Supporting managers: assessment and the learner journey The Skills for Life Support 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: sflenquiries@cfbt.com W: www.escellencegateway.org.uk/sflsp

Purpose To raise managers’ awareness of the potential organisational and learner benefits of developing quality assurance processes for the assessment of learner needs and progression, and ILPs. 2

Learning outcomes By the end of this course, participants will be able to: identify the effective assessment strategies to support the learner journey recognise that ILPs are integral to learner development and progression understand the critical success factors for effective assessment and ILP development and use reflect on their own organisational processes, identify the strengths and weaknesses of their own assessment processes and plan for the future. 3

The assessment process Screening: is not undertaken in every case can be delivered by a ‘non-expert’. Initial assessment: is undertaken in every case is preferably delivered by a trained tutor can be accessed by learners using independent study programmes. Feedback from initial assessment: is used to inform the teacher and learner about the starting point for the learning programme, and further diagnostic assessment. Diagnostic assessment: is administered by a trained assessor helps to provide specific information about a learner’s strengths and development needs in a skill area, eg reading at a particular level. The individual learning plan: is informed by diagnostic assessment is informed by reviews of progress is negotiated between teacher and learner. Formative assessment: assesses learner progress against ILP targets. Reviews of progress: are negotiated between teacher and learner inform discussions concerning: further diagnostic assessment future learning targets appropriate summative assessment. Summative assessment is the end-of-phase assessment, which can take the form of: a national test accreditation completion of an ILP transition review. 4

How did I do? Did I get there? The learner journey Where am I now? Interviews, discussions with the teacher, self-assessment, initial assessment Where do I want to get to? Setting goals and targets. Why work for a qualification? Where next? Thinking about moving on. Finding information about opportunities The learner How do I get there? Learning activities in a group, and individual learning How did I do? Did I get there? Reflection, final assessment and review. A qualification How is it going? Reflection and review of progress Adapted from: Planning Learning and Recording Progress and Achievement (DfES 2003) 5

Relating assessment to the ILP

The benefits of a quality assessment process It informs and helps plan embedded opportunities for the development, application and assessment of skills It provides management information, which can be used to direct support, identify success and focus resources on areas needing development 7

As a result… …learners are on the right course and are more likely to achieve the course outcomes and access targeted support. 8

Individual learning plans ‘…it is clear that learning plans, whether individual or collective, are fundamental to teaching and learning, and to assessing progress and demonstrating achievement.’ (DfES 2003) 9

The ILP should record: the learner’s plan to learn a timetable for learning ways of learning and the resources required progress. ‘where they’ve come from, where they’ve been, and where they’re going!’ 10

Assessment for learning Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. Assessment Reform Group 2002 11

Assessment for learning should… be part of effective planning of teaching and learning focus on how students learn be recognised as central to classroom practice be regarded as a key professional skill for teachers be sensitive and constructive because any assessment has an emotional impact take account of the importance of learner motivation promote commitment to learning goals and a shared understanding of the criteria by which they are assessed 12

And… Learners should receive constructive guidance about how to improve Assessment for learning develops learners’ capacity for self-assessment so that they can become reflective and self-managing Assessment for learning should recognise the full range of achievements of all learners The 10 principles: Assessment for Learning 13

Assessment for learning is… embedded in all teaching and learning critical to inform reviews of progress an essential element of tutorials central to recording non-accredited achievement about placing the learner at the centre of the process part of the ongoing ILP process 14

Carrying out assessment 1 Referral/signposting – no formal training is required Screening/skills check – administered by a practitioner trained in the use of the chosen screening/skills check method or tool Initial assessment – conducted by individuals trained to administer the chosen initial assessment tool. The interpretation of results should be overseen by an experienced Skills for Life practitioner 15

Carrying out assessment 2 Diagnostic assessment – carried out by a Skills for Life practitioner Formative assessment (assessment for learning) – carried out by a Skills for Life practitioner Summative assessment (assessment of learning) – carried out by a Skills for Life practitioner 16

Quality assessment requires quality time And… Quality assessment requires quality time 17

Planning learning and recording progress and achievement (PLRA) The Golden Rules The learner is at the heart of the process The purpose is to improve learning and achievement It is important for all learners in all contexts 18

How effective are teaching, training and learning? Inspectors should evaluate: how well teaching and/or training and resources promote learning, address the full range of learners’ needs and meet course or programme requirements the suitability and rigour of assessment in planning and monitoring learners’ progress the identification of, and provision for, additional learning needs The Common Inspection Framework for inspecting education and training (Ofsted, revised, 2005) 19

Quality assessment is important because… It impacts on: achievement and retention data quality of provision funding inspection learner experience 20

Skills for Life Support Programme Office 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