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- Literacy Forum Voices
- Multimedia
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PDFs
- Assessment Tool enhancements - March 2012
- How to create and import Bulk Learners, Groups & Educators Upload CSV file
- How to use the TEC Literacy and Numeracy Assessment Tools
- Lending a Hand
- Getting Together
- Shaken
- Assessment Tool Reports - FAQ's
- Assessment Tool enhancements - August 2011
- Assessment Tool enhancements - July 2011
- How to create Non-Adaptive for Printing assessment and assign Learners
- Assessment Tool - Boundary Points
- Vocabulary communication - recalibration of items
- Assessment Tool enhancements - May/June 2011
- The Assessment Tool - Updated information for embedded provision May 2011
- Gain Report
- Request for access to AssessmentTool data for research purposes
- ESAA Request for User Setup and Access
- Symposium programme
- Sharing Learner Assessment Information
- Organisational Good Practice Publication Grants
- April 2011 Symposium Panui
- Snapshot assessment - further information
- Tertiary Teaching Excellence Awards - call for nominations
- Acceptable Use Agreement
- Writing Investigations - Educator information
- Vocabulary assessment information
- Getting Results in Literacy and Numeracy
- Aligning levels October 2010
- Aligning Levels October 2010
- Starting Points Assessment Appendix A12
- Oral language
- Educator Support Material - Book 5: Making a New Life
- Assessment Tool enhancements - August 2010
- Guidelines for ITO's
- How to create and mark a Writing Assessment
- How to view a Learner's Assessment Report
- How to view Group Assessment Summary Reports
- How to create an Online Adaptive assessment and assign Learners
- How to create an Online Non-Adaptive assessment and assign Learners
- User guide - Multiplication and division facts learning object
- User guide - Addition and subtraction facts learning object
- User guide: Multiplication and division facts learning object
- User guide: Addition and subtraction facts learning object
- Starting Points Assessment Guide
- frame for a bio-poem
- A contextualised approach
- Texts to pull apart
- Single Site ITP Guidelines
- PTE Organisation Guidelines
- Squares sheet
- Assessment Tool - Boundary Points
- New Zealand at War
- Second Time Lucky
- Making a New Life
- Someone I Could Look Up To
- How to reallocate completed assessments between Learners
- How to retrieve a Learner Assessment Code
- How to remove a Learner from the Assessment Tool
- How to remove a Learner from a Group
- Quick Start Guide for Organisation Administrators
- Quick Start Guide for Educators
- How to create Organisation Groups
- How to create an Educator
- How to create Learners individually
- How to remove an Educator from the Assessment Tool
- How to retrieve an Educator Code
- How to view a Learner's Assessment History
- How to create Educator Groups
- Learning-progressions-write-to-communicate-59
- Learning progression write to communicate 24-25
- Learning progresion write to communicate 30
- Learning-progressions-write-to-communicate-66-70
- Reading Non-adaptive Assessment (Print demo)
- Numeracy Non-adaptive Assessment (Print demo)
- How to create and import Bulk Learners Upload CSV file
- How to create and import Bulk Learners & Groups Upload CSV file
- Learner Progress Report - Numeracy
- Learner Assessment Report - Numeracy
- Learner Assessment Report - Reading
- Teaching Adults to Listen with Understanding, Speak to Communicate: Using the Learning Progressions
- LLN one pager - 16 Dec
- Engaging young adults - Jan 2010_2
- litnum-ncea-design
- Dimdim overview for the end user.
