Assignment 401 Level 4 
Planning to meet the needs of learners in education and training
This assignment will analyse and explain initial and diagnostic assessment; explaining my own role, and how these assessments are included in my current working practices. Generally the research of ‘Gravells and Thompson’ is used. The internet has been a good source of information, which has helped expand on the subject.
(a) Analyse your role and use of initial and diagnostic assessment in agreeing individual learning goals with learners.
Initial and diagnostic assessments are closely linked together. An initial assessment takes place at the beginning of a course or programme. “The process should be holistic, where you begin to gather information about learner’s achievements, skills, interests and previous learning experiences” (QIA, 2008). Through the initial assessment teachers’ are able to form a basis for the course or programme. A diagnostic assessment helps identify learner’s strengths and needs. Through the diagnostic assessment, learners’ targets are recognisable, allowing teachers to use appropriate teaching and learning strategies, thereby supporting learner’s to meet their targets. Initial and diagnostic assessment; allow a teacher to build a relationship with their learners’; both are carried out at the beginning of the course or programme. Diagnostic assessment can take place at different intervals in the course; building on information from the initial assessment, (QIA, 2008).
At City of Birmingham School (COBS), we use initial and diagnostic assessment on pupils who are permentaly excluded and those referred to support programmes as part of their induction. The induction programme identifies pupils’ literacy and numeracy levels and their preferred learning style. Through these assessments we identify pupils’ specific learning needs informing us and the pupil, of their individual learning goals.
(b) Explain how your own planning meets the individual needs of learners.
One of
This assignment will analyse and explain initial and diagnostic assessment; explaining my own role, and how these assessments are included in my current working practices. Generally the research of ‘Gravells and Thompson’ is used. The internet has been a good source of information, which has helped expand on the subject.
(a) Analyse your role and use of initial and diagnostic assessment in agreeing individual learning goals with learners.
Initial and diagnostic assessments are closely linked together. An initial assessment takes place at the beginning of a course or programme. “The process should be holistic, where you begin to gather information about learner’s achievements, skills, interests and previous learning experiences” (QIA, 2008). Through the initial assessment teachers’ are able to form a basis for the course or programme. A diagnostic assessment helps identify learner’s strengths and needs. Through the diagnostic assessment, learners’ targets are recognisable, allowing teachers to use appropriate teaching and learning strategies, thereby supporting learner’s to meet their targets. Initial and diagnostic assessment; allow a teacher to build a relationship with their learners’; both are carried out at the beginning of the course or programme. Diagnostic assessment can take place at different intervals in the course; building on information from the initial assessment, (QIA, 2008).
At City of Birmingham School (COBS), we use initial and diagnostic assessment on pupils who are permentaly excluded and those referred to support programmes as part of their induction. The induction programme identifies pupils’ literacy and numeracy levels and their preferred learning style. Through these assessments we identify pupils’ specific learning needs informing us and the pupil, of their individual learning goals.
(b) Explain how your own planning meets the individual needs of learners.
One of
References: Gravells, A & Thompson, S. (2014) The Certificate in Education and Training. London: Sage Publications Ltd. Internet Source: The Quality Improvement Agency. (2008) Skills for Life Improvement Programme. [Online] available from: http://sflip.excellencegateway.org.uk/pdf/4.2sflguidance_3.pdf accessed [21st November 2014]. Outstanding Lesson. (2014) Interactive Starters and Plenaries. [Online] available from: https://outstanding-lessons.wikispaces.com/Starters+and+Plenaries accessed [21st November 2014].