Skills for Life Support Programme T: F: E: W: The Skills for Life Support Programme is delivered on behalf of the Learning and Skills Improvement Service by CfBT Education Trust and partners CfBT Education Trust 60 Queens Road Reading RG1 4BS Module 4a Assessment of learner needs/strengths and target setting

Skills for Life Support Programme Aim The aim is to: raise awareness of the role of assessment and target setting when embedding LLN promote effective collaboration between vocational/ other & LLN practitioners for LLN assessment and target setting. 2

Skills for Life Support Programme Objectives By the end of the session, you will have: an understanding of the importance of LLN assessment and target setting for embedded learning an understanding of the range of LLN assessment methods knowledge about how to work with other practitioners to assess LLN as part of embedded learning programmes developed skills to create embedded learning targets an understanding of how to plan embedded teaching and learning that takes account of learners LLN strengths and needs. 3

Skills for Life Support Programme 4 Where am I now? Interviews, discussions with the teacher, self- assessment, initial assessment. Where next? Thinking about moving on. Finding information about opportunities. How did I do? Did I get there? Reflection, final assessment and review. A qualification. How is it going? Reflection and review of progress. How do I get there? Learning activities in a group and individual learning; practising skills in the workplace Where do I want to get to? Setting goals and targets. Why work for a qualification? The learner The learner journey Adapted from: Planning Learning and Recording Progress and Achievement (DfES 2003)

Skills for Life Support Programme Initial and diagnostic assessment Initial assessment involves finding out the learners level to help them choose an appropriate programme. Diagnostic assessment is about identifying a learners specific needs. Usually initial assessment and diagnostic assessment are separate processes, but… 5

Skills for Life Support Programme The role of initial and diagnostic assessment Initial and diagnostic assessment: help you and the learner to negotiate and agree an individual learning plan begin the process of building a relationship are early steps in a continuing process of assessment for learning are not one-off events – they are part of an ongoing process. 6

Skills for Life Support Programme Factors for a positive experience of initial and diagnostic assessment involves learners – doing it with them not to them supports learners self-esteem and sense of self-worth recognises strengths and achievements, not just areas for development links to learners aspirations and their context for learning 7

Skills for Life Support Programme Methods of initial and diagnostic assessment documents self-assessment discussions assessment tools structured activities observation 8

Skills for Life Support Programme Giving feedback Research identifies that effective assessment feedback can raise achievement when it is: timely positive involving the learner specific focusing on things that the learner can change moving forward. 9

Skills for Life Support Programme Activity Discuss: What type of feedback helped you? What type of feedback was unhelpful? What skills were used to give effective feedback? Think about dos and donts. 10

Skills for Life Support Programme Planning embedded learning: learners LLN needs Think about the following two questions. Grade yourself from 1–10 for each (with 1 being not very effective / confident and 10 being very effective/confident): How confident do you feel about accounting for learners LLN strengths/ needs when planning embedded learning? How effective are you in planning embedded learning based on individual learners LLN strengths/ needs? 11

Skills for Life Support Programme Effective learning targets All learners should have appropriate targets that are: … set in a context that is understood by and meaningful to the learners … a context relevant to their aspirations, interests and needs. DfES

Skills for Life Support Programme Making targets SMART 13 Clear outcomes will be able to use/ read/ multiply Clear rangecapital letters to write childrens names a manufacturer's instructions amounts of money by 2-digit figures Clear situationon the nursery picture board to remove a gear box correctly to work out the cost of stock for a week for the salon

Skills for Life Support Programme Examples 14 I will be able to use capital letters to write childrens names on the nursery picture board I will be able to read a manufacturer's instructions to remove a gear box correctly I will be able to multiply amounts of money by 2- digit figures to work out the cost of stock for a week for the salon

Skills for Life Support Programme Planning and recording the learner journey: ILPs …it is clear that learning plans, whether individual or collective, are fundamental to teaching and learning, and to assessing progress and demonstrating achievement. DfES

Skills for Life Support Programme Planning and recording the learner journey: ILPs … must become more widespread and eventually more uniform across schools and colleges. An ILP may be used to set out a programme of study, to set learning targets, and if relevant to set social behaviour targets. They may be used as a basis for inter-agency working, and be linked to partnership-wide databases for planning, delivery and evaluation. E-based ILPs are most useful, and more attractive to learners. Excellence in Supporting Applied Learning Harkin J (2007). LLUK and TDA 16

Skills for Life Support Programme Planning and recording the learner journey: ILPs However, personalisation is much more than flexibility and tailoring teaching and support – at its heart is the learner taking responsibility for their learning. Personalising Further Education: developing a vision DfES

Skills for Life Support Programme Constructive feedback: messages from research a culture of success – a belief that all can succeed; recognise and celebrate progress a two-way process integral to the learning – not a bolt-on extra measure progress objectively against