, explain & persuade.

How we use this skill

greeting people and taking messages

reassuring, comforting or persuading

seeking information & resolving conflicts

facilitating or leading a group

Training can deliver unanticipated positive results

Within the extremely competitive call centre industry, one local company frequently reviews staff

training needs as part of its goal of continuous improvement. Even though there were no glaring

performance concerns, the company decided to include Essential Skills training for their new hires.

A needs assessment determined that effective call centre work requires a full range of oral

communication skills, including speaking with confidence and providing clear and concise

information using listening, questioning, reiteration and problem-solving skills.

Unexpectedly, incorporating Essential Skills into the existing training for new hires resulted in a

decrease in customer dissatisfaction rates. Company officials were doubly pleased because

increased customer satisfaction is often associated with higher employee satisfaction and

retention.


Writing

Writing is the ability to use the written word to create a clear message. It includes non-paper-

based writing such as typing on a computer. We use this skill when we organize, record,

document, provide information to persuade, request information from others and justify a request.


organizing, recording or documenting

providing information to persuade

requesting information or justifying a request

presenting an analysis or comparison

Brief, targeted training can have a big impact

A manufacturing company recently adopted a commitment to promoting from within to fi ll vacant

supervisor and management positions. Employees previously working in operations made the

move to these senior positions but the company soon discovered a problem with their written

communications skills.

These rising stars had superb technical knowledge but struggled with spelling, grammar,

punctuation and clear writing. This resulted in reports and documents that frustrated the reader,

were difficult to understand and carried the potential for costly or even tragic errors.

Workplace Education Manitoba conducted an assessment and determined that what was needed

was brief instruction in business writing techniques with a focus on clear language. It took just 10

hours of instruction to equip the employees with the skills they needed.



Role play

Activity: 07

Instructions Instructions and requests are acted upon



Answers:


Orgaisation

DEMONSTRATING

Marks 10


Project

Group Activity: 08

Instructions Explain why Text-type, format and register used should

be on the appropriate level of formality



Answers:


Orgaisation

Communicating

Marks 05


Essay –Reflexive





Respond to selected texts in a manner appropriate to the context.


Learning Unit 4:


Introduction

1. The choice of words/signs, language usage, symbols, pictures and tone/sign

size and pace is described in terms of how a point of view is shaped or

supported

Conclusion

Explore and explain how language

structures and features may influence a

reader/viewer


Reading

Reading Text is the ability to read and understand written information in many different types of

workplace documents, e.g., work instructions, emails and memos, health & safety manuals &

policies & reports. We use this skill to scan for information, skim for overall meaning, evaluate what

we read and integrate information from multiple sources.


scanning for information

skimming for overall meaning

critiquing or evaluating what’s read

integrating information from multiple sources

Resistance to change or an Essential Skills need?

Despite a 25-year positive employment record at a medium-sized company, Bevhad become

increasingly uncooperative with the assignment of new tasks. Absenteeism became an issue and

she started filing a large number of grievances.

A union representative determined that Bev’s problem was likely literacy related. Based on a skills

assessment, a training program was put in place and within three months Bev’s improved skill level

and resulting change in attitude allowed her to be a capable part of the new work process and

routine.



Role play

Activity: 09

Instructions Describe The choice of words/signs, language usage,

symbols, pictures and tone/sign size and pace in terms of

how a point of view is shaped or supported



Answers:

Critical Cross Field Orgaisation

DEMONSTRATING

Marks 10


Essay –Reflexive Take some time to reflect on what you have learnt in this module and assess your

knowledge against the following pointers. Write down your answers. Should you not be able

to complete each of these statements, go back to your notes and check on your


Explore and explain how language structures and features may influence a reader/viewer


Annexure 1: Growth Action Plan The personal development plan will enable you address any areas of weakness that you identify during the course and stimulate your desire for personal growth. Growth Action Plan

I have identified the following as areas in which I need to improve in order to become competent. List in order of priority.

Actions to be taken

Resources Completion date Evidence

Learner Name: Learner Signature: Facilitator Name: Facilitator Signature:


Annexure 2: Words that are new to me Compile a list of words that is new to you and discuss the meaning of the words with your facilitator.

