Dtlls_Module_2_Task_1

Module 2 Task 1 - Initial Assessment Evaluate different methods of initial assessment that can be used with learners and explain how learning goals can be negotiated and recorded. “Initial assessment is a term given to part of the learning process that hopes to combine the learner; the teacher and the curriculum” Wilson (134:2009) This statement suggests that initial assessment should be a 360 degree process and that it is as much for the learner to experience a teacher and curriculum, as well as for the teacher to assess the learning levels of a particular learner. Initial assessment is the assessment that takes place at the beginning of a new course or topic. It is used to inform the teacher what knowledge the student already has on a subject and if there are any gaps in their knowledge or skills that may be needed to complete the course. There are two main methods of carrying out initial assessment the first is through diagnostic assessment, this uses a series of tests and exercises that will allow the teacher to identify any gaps in the students’ knowledge which can then be use to inform the individualised goals that are set as part of the Individual Learning Plan, this will also inform the teacher about how to teach this student and which areas they may need additional support with allowing the teaching to meet the needs of individuals in the classroom. Within the organisation that I work with this assessment is done as part of the initial assessment by the learners carrying out Basic skills test papers in Maths and English to allow the teacher to identify what level their skills are at. For some learners this data can be hindered because of nerves and the thought that they ‘can’t do it’ as it is carried out under test conditions and is timed some learners feel the pressure and make mistakes that may not occur is a more informal method where they can self assess their skills was used. Diagnostic assessment can also be used to highlight additional learning needs or difficulties such as dyslexia or dyscalculus which may hinder the student’s attempts to complete the course if it is at the wrong level for them. ‘Initial Screening alone is obviously only the first step in providing comprehensive support to respond to students identified as being weak in literacy or numeracy’ Grey, Griffin and Nasta (70:2005) The idea behind initial assessment and especially diagnostic testing is to get the right people onto the right course. This is important so that the teacher or organisation is not setting a student up to fail because the course is not at the right level for them. As well as the more formal diagnostic assessment methods organisations also want to find out more about the person who is applying to do the course. This can be done through the initial assessment process. Each training organisation or institution may use different methods for this depending on the course the student is applying for. This may also dictate how formal or informal this process is. The Initial assessment is designed to find out what the student already knows it allows the teacher to find out more information about that person and what motivates them to undertake the learning journey that you are about to embark upon. Initial assessment can take the form of an interview, the production of a personal profile, telephone conversations with the student. The method that is used can help to build the rapport with the student before the course starts, the organisation that I work for uses an informal interview, this allows the teacher to meet individuals and get to know them, their goals and aspirations before the start of the programme. However this does not inform us what they will be like as learners and for this an initial written task is asked for students embarking on a qualification at Level 3 or above as the written elements in these programmes form an important part to be able to achieve these qualifications. This allows the teacher to assess their written work and identify gaps in their knowledge and signposts given for further information (Appendix 1). This is to try and make sure that all learners on the programme have the same basic understanding of the key concepts of the subject before they embark on to a course at a higher level. This method is not useful to assess their motivations and often with the amount of paperwork that is filled out at the first meeting the point of the exercise can be lost and it can turn into a form filling exercise which does then not fulfil the purpose of being an initial assessment, as it is important to get a rounded view of why the learner is on the course as well as their ability level. The initial assessment can also allow the teacher to ascertain why the learner have enrolled on the course, as students bring with them into the classroom their own goals and aspirations that may help the teacher to assess their motivation to learn. This is where the document Individual learning Plan is first used. (Appendix 2) Wallace (50:2002) explains that at this stage of the process the students are an unknown part in the teaching equation which is why initial assessment is so important to help to inform the way the group will be taught. Agreeing goals with learners is also extremely important, a learning goal can be defined as what a student wants to achieve as a result of the studying they are undertaking, if a learner has not had an opportunity to agree goals for themselves they will find it hard to take ownership of the learning they are going to undertake. For example on the NVQ Playwork level 3 program, a learner has to undertake four optional units, it is up to each learner to agree with their assessor which units they want to be assessed on which is highly dependent on the learners job role and responsibilities. This is an important decision for each learner to make as the ownership is upon them to prove to the assessor that they can work to a level 3 programme. If goals are not achievable this can de-motivate the learner and lead to a lack of commitment in the programme of study as they feel they can’t do it. Petty (2004) splits this down further into three areas ‘medals, missions and goals’. Missions are the targets to improve performance, medals are the steps that are taken and achieved to achieve these missions and the goals are what the students are aiming for. This process of creating learning goals with students can be done in a variety of different ways including learning progress reviews (Appendix 3) which are used in the organisation that I work for, this allows the teacher and student to have an open dialogue about their progress and gives the student the chance to highlight areas that they think are doing well and to set goals to improve any areas they are not happy with. This then also links into the Individual Learning plan for the student which is created at the beginning and progress is recorded against the goals they set at the start of the programme. This way also allows the goals to be documented and tracked. The benefits of this are that because it is self assessment or ipsative assessment it gives the learner control over the process and also responsibility for the goals that they are setting. The most effective goal setting that I have found is when they are SMART (Specific, Measurable, Achievable, Realistic and Time bound) and can be used as stepping stones throughout the programme. However for some learners a conversation with the tutor that is delivering the programme may be uncomfortable for them to express concerns they have with the delivery of the programme not meeting their needs. It also requires learners to be confident to express their views and this is not always the case. Word Count: 1,320 References Wallace, S (2002) Teaching and Supporting Learning in Further Education Petty,G (2006) evidence based Teaching Cheltenham, Nelson Thornes Gray Griffin and Nasta (2005) Training to Teach, Cheltenham, Nelson Thornes Ltd Wilson, L (2009) Practical Teaching and Guide to PTLLS and DTLLS Bibliography Tummons,J (2007) Assessing learning in the Lifelong Learning Sector, Exeter, Learning matters Ltd Petty, G (2004) Teaching Today, Cheltenham, Nelson Thornes Appendices 1 – Written assignment given to level 3 learners on the NVQ Level3 course. 2 – Individual Learning Plan that is first filled in at the initial meeting and used as a working document through the scheme. 3- Progress Review carried out every 10 to 12 weeks with the learner.