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Initial and diagnostic assessment: a learner-centred process

Initial and diagnostic assessment: a learner-centred process. The Skills for Life Improvement Programme is delivered on behalf of the Learning and Skills Improvement Service by CfBT Education Trust and partners. CfBT Education Trust 60 Queens Road Reading RG1 4BS. T: 0118 902 1920

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Initial and diagnostic assessment: a learner-centred process

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  1. Initial and diagnostic assessment: a learner-centred process The Skills for Life Improvement Programme is delivered on behalf of the Learning and Skills Improvement Service by CfBT Education Trust and partners CfBT Education Trust 60 Queens Road Reading RG1 4BS T: 0118 902 1920 F: 0845 838 1207 E: sflipinfo@cfbt.com W: www.sflip.org.uk

  2. Aim To become familiar with the approach to, and methods of, initial and diagnostic assessment.

  3. Learning objectives By the end of this programme, you will be able to: define initial and diagnostic assessment use the main methods of initial and diagnostic assessment apply good practice in initial and diagnostic assessment make appropriate use of the DfES (now DCSF/DIUS) ‘Tools Library’ initial assessment tools and diagnostic assessment materials give appropriate feedback to learners.

  4. Initial and diagnostic assessment Initial assessment involves finding out the learner’s level to help them choose an appropriate programme. Diagnostic assessment is about identifying a learner’s specific needs. Usually initial assessment and diagnostic assessment are separate processes, but…

  5. The role of initial and diagnostic assessment Initial and diagnostic assessment: help you and the learner to negotiate and agree an individual learning plan begin the process of building a relationship are early steps in a continuing process of assessment for learning are not one-off events – they are part of an ongoing process.

  6. Factors for a positive experience of initial and diagnostic assessment Involves learners – doing it ‘with them’ not ‘to them’ Supports learners’ self-esteem and sense of self-worth Recognises strengths and achievements, not just areas for development Links to learners’ own experiences

  7. Methods of initial and diagnostic assessment Documents Self-assessment Discussions Assessment tools Structured activities Observation

  8. Activity How might discussion and observation contribute to your initial and diagnostic assessment system? When might you use them?

  9. Learning objectives By the end of the session, you will have: obtained an overview of the DfES (now DCSF/DIUS) assessment tools looked at giving effective feedback to learners.

  10. Evaluation of the DfES ‘revised trial version’ skills check and initial assessment tools and diagnostic assessment materials How and why the tools are used has a more important critical impact than the tools themselves.

  11. DfES initial assessment tools The literacy assessment assesses aspects of reading, writing and listening skills The numeracy assessment covers number, measuring shape and space, and handling data Standard and workplace versions available Paper-based and electronic versions available Downloadable from www.toolslibrary.co.uk

  12. Activity Discuss: How might you use the initial assessment tools as part of your initial and diagnostic assessment process? Which learners might they be appropriate for? Would you use paper-based and/or computer version? Why? Would you use any of the contextualised versions? What would you need to do to support learners using the assessment?

  13. DfES diagnostic assessment tools Variants are: Literacy Numeracy ESOL Dyslexia Entry 1 to Level 2 (and Milestones) Paper-based and IT versions

  14. Activity Discuss: How might you use the diagnostic assessment materials as part of your process of assessing learners’ needs? Which learners might they be appropriate for? How would you ensure that learners understand the diagnostic materials and buy into the assessment process? Would you use the paper-based and/or electronic version, and why? What would you need to do to support learners using the assessment? How would the materials help you to agree targets for the ILP?

  15. Evaluation of the DfES Skills for Life ‘revised trial version’ Skills Checks and initial assessment tools and diagnostic assessment materials In the best practice identified, the diagnostic assessment materials were used as part of a range of approaches to identifying learning needs and preferences.

  16. Activity Complete the SWOT analysis, reviewing the strengths and weaknesses of the assessment tools and methods you have seen today.

  17. Giving feedback Research identifies that effective assessment feedback can raise achievement: Timely Positive Involve the learner Specific Focus on things that the learner can change Moving forward

  18. Activity Discuss: What type of feedback helped you? What type of feedback was unhelpful? What skills were used to give effective feedback? Think about do’s and don’ts.

  19. Contacts • Add contact details here: • Presenter Email Address • Presenter Telephone (optional) Skills for Life Support Programme Office Contacts: CfBT Education Trust Tel: 0118 902 1920 Email: sflenquiries@cfbt.com www.excellencegateway.org.uk/sflsp

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