• Analyses the role of initial assessment in the learning and teaching process.
• Describe and Evaluate different methods of initial assessment for use with learners.
• Analyze ways in which sessions plans can be adapted to the individual needs of the learners.
• Identify and evaluate opportunities for learners to provide feedback to inform practice.
• Identify and liaise with appropriate and relevant parties to effectively meet the needs of the learners.
Analyze the role of initial assessment in the learning and teaching process.
The role of initial, assessment in the learning environment and teaching process is to identify different kinds of information from learners prior to their course. This information will determine how best to teach your subject in a way that meets the different learning styles, the level in which the course is delivered, planning and development for the learners, where the learners should start by identifying previous qualifications, their knowledge and skills and if they require any additional support. Petty advises (2009:532) “Teachers carryout initial and diagnostic assessments, sometimes called assessing learners needs, for a number of reasons for example to help them with initial advice and guidance with enrolment and to help them design the program they teach. This assessment is also an integral part of tutorial systems, learning support systems and so on.
Describe and evaluate the different methods of initial assessment for the use with learners.
There are many different methods of carrying out initial assessments these can include, formal and informal interview, literacy, numeracy and ICT minimum core tests, questionnaires, enrolments and application forms, activities, role plays and group discussions. An interview can take place between the teacher and the learner, giving them the opportunity to address any information or concerns they may have about the course or themselves. During the interview the teacher will gather all information needed, which includes personal data. Previous experience, qualifications, skills knowledge any further support the student may need including disabilities or learning difficulties. Also to state the reason the learner wishes to attend the course and why they feel they will benefit from enrolling on the course. This information will enable the teacher to plan lessons and gain additional support from colleagues and other supporting agencies to best benefit their students. Initial assessments can then take the form of ice breaker activities, open group discussions or a question and answer session, allowing the learners to meet each other and gain an insight in to the course and the requirement and expectations expected from them. Kyriacou states (2007:108) “The phase assessment for learning has been increasingly used to refer to the way in which pupils and teachers can make use of assessments activities to gain a clear understanding of a learners understanding of the learning that has taken place to date and how pupils future learning can best progress.
Diagnostic tests are done at the beginning of the course allowing the teacher to see how competent the students are at numeracy, Literacy and ICT minimum core. Kyriacou advises “This overlaps with formative assessment but specifically identifies learning difficulties or problems. Certain tests can be used to identify particular needs (e.g. dyslexia) and related to the statement of special educational needs”.
Analyze ways in which session plans can be adapted to the individual needs of the learners.
Session plans may need to be adapted for individual learners needs, as learners learn at different paces. Learners can arrive late, so in order for none of the learners t miss the core of the lesson the teacher should ensure icebreaker activities are conducted to allow the other...