Task 1 Unit 2
Planning to Meet the Needs of Learners in Education and Training As an Assessor Trainer, I need to know thoroughly both the standards for which I am assessing and the job/task I am assessing. The assessment process is to assess evidence of learner’s competence against set criteria; this is why it is important for them to complete an Initial Assessment at the start.
The Initial Assessment identifies the individual needs of candidates and can also identify the learning styles of individuals early on to see if additional support will be required and if the course is appropriate for them. If the candidates are struggling and not fully prepared or able to complete the assessment it is demotivating for them and you as their Assessor because the best possible results will not be achieved. Gravells, (2012 p98), Initial assessment is a check on learners’ prior skill, knowledge or understanding which is carried out at the beginning of a programme or topic. In agreement with it could be formal, and mainly internal task which is produced by the school (ILP) to identify learners existing skills & achievements before the programme, gather information for course tutor, and individual background.
Diagnostic assessment is an essential device in a teacher’s “tool kit”. It can be used to diagnose strengths and areas of need in all students. Diagnostic assessment involves the gathering and careful evaluation of detailed data using students’ knowledge and skills in a given learning area. The data assists teachers to plan for appropriate pedagogy and targeted learning to more effectively scaffold the learning needs of their students. Consequently, diagnostic assessment is used ‘for learning’ where taking action to adjust teaching plays a significant role in improving learning outcomes for all students. Gravells (2012 p98) explained that diagnostic assessment could be used to ascertain information regarding practical/basic skills and minimum core like literacy, numeracy, ICT skills identified using learning or training needs analysis by observation and questioning to conform current competence, and understanding. It is a formal workplace assessment requirement in lifelong learning that helps to identify learners’ individual, support needs, preferred learning style.
Reece (2006) emphasises the need to prepare “Much of the art of the management of groups of students lies in preparation. You must always be prepared and be ready for any eventuality. This means that you must be ready to change your prepared teaching plan and strategy both for the group and for individuals”
Once initial assessment and / or diagnostic assessment have been carried out, consideration must be given to the careful planning of course content to meet the needs of learners. In my case I am quite often in the situation where I have no background information on the candidates that may arrive for training on the subject I am teaching, with this in mind I have to plan for all eventualities as far as abilities and learning styles are concerned. To do this effectively my course content is available in auditory, visual and kinaesthetic version. For auditory learners I am verbally explaining course content throughout the day, for visual learners I have produced tutorials that the learners can refer to during and after the day and for kinaesthetic learners, as the course I run is IT based they are encouraged to practice what is being taught as we go through the course content. Another theory of learning styles classifies three main types; Psychomotor, Cognitive and Affective. My training fits more into the Cognitive style. Reece (2006) explains that “Planning a cognitive lesson depends on whether the aim or objective relates to knowledge (memorising) or understanding. For a lesson based on knowledge there needs to be an emphasis on verbal or visual association, repetition and testing,” As a result of this, content is given verbally with a high emphasis...
References: Gravels, Ann. (2012) Passing PTLLS assessments 2nd Edition. Chapters10,11 12 sage publications, UK.
Reece, Ian, and Stephen Walker. (2006) Teacher Training and Learning: A Practical Guide: Sixth Edition. Chapter 1Sunderland: Business Education
Petty Geoff (2004) Teaching Today 3rd edition. Nelson Thornes.
Armitage, Andy. Teaching and Training in Post-compulsory Education. Buckingham: Open UP, 2003
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