- Offering for PD National centre
- PDF of National Centre Offerings
- Information for applicants in ITPs and Wananga
- Information for applicants in PTEs
- Information for applicants Putea Arapiki Ako
- Access and Use of Data
- Assessment Tool Acceptable Use Agreement
- Investigations Learner
- Investigations Educator
- Employer Information Pack (July 2009)
- Acceptable Use Agreement (draft)
- Learner numeracy progress report (draft for demo)
- Learner reading assessment report (draft for demo)
- Learner numeracy assessment report (draft for demo)
- Reading non adaptive assessment (demo)
- Numeracy non-adaptive assessment (demo)
- Transcripts for the Listen and Speak to Communicate Learning Progressions
- Huria Matenga
- The Learning Guide Collection 3
- Educator Support Material Collection 3
- A big Impression
- Annotation Working on Ice 2
- Annotation Working on Ice 1
- In the Picture
- The Learner Guide Collection 2
- Educator Support Material 2
- Working At It
- Annotation From Corn Beef 2
- Annotation From Corn Beef 1
- Annotation Plastic Fantastic 2
- Annotation Plastic Fantastic 1
- Annotation Don't Miss It 2
- Annotation Don't Miss It 1
- Annotation Vege Car
- The Learner Guide Collection 1
- Educator Support Material Collection 1
- Use it Again
- Overview of the Reading Collections
- Listen and Speak Audio Transcripts
- Teaching Adults to Listen and Speak to Communicate: Using the Learning Progressions
- Listen and Speak Activities Table
- Listen and Speak Discussion Examples 1-7
- Listen and Speak: G Sources of audio texts
- Listen and Speak: F CD Tracks
- Listen and Speak: E.2 Diagnostic speaking assessment form
- Listen and Speak: E.1 Diagnostic speaking assessment
- Listen and Speak: D.7 Diagnostic listening assessment recording sheet
- Listen and Speak: D.6 Diagnostic listening assessment
- Listen and Speak: D.5 Listen with Understanding
- Listen and Speak: D.4 Listen with Understanding
- Listen and Speak: D.3 Listen with Understanding
- Listen and Speak: D.2 Worked example of diagnostic listening assessment
- Listen and Speak: D.1 Diagnostic listening assessment
- Listen and Speak: C. Listening and speaking survey and group discussion
- Listen and Speak: B.2 Survey scoring guide
- Listen and Speak: B.1 Listening and speaking attitude survey
- Listen and Speak: A. Discussion checklist
- Strand chart: Write to communicate
- Strand chart: Read with understanding
- Strand chart: Measure and interpret shape and space
- Strand chart: Reason statistically
- Strand chart: Make sense of number to solve problems
- Measure: Knowing the demands example
- Write: Brainstorming
- Instructional strategies and approaches
- Starting points explanation
- A guide for providers of National Certificates in Adult Literacy Education
- Reason: Knowing the learner example
- Reason: Knowing the demands example
- Measure: Knowing the learner example
- Number: Diagnostic assessment tool
- Number: Knowing the demands example
- Write: Analysing writing against the progressions
- Write: Using writing starters
- Write: Example of mapping a writing task: perm explanation
- Using Instructional Strategies graph: Read with understanding
- Using Instructional Strategies graph: Write to communicate
- Learning Progressions for Adult Literacy and Numeracy: Background Information
- Starting Points: Supporting the Learning Progressions for Adult Literacy
- Teaching Adults to Reason Statistically: Using the Learning Progressions
- Teaching Adults to Measure and Interpret Shape and Space: Using the Learning Progressions
- Teaching Adults to Make Sense of Number to Solve Problems: Using the Learning Progressions
- Teaching Adults to Write to Communicate: Using the Learning Progressions
- Teaching Adults to Read with Understanding: Using the Learning Progressions
- Learning Progressions for Adult Numeracy
- Learning Progressions for Adult Literacy
- Reason: C Dot plot template
- Reason: B Glasses of water cards
- Reason: A Glasses of water graph
- Measure: B Conversion dominoes weight
- Measure: A Conversion dominoes length
- Number: C Learner attitude questions
- Number: B Decimal number place value template
- Number: A3 Violence against police
- Number: A2 Bone disease
- Number: A1 Budgeting in the supermarket
- Strengthening Literacy and Numeracy: Theoretical Framework
- Requirements for PTEs
- Requirements for ITPs
- Aligning levels
- Number of learners
- Guidelines for Industry Training Organisations
- Guidelines for Private Training Establishments
- Read: Knowing the learner example
- Read: Knowing the demands example
- Guidelines for Institutes of Technology and Polytechnics
- Employer information pack
- C.4 Template for writing an explanation
- C.3 Useful connectives and signal words
- C.2 Cyclone writing frames
- C.1 Outline for a report
- B.5 Writing analysis template
- B.4 Analysing writing: 'best guess' chart
- B.3 Writing frame: instructions
- B.2 Writing frame: my profile
- B.1 Attitude to writing survey
- A.4 Model text: letter
- A.3 An example of a mapped text: job application letter
- A.2 Mapping text summary chart
- A.1 Mapping writing tasks
- E. Teaching decoding
- D. Reciprocal teaching of reading: prompts
- C.6 Reading diagnostic recording sheet
- C.5 Reading diagnostic assessment
- C.4 Attitude to reading survey
- C.3 Focus group recording form (Part D)
- C.2 Focus group recording form (Parts A, B, C)
- C.1 Focus group questions
- B.7 Fire safety
- B.6 Road code
- B.5 Restaurant review
- B.4 Internal combustion engine
- B.3 Company email policy
- B.2 Collective employment agreement
- B.1 Personal information form
- A.3 Basic mapping template
- A.2 Detailed mapping template
- A.1 Summary chart
- Photos
- Programmes in action
- Strand charts
- Supporting webinar videos
- Symposium 2011
- Webinar files
