Unit_101

ASSESSING LEARNERS’ NEEDS Introduction In order to meet the assessment criteria of this essay, I shall attempt to define learning and also explore the in-depth meaning of learning. I shall identify a group of learners, select and describe the group. Also, I shall describe initial assessment required to ascertain their previous learning and experience. Lastly, I shall discuss ways of using the results to inform the learning programme. 1. Definition of Learning Learning could be defined as a growth through experience which leads to change. According to Curzon (1991), learning is the apparent modification of a person’s behaviour through his activities and experiences, so that his knowledge, skills and attitude, including modes of adjustments towards his environments, are changed less permanently (Curzon, L.B. 1991). From the definition above, the deduction could be made that learning is concerned with a CHANGE in skills, knowledge and attitude. Measuring these changes are the steps leading to assessment result. A learner is an individual who is learning by receiving training and support (www.learnativity.com/learningstyles.html). For learning to be effective, there is need to identify the learner’s needs, which can be done through an initial assessment. This initial assessment should be able to match the learners’ experience and attainment. Learners are able to reach their full potential if they are in positive environment. All learners are individuals and they do not learn the same way; for example, some learners prefer to read information and learn individually, some have problems of reading while some learn through experiences etc. This entire individual needs need to be taken into consideration when preparing a lesson plan for the class. This is because, as noted by Minton (2001:106), “The better organised the teacher, and the easier it is for students to do the things planned as learning activities, the more success there will be within the programme as a whole” 2. Identification and Selection of Individual Learners 1. Identification of group of learners The title of the course I am teaching is Word Processing for Beginners (Text Production) level 1. The group of learners are from employment service and they are mostly on Income Support without any computer skill at all. The purpose of the programme is to help them to secure employment and is packaged alongside with other skill enhancing programme such as typing skills, job search techniques, application form filling skills and interview techniques which are also taught. The course run for 3 hours a week and last for 13 weeks during which learners are prepared for New CLAIT (Computer Literacy and Information Technology) level 1. 2. Selection and description of group of learners This group consist of 11 – 13 learners, made up of males and females, aged between 19 – 52. This is a mixed ability group with different cultural backgrounds. Seven of the learners have language difficulties arising from the fact that English being their second language, is poorly spoken and written. They lack communication skills and would need to be motivated. They would also require one-to-one support in class. Some are on the course to be Word Processing literate, while some are there to acquire relevant skills to enable them secure employment and others to further their education. Some are educated and specialists in their respective countries but English is their second language, while some do not have any formal education. As human being we all have personal needs, the teachers need to be sensitive to what individuals bring in to class, for example, about 5 learners have childcare problem. This is a ‘bargage’ which could inhibit learning if not taken care of. The teacher should therefore be able to spot this. The learners have different knowledge and mental skills. They possess different physical skills and attitude; because of this they require different learning style. For example, they have different skills, knowledge, abilities, experience and attitude acquired through previous study and employment, or in their homes, which could help their learning. They also have family commitments and other problems that could hinder their learning. Many of them are not motivated because they lack confidence and are unsure of themselves. Some have learning difficulties or disabilities and need special assistance. 3. Description of the Initial Assessment Assessment is the process by which evidence of student achievement is obtained and judged (Nasta et al. 2000). The Teacher needs to know the basis upon which learners are being assessed. Assessment can be based upon an explicit and absolute standard or criterion referencing. Also, it can be used for judging performance of learner in comparison to the standard of reference groups and to measure individual learner progress. According to Ecclestonel (1996), assessment could be seen as a tool used to diagnose learners’ needs, and to also select learners’ for the next educational stage or for work and for the certification of their achievement (Nasta et all 2000). For learners to be effective there is need to identify their needs, this can be done through the initial assessment. This initial assessment should be able to match the learners’ experience and attainment. Measurement of previous learning is usually done before the course starts, at the beginning during the first session, or, individually when a learner joins the course (DFES, 2002). In my organisation, Initial assessment (ref. Appendix. 1) offers the opportunity to look back at what the learner has achieved in the past and forward to the learner’s goal. The series of methods used are interview, informal chat, diagnostic tests, induction period, examination of past records, and questionnaire etc (Walkin, L. 2000). 1. Methods of assessing prior learning The assessment can be done formally or informally using different types of activities that may be paper based or non-paper based (Reece, I. & Walker, S. 2000). Common methods of assessment required and their effectiveness |Methods |Advantages |Disadvantages | |Conversation |Tutor develops rapport with learner. |Notes taken or conservation | |Informal chat or talk where learners share knowledge, |Learner feels at ease and is open with tutor. |recorded on audiotape, informally. | |thoughts and feelings. |Assess attitudes and knowledge. |Not structured. | |Can be done on the phone. |Learner can make clarifications. |Unpredictable. | | |Helps to allay possible anxieties |Time consuming. | |Applications |Gives detailed information about learner’s |A drilling process. | |Provides detailed factual information. |qualification, experiences, employment and |Not very reliable | |Determine if learner is fit for the interview stage. |aspirations. |Demanding in order to be effective.