Planning to meet the needs of learners and delivering in lifelong learning

Topics: Educational psychology, Education, Learning Pages: 19 (6133 words) Published: August 15, 2014
Unit One
402/411: Theory Assignment- Planning to meet the needs of learners and delivering in lifelong learning

Unit One: Theory Assignment- Planning to meet the needs of learners and delivering in lifelong learning 1a) Initial and diagnostic Assessment and agreeing individual goals

2a) Research Area: Reasons for carrying out initial and diagnostic assessments I have chosen to research reasons for carrying out initial and diagnostic assessments.

2b) Why I selected this aspect
Upon having explored the topic of initial and diagnostic assessment, there are many areas within this of interest including methods of carrying out initial and diagnostic assessment and good practice models. I chose to explore methods of carrying out initial and diagnostic assessment as in order to ensure that I can provide my learners with the best practice I need to first ensure that I am aware of their individual needs within the learning environment. As stated by Petty, G (2009: 530): ‘All students can learn if they are placed on the right programme, taught in the way they can learn and given any help and support they might need.’ If I, as a teacher, am able to effectively understand why initial and diagnostic assessment is used, this will enable me to produce and develop methods of assessment more effectively to ensure that I can provide outstanding teaching and learning from the very beginning of the course.

2c) The goal of the research
The aim of the research within this is to explore how members of staff within my school understand initial and diagnostic assessment. It is important at this stage to highlight the reasons why initial assessment is used: •To identify special educational needs or specific additional support needs for learners •To identify a starting point for each learner and ensure that learners are on the most appropriate course for them •To ensure that all learners have a clear understanding of course requirements and expectations of course, as well as involving learners •To identify previous experience of learners, as well as additional information that will need to be shared with colleagues •To identify minimum core requirements (literacy, numeracy, ICT and language)

Gravells, A. (2012)

2d) How you have carried out the research
I held a meeting with key members of staff within the sixth form of the school I work in and asked them two key open-ended questions: What is your understanding of initial and diagnostic assessment? Why do we use initial and diagnostic assessment?

There were 12 members of staff within this meeting that took part in this discussion.

2e) A summary of your research that includes a critical analysis and evaluation of your key findings and conclusions drawn The results of the discussion were as follows:
8 out of the 12 staff who completed the questionnaire understood initial and diagnostic assessment to be ways in which teachers are able to assess what stage their learners were at prior to starting a course •All staff understood initial assessment to be a key indicator as to whether or not a learner would be able to manage the course •7 out of 12 members of staff recognised that initial and diagnostic assessment was also used to identify individual learner needs, such as special educational needs, support with travel arrangements etc.... •3 out of 12 members of staff mentioned that initial and diagnostic assessment was also used to identify learning styles •Only 1 out of 12 members of staff mentioned involving the learner within the initial and diagnostic assessment

This information shows that within the organisation I work in there is a lack of understanding and involvement of learner’s at the beginning of a course. Initial and diagnostic assessment is key in ensuring that learners are supported as soon as they start a course; the impact of effective initial and diagnostic assessment is of key importance at the beginning of a course or...
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