Dttls_Pel

Part Three-Theory. Referring to initial assessment, Gravells(2008) states “if you are going to assess your learners you need to know what you are going to assess and then decide how to do this.” Discussing questioning she suggests using questions not requiring yes/no answers, stating that questions can inform whether learners have the knowledge to back up skills. Petty (2009) notes, however, that questioning students on their qualifications won’t prove what they know. He suggests using questionnaires to discover learning styles and utilising results in a constructively. This is reinforced by Gravells; “phrase questions carefully; poor answers are often the result of poor questions.” She goes on to suggest initial assessment can aid this with information for future learning. Gravells and Simpson (2009) suggest interviews and discussions are useful for discovering student’s aspirations and learning styles. Gravells (2008) advocates carefully worded questions to ascertain required responses. Whist Gravells and Simpson (2009) discuss application and enrolment forms as methods to discover previous experience, Petty argues their standardised questions are limiting. He suggests interviews are a more practical method; containing set questions and a less structured discussion. Petty and Gravells use evidence of previous qualifications within initial assessment; however Gravells expresses concern that authenticity is checked. Another concern is that testing and marking schemes are consistent, though she acknowledges their place in indicating learner’s levels. Petty asses Individual Learning Plans (ILP) completed by teachers as records not just for academic achievement but also for additional information. Gravells endorses them as a way of checking the individual writing skills of learners. Petty, Gravells, Simpson and Wilson divide goals into sections. Gravells and Simpson discuss long term goals as covering the whole program. Petty believes these goals should also discover student’s aspirations. He assesses medium goals as those including the qualification worked towards but Gravells and Simpson argue medium goals encompass changes in skills and knowledge. Immediate goals are achievable tasks with action plans. Wilson (2009) agrees that sizes of goals vary, developing; “a teacher needs to know the size of goal needed by the learner to ensure achievement.” Gravells and Simpson expand, discussing the need to negotiate targets and assess their progress. When negotiating goals Wilson suggests that to capitalise on motivation goals need to be SMART (specific, measurable, achievable, realistic and time bound.) Negotiation should take place with discussion about how to achieve goals. Petty states he used negotiation with students as a bench mark on which to base his lessons with new students. He also comments negotiation should be used when drawing up ILP’s. When recording learning goals Gravells and Simpson discuss the ILP as an ideal forum. Petty agrees, stating “the purpose of an ILP is to create a well planned program that meets individual needs.” Gravells (2008) injects a cautionary note saying records need to be valid, reliable and when using discussion to record initial assessment careful notes must be made. Gravells suggests evaluating methods of initial assessment can be achieved by writing sample answers to compare to learner’s responses. Petty is cautious using existing evaluations for initial assessment stating “don’t assume that level three students have level three key skills.” To summarize,” striking the balance between a new student feeling welcome and finding out enough about them to ensure they succeed requires empathy and fine judgment.” Petty (2009).