| | |Information can be used to develop profile | | |Interviews/ Question & Answers |Equal opportunity given when standard questions|Stressful | |To determine detailed factual information at first hand |are used confidential. |May be intimidating the tutor asks | | |Structured, leaner can prepare. |all the questions time. | | |Quick |Success depends on the interviewer.| | |Information is recorded formally. | | | |Closed questions draw out facts. | | | |Open questions allow discussion. | | |Diagnostic Tests |Determines learning styles and strengths | | |Detailed test to measure learning |Determines needs and area for development| | |Past Records |Useful |May be subjective | |Learning difficulties or disabilities, |Credit prior learning |May be dated | |etc. | | | |Induction Periods |Learners get value for money |Time consuming especially where people | |Time during which learner is introduced | |have to be redirected | |to the organisation, staff and told their| | | |entitlement | | | 2. To ascertain their previous learning and experience During the initial assessment, my role change as teacher to a skilled mentor. I have to be very observant, sensitive and sympathetic to the needs of the learners; identifying and providing needed support or advising on where that support which is appropriate to the learner’s experience. For example, crèche facilities were provided for the learner with childcare problem. Learners should be assessed in a warm, welcoming environment especially when one considers that time and money are invested into studying. Throughout the assessment, equal opportunity principles and non-discriminatory practices should be applied. All learners should be given equal opportunity irrespective of their social or religious background, ethnic or national origin, marital status, intellectual or physical capacity, age or gender. Action must be taken to prevent harassment, sex discrimination and sexist stereotyping. Learners with disabilities or learning difficulties should be noted and adaptations made or support services contacted to meet their needs. Learners with no formal education would need support and dyslexic learners would need a reader. Learners should be familiarised with the assessment process, and tasks clearly explained. Learners who find it difficult recalling past experiences should be supported and any transferable skills should be made authentic. Help should be given to alleviate the feeling of inadequacy and to foster positive self-image by building on what they already know. Older clients feel threatened; they should be put at ease, encouraged and treated with respect. Any developmental actions should be negotiated with them and they should be given credit for awards already held and prior experience gained. 101.4 Using the results to inform the learning programme. 101.4.1 Development of the Training Plan Diagnostic assessment is used by the tutor to identify the learners’ strengths, weaknesses and specifies difficulties. The tutor analyses the correct and the incorrect answers and write a report. He suggests possible reason for the mistakes and generates ideas for overcoming them. He negotiates with the learner to determine those of highest priority, cross-reference these to the core curriculum and suggests long and short-term goals for the learner. From this information he prepares the individual Learning Plan (ILP) and uses it to develop the programme (www.FENTO.co.uk). 101.4.2 Informing the learner Cruzon 1991 believes that learning and teaching will be considered as system of activity intended to induce learning, comprising the deliberate and systematic creation and control of these conditions which learning does occur (Cruzon, L.B. 1991). The concepts of various psychological learning theorise have been applied to teaching. Behaviourism school of thought believes that emphasis on demonstrable outcomes of learning such as competence and learning objectives. Also clear direction of teacher is greatly emphasis such as activities of teachers such as planning and assessment methods, the supporters of this school are Ivan Pavlov, E.L. Thorndike and B. F. Skinner Cognitive theorist is another school, which emphasised learning as it occurs in children (Nasta et al. 2000). The Humanistic theory is more modern and is supported by Andragogy – the study of adult learning. Carl Rogers and M. Knowles from the Humanistic school, view education as a means of meeting the needs of highest value to the learner, his/her emotional and developmental needs. They argue strongly that learners should take responsibility for their own learning, be encouraged to self – assess and to self evaluate as this encourages self-reliance and self-direction. Learners should be provided with non-threatening environment, kept with a high self-esteem and a positive frame of mind (Walkin, L 2002). Based on the concept of experimental learning several models of learning styles have been developed. D.A. Kolb’s Experimental Learning Cycle (Fig 1) identifies four categories of learning or learning styles beginning with concrete experience (feelings), followed by reflective observation (watching), then abstract conceptualisation (thinking) and finally active experimentation (doing). An individual is likely to prefer any one of these and may join the cycle at any point (Wallace, S. 2001). [pic] Fig 1, Sources: http://www.cyg.net/~jblackmo/diglib/styl-d.html With concepts of these theories and learning styles in mind the teacher decides which elements of the environments, emotional, sociological, physical and psychological factors affecting the learner to control and then decides on the method of teaching. Conclusion In conclusion, it shows that it is necessary to identify a group of individuals. I have analysed their previous learning experience and achievements in order to develop an understanding of initial assessment processes, procedures and methods of applying them. I evaluated the results in line with the organisation policy and lastly, provided feedback to potential learners about the outcomes of initial assessment with a recommendation for the future.