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Discuss and analyse different methods of initial assessment and demonstrate how these can be used to identify a learner’s individual needs, set personalised learning objectives and inform your planning. Initial assessment takes many forms and is usually undertaken before a learner starts a programme, and continues over a period of time. Initial assessments form part of the interview process, when suitability for the chosen programme is discussed. According to Gravells (2008), Initial Assessment should take place prior to the programme starting to ensure the learner is on the right route. Without initial assessment the learner could be placed on a programme that they are unable to achieve. As a Key Skills Tutor in the Construction Department of college, I am not involved in the interviewing of students for their main programme. My first involvement would be during the induction week when diagnostic assessments are undertaken. All new learners are required to take a diagnostic assessment to ascertain their level of English and number skills. This is a computer based assessment and the results are available immediately to the student, with an explanation of the results from the tutor. In addition to the main programme of study, the results are used to decide if learners will enrol on key skills or skills for life. Cox and Harper (2000.p75) state that, ‘Diagnostic assessment is used to determine the presence or absence of necessary skills or knowledge’. However, the result of the diagnostic assessment is only a starting point. Whilst they do give an insight into the learner‘s capabilities, they are not comprehensive and do not reflect individual differences within the learner group. Over the last two years the computer assessment has been supported by a short, handwritten task, as the results of the computer task alone was not always an accurate reflection of students’ ability. For example, learners with dyslexia were often not identified by the diagnostic assessment. The results of diagnostic assessment would not determine the behaviours, expectations, experience or motivation of the learners. Once learners are designated to a group, further assessments will be undertaken to determine what teaching styles, strategies and topics interest them. It is not only important to understand the needs of individuals in the group, but also the dynamics of the group itself and how this impacts on the individual. Wallace (2004) discusses the necessity of initial assessment, identifying three components to the learning process; teacher, students and syllabus. Wallace further states that the teacher should have knowledge of the first two components, the syllabus, and their own strengths and weaknesses, through reflective practice, but nothing is known about the third component, the student. Although information may be available about qualifications, it is insufficient to ensure that learning takes place. Further information concerning learners’ strengths, weaknesses and learning styles is also required. As the subject I teach is communication, there is always ample opportunity to create discussions to informally discover information about learners that will inform planning of lessons. However, motivation tends to be a problem because the learner does not ‘choose’ to do key skills. Similarly, some of the construction courses have no entry requirements and tend to attract less academic students who do not meet the requirements for the course they would really like to do. Learners generally participate more confidently in discussions and presentations when they are allowed to decide on the topic. Using ‘Move On’ practice tests as part of the initial assessment process is another way of identifying specific areas of need for individual students. This can be incorporated into differentiated learning within a lesson. It is possible for the students to analyse their own results to determine where they need to make improvements. References Cox, A. Harper, H. (2000) Planning Teaching and Assessing Learning, London: Greenwich University Press Gravells, A. (2008) Preparing to Teach in the Lifelong Learning Sector 3rd Edition, Exeter: Learning Matters. Wallace, S. (2004) Teaching & Supporting Learning in Further Education, Exeter: Learning Matters.