Assessment 2 Know Your Leaner

7/18/2019 Assessment 2 Know Your Leaner

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Ricki Williamson TS1301

Assessment Two.

Case Study: Know Your Learner.

Te !ur!ose o" dia#nostic assessment is to !ro$ide te tutor wit

in"ormation a%out te learners& needs as to ena%le te tutor to su!!ort

tese needs. Te identi'cation o" a learners learnin# and su!!ort needs is

crucial as it re!resents te 'rst sta#e in te learnin# cycle on wic all

oter sta#es de!end. Te Learnin# and Skills Council su##est tat (te

learner lies at te centre o" te learnin# !rocess and needs to %e "ully

en#a#ed in te assessment and dia#nostic !rocess) and) tat te learner

sould "eel tat te assessment is done with tem) not to tem.( *LSC

+001,

-nitial and dia#nostic assessment in$ol$es te collection o" a wide ran#e o"

in"ormation tat "orms a coerent !icture o" te indi$idual learner. Tis

in"ormation is ten used to !lace te learner on a !re$ocational or

$ocational learnin# !ro#ramme wic matces teir skills) !rior

knowled#e and a%ilities. -n addition to knowin# eac students& learnin#

a%ilities and !re$ious educational attainment) it is e/ually im!ortant "or

te tutor to know more a%out te students wit res!ect to any emotional

constraints) !ysiolo#ical or mental ealt !ro%lems) tra$el or 'nancial

!ro%lems.

i$en tat my teacer trainin# !lacement is takin# !lace witin a

secondary scool) te student&s - am teacin# should %e ade/uately

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allocated to te rele$ant sets %ased on teir attainment and learnin#

outcomes "rom !re$ious years. owe$er) it is still im!ortant "or me as a

tutor to know my learners in terms o" wat tey are indi$idually ca!a%le o"

acie$in#) teir !ersonal learnin# styles) and) wat teir indi$idual

stren#ts and weaknesses are.

Tis is im!ortant in el!in# to di2erentiate eac o" my students and

makin# learnin# as inclusi$e as !ossi%le) and) to ensure tat all o" my

students& educational needs are met.

indin# out tis in"ormation %e"ore - start en#a#in# te students is te

"oundation o" wat would %e e$entually %e deli$ered to te coort. -nitial

assessment #i$es me *te tutor, te o!!ortunity to 'nd out more a%out

te student and !lan lessons and indi$idual learnin# !lans *-L4&s, wit te

o%5ecti$e o" di2erentiatin# eac o" te students. ra$els *+01+, su##ests

tat tis im!ortant and cites tat (initial assessments sould el! you

ne#otiate -L4&s wit your students) ensurin# tey are on te ri#t

!ro#ramme at te ri#t le$el.( *ra$els +01+. !61,

a7akerley i# Scool a$e se$eral initial dia#nostic assessments tat

are carried out wen student&s are !ro#ressin# "rom !rimary education in

to secondary education. A student transition coordinator is a!!ointed to

"acilitate standardi7ed testin# and -L4&s to meet eac o" te students&

needs. Tis !ro$ides eac o" te teacers an outline o" eac o" te

students& a%ilities and any S89 concerns. Tis in"ormation can %e

accessed on te S-;S< *Student -n"ormation ;ana#ement System,

data%ase %y all mem%ers o" sta2. Teacers in core su%5ects suc as

+




matematics and 8n#lis also carry out %aseline assessments in order to

%e a%le to di2erentiate eac o" te students and allocate tem to a

rele$ant academic set. 4arents are o"ten inter$iewed %e"ore teir cild

enters secondary education were%y any additional su!!ort or

inter$ention can %e raised to ensure teir cild&s needs are %ein#

ade/uately met. Sta2 are also encoura#ed to attend trainin# courses on

ow to reco#nise si#ns o" concern witin a cild&s well%ein# weter it %e

educational) %ea$ioural) !ysical or !sycolo#ical. or tose wo may

a$e learnin# di=culties) an S89 coordinator is a!!ointed in order to el!

students wit S89 issues acie$e learnin# outcomes wilst co!in# wit

any urdles tat may oterwise inder teir learnin#.

Witin a 8 or >t orm Colle#e settin#) dia#nostic tools can /uite o"ten %e

carried out witout te inter$ention or re/uirement o" te !arent or

#uardian. 4etty *+00?, i#li#ts some o" te most use"ul dia#nostic

assessment tools. Tese can include suc as:

• 8nrolment "orms: Tese a$e standard /uestions on tem.

• Screen Testin#: indin# out weter tere is a %asic skill need. -.e.

learners %elow le$el one "or numeracy and@or literacy.

• Re"erences) includin# scool re"erences: (Researc su##ests tat

some colle#es a$e "ound tat !oor scool re"erence is one o" te

%est !redictors o" a student a$in# di=culty in colle#e.(*;artine7

+000,.

• Scool Record o" Acie$ement *CS8&s or oter /uali'cation

attainment,. (Researc as sown tat te %est measure o" a

student&s a%ility to succeed is teir average CS8 #rade) not te

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num%er o" CS8&s tey a$e at #rade C or a%o$e( *4etty +00? !.

60,.

• -nter$iew: ;ay in$ol$e askin# set /uestions as well as less

structured discussion.• -nduction assessment: 4laces te learner a#ainst a 9ational

Buali'cation ramework. e.#. a learner may %e "ound to %e at le$el +

in numeracy.

• 9umeracy and Literacy assessment.

• Learnin# Styles Buestionnaire. indin# out weter a student learns)

kinaestetically) $isually or auditory.

owe$er a2ecti$e dia#nostic tools are) tey can a$e teir draw%acks.

4etty *+00?, i#li#ts tis %y descri%in# a casestudy were%y a student

may a$e acie$ed a #rade C at CS8 matematics. es!ite %ein# Duent

in al#e%ra) sa!e and statistics) tey may a$e "ailed in areas suc as

!ercenta#es. Tere"ore *i" te student is re/uired to use !ercenta#es

trou#out te !ro#ramme o" study, %y !resentin# teir CS8

matematics certi'cate as e$idence "or teir numeracy !ro'ciency) tey

may end u! "allin# %eind i" an additional assessment o" matematics

isn&t carried out. Tis is te reason wy a num%er o" $aria%le assessment

tools are re/uired in order to identi"y te students& stren#ts) weaknesses

and needs.

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Re"erence.

ood 4ractice Series. *+001,. Initial Assessment of Learning and Support

Needs and Planning Learning to Meet Needs. Raisin# Standards i$ision.

Learnin# Skills Council. Se=eld. Crown Co!yri#t.

tt!:@@readin#room.lsc.#o$.uk@!re+006@/uality@#ood!ractice@initial

assessmento"learnin#andsu!!ortneedsand!lannin#learnin#tomeet

needs.!d" EAccessed on +0@10@13F

ra$els) A. *+01+,. Preparing to Teach in the Lifelong Learning Sector.

London. Sa#e 4u%lications.

;artine7) 4. *1GGH, '9000 oices! Student Persistence and "rop#out in

$urther %ducation. LSA online: www..lsda.or#.uk@!u%s. Eaccessed on

0+.11.13F

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4etty) . *+00?,. A Practical &uide! Teaching Toda. Celtenam. 9elson

Tornes Ltd.

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Assessment 2 Know Your Leaner