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Skills for Life Support Programme Initial and diagnostic assessment: a learner-centred process The Skills for Life Improvement Programme is delivered on.

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Presentation on theme: "Skills for Life Support Programme Initial and diagnostic assessment: a learner-centred process The Skills for Life Improvement Programme is delivered on."— Presentation transcript:

1 Skills for Life Support Programme 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: F: E: W:

2 Skills for Life Support Programme 2 Aim To become familiar with the approach to, and methods of, initial and diagnostic assessment.

3 Skills for Life Support Programme 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 Skills for Life Support Programme 4 Initial and diagnostic assessment –Initial assessment involves finding out the learners level to help them choose an appropriate programme. –Diagnostic assessment is about identifying a learners specific needs. –Usually initial assessment and diagnostic assessment are separate processes, but…

5 Skills for Life Support Programme 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 Skills for Life Support Programme 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 Skills for Life Support Programme 7 Methods of initial and diagnostic assessment –Documents –Self-assessment –Discussions –Assessment tools –Structured activities –Observation

8 Skills for Life Support Programme 8 Activity –How might discussion and observation contribute to your initial and diagnostic assessment system? –When might you use them?

9 Skills for Life Support Programme 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 Skills for Life Support Programme 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 Skills for Life Support Programme 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

12 Skills for Life Support Programme 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 Skills for Life Support Programme 13 DfES diagnostic assessment tools –Variants are: o Literacy o Numeracy o ESOL o Dyslexia –Entry 1 to Level 2 (and Milestones) –Paper-based and IT versions

14 Skills for Life Support Programme 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 Skills for Life Support Programme 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 Skills for Life Support Programme 16 Activity Complete the SWOT analysis, reviewing the strengths and weaknesses of the assessment tools and methods you have seen today.

17 Skills for Life Support Programme 17 Giving feedback Research identifies that effective assessment feedback can raise achievement: o Timely o Positive o Involve the learner o Specific o Focus on things that the learner can change o Moving forward

18 Skills for Life Support Programme 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 dos and donts.

19 Skills for Life Support Programme Contacts Add contact details here: Presenter Address Presenter Telephone (optional) Skills for Life Support Programme Office Contacts: CfBT Education Trust Tel:


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