Initial Assessment

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William Nicholson
Initial Assessment
The reasoning for using Initial Assessment in my curriculum area is because the majority of students have not completed a formal education or if having done so hold little or no qualifications. The majority of the courses start at entry level therefore no qualifications’ are require, but to offer students progression on to higher levels they need to be holding or be able to achieve a level 1 in communication and application of number. This is the minimum requirement to complete an apprenticeship programme and the vast majority wish to follow the vocational route to being a ‘qualified tradesman’. Procedures

Before the day of enrolment students are fore warned at the interview stage what the awarding bodies’ requirement is to do a particular course. In the case of Construction Awards Alliance they have their own assessment criteria to try a match the suitability of the student to a particular trade. However because we deliver from entry to level 2 with three bodies to keep to the assessment process standard the college format is used( booklet produced by the learning centre, attached). Hillier.J (2005 p62) states “Great care must be used with such assessment activities. Many potential learners will feel highly by being threatened by being asked to undertake a diagnostic assessment.” In my opinion as long as students are made aware that this is not a formal test the majority do not mind taking the test, provided that the reasoning behind it is explained correctly. As a tutor it is important I remember the purpose of the test as Lambert.D and Lines.D (2000 p20) state “formative assessment is undertaken so that positive achievements of a pupil can be recognised and the appropriate next step planned”. Once all the information is collated this is entered into the course/ student profile booklet, this enables me or any other tutors to look at a particular student or group qualifications and progress as they are...
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