Term

Description

e.g. characteristic

Trait, feature, quality, attribute, etc

Learner Name: Learner Signature: Facilitator Name: Facilitator Signature:


Annexure 3: Training Evaluation

Training Program

Facilitator Name

Date

Ratings:

1 Poor 2 Areas for Improvement 3 Meet the standard requirements 4 Very Good 5 Excellent

Tick where appropriate:

Did the training relate to your job e.g. skills, knowledge? 1 2 3 4 5

Comments:

To what extent will your performance improve as a result of attending this training

1 2 3 4 5

Comments:

To what extent would you recommend this course to others? 1 2 3 4 5

Comments:

Did this training meet your desired needs? 1 2 3 4 5

Comments:

Was the training material user friendly / easy to understand? 1 2 3 4 5


Annexure 4: Evaluation of Facilitator Ratings:

1 Poor 2 Areas for Improvement 3 Meet the standard requirements 4 Very Good 5 Excellent

Tick where appropriate:

1 2 3 4 5 Preparation for the training

Knowledge of subject

Handling of questions

Interaction with participants

Voice clarity

Use of training aids (flip charts, handouts, etc)

Facilitator made training exciting

Recommendation of facilitator for future training

Other comments on Facilitator’s delivery of his training


2. Bibliography

Acknowledgements & Reference The following web-sites have been used for research:

Supplier

Yellow Media Publishers

Senior learning material Developer:

Ms Duduzile Zwane

www.yellowmedia.co.za

[email protected]

http://www.yellowmedia.co.za/


SECTION C: SELF REFLECTION

I enjoyed/did not enjoy this module because:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

I enjoyed/did not enjoy this module because:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

I found group work ___________________________________!!!

The most interesting thing I learnt was:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

I feel I have gained the necessary skills and knowledge to:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

______________________________________________________________

______________________________________________________________

http://www.google.co.za/url?sa=i&source=images&cd=&cad=rja&uact=8&docid=KyAZdx6IHHcxqM&tbnid=OAQUeiKZhmWJgM:&ved=0CAgQjRw&url=http://blogs.adobe.com/captivate/2012/01/what-i-learned-from-the-scenario-based-learning-book-by-dr-ray-jimenez.html&ei=FPUrU5XPKNSy7AaLmoDAAg&psig=AFQjCNEiKc2arHbYvTSfnH28cOIbFLv6Nw&ust=1395476116753780


Please add the following to this module:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

Some comments from my classmates about my participation in class:

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

____________________________________________________________

_____________________________________________________________


Self-Assessment

Self-Assessment:

You have come to the end of this module – please take the time to review what you have learnt to date, and conduct a self-assessment against the learning outcomes of this module by following the instructions below:

Rate your understanding of each of the outcomes listed below: Keys: - no understanding - Some idea - Completely comfortable

NO OUTCOME

SELF RATING

1. Use a range of reading and/or viewing strategies to understand the literal meaning of specific texts

2. Use strategies for extracting implicit messages in texts.

3. Respond to selected texts in a manner appropriate to the context

4. Explore and explain how language structures and features may influence a reader/viewer


Learner Evaluation Form

Learning Programme Name

Facilitator Name

Learner name (Optional)

Dates of Facilitation

Employer / Work site

Date of Evaluation

Learner Tip:

Please complete the Evaluation Form as thoroughly as you are able to, in order for us to continuously improve our training quality! The purpose of the Evaluation Form is to evaluate the following:

logistics and support

facilitation

training material

assessment Your honest and detailed input is therefore of great value to us, and we appreciate your assistance in completing this evaluation form!

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=RDpok8B544sOWM&tbnid=0J9bAREawM5bSM:&ved=0CAUQjRw&url=http://manchesterundergradcareers.wordpress.com/tag/work-experience/&ei=7QtYUtv6F6me0QWnkIDoDQ&bvm=bv.53899372,d.ZG4&psig=AFQjCNEsimbjcXdvUSLYLUiRDMc9MOImtA&ust=1381588140131627


A Logistics and Support Evaluation

No Criteria / Question

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1 Was communication regarding attendance of the programme efficient and effective?

2 Was the Programme Coordinator helpful and efficient?

3 Was the training equipment and material used effective and prepared?

4 Was the training venue conducive to learning (set-up for convenience of learners, comfortable in terms of temperature, etc.)?

Additional Comments on Logistics and Support


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B Facilitator Evaluation 1 The Facilitator was prepared and knowledgeable on the

subject of the programme

2 The Facilitator encouraged learner participation and input

3 The Facilitator made use of a variety of methods, exercises, activities and discussions

4 The Facilitator used the material in a structured and effective manner

5 The Facilitator was understandable, approachable and respectful of the learners

6 The Facilitator was punctual and kept to the schedule

Additional Comments on Facilitation



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C Learning Programme Evaluation 1 The learning outcomes of the programme are

relevant and suitable.

2 The content of the programme was relevant and suitable for the target group.

3 The length of the facilitation was suitable for the programme.

4 The learning material assisted in learning new knowledge and skills to apply in a practical manner.

5 The Learning Material was free from spelling and grammar errors

6 Handouts and Exercises are clear, concise and relevant to the outcomes and content.

7 Learning material is generally of a high standard, and user friendly

Additional Comments on Learning Programme

D Assessment Evaluation


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1 2 3 4 5 1 A clear overview provided of the assessment

requirements of the programme was provided

2 The assessment process and time lines were clearly explained

3 All assessment activities and activities were discussed

Additional Comments on Assessment