1 DTLLS 18 Be able to agree individ
Student Name: Daniel Lloyd-Brown
Login Name: DLloydBrown2014
10TH-PLANNING TO MEET THE NEEDS OF LEARNERS-UNIT 18
Be able to agree individual learning goals with learners.
“Essay analysing the role of initial and diagnostic assessment in agreeing individual learning goals.” (600words)
Initial assessment is an assessment model which takes place before learners start their course. It is considered good practice and allows an opportunity for the learner to find out what the course entails and for the teacher to assess what level the learner is currently working at in reference to national standards. This ensures that the learner is both on the correct course and has the necessary skills to successfully complete the course. Initial assessment focusses on the students literacy, language and numeracy skills. The learners base level is recorded once the assessment is complete and this helps to identify a base level for the learner. Later on this base level can be used track the learners progression throughout the course of their studies. The approach and methods used to assess learners should suit the learner to help the learner select the appropriate course. Considerations include career projections, aspirations, learning history, learning style and the learners capability. Any learning difficulties also need to be considered as do any disabilities and the learners home life and work commitments. Methods employed include questionnaires, practical vocational activities, formal and informal discussions, use of initial assessment tools, individual and group observations, appraisal of application documentation including record of achievement and references. Initial assessment also includes recommendations for learning programmes, professional feedback and if appropriate, referred for expert assessment. Delivery must be tailored so it is appropriate for the individual learner within the context of their learning. When recruiting students methods must be implemented
Login Name: DLloydBrown2014
10TH-PLANNING TO MEET THE NEEDS OF LEARNERS-UNIT 18
Be able to agree individual learning goals with learners.
“Essay analysing the role of initial and diagnostic assessment in agreeing individual learning goals.” (600words)
Initial assessment is an assessment model which takes place before learners start their course. It is considered good practice and allows an opportunity for the learner to find out what the course entails and for the teacher to assess what level the learner is currently working at in reference to national standards. This ensures that the learner is both on the correct course and has the necessary skills to successfully complete the course. Initial assessment focusses on the students literacy, language and numeracy skills. The learners base level is recorded once the assessment is complete and this helps to identify a base level for the learner. Later on this base level can be used track the learners progression throughout the course of their studies. The approach and methods used to assess learners should suit the learner to help the learner select the appropriate course. Considerations include career projections, aspirations, learning history, learning style and the learners capability. Any learning difficulties also need to be considered as do any disabilities and the learners home life and work commitments. Methods employed include questionnaires, practical vocational activities, formal and informal discussions, use of initial assessment tools, individual and group observations, appraisal of application documentation including record of achievement and references. Initial assessment also includes recommendations for learning programmes, professional feedback and if appropriate, referred for expert assessment. Delivery must be tailored so it is appropriate for the individual learner within the context of their learning. When recruiting students methods must be implemented
References: Smith, V & Armstrong, A. (2005) Beyond Prejudice Inclusive Learning in Practice, London: Learning and SKills and Development Agency. p. 2-4 Willis, A & Orr, S (2001) Initial Assessment of Learning and Support Needs and Planning Learning to Meet Needs, London: HMSO. p. 13. Harkin, J (2007) Excellence in Supporting Applied Learning, London: Westminster Institute of education. p. 64. http://www.legislation.gov.uk/ukpga/2010/15/part/2, accessed on 25/3/2014. http://www.nrdc.org.uk/content.asp?CategoryID=745&ArticleID=613, accessed on 25/3/2014. http://sflip.excellencegateway.org.uk/pdf/RSG_VCS-Fin.pdf, accessed on 25/3/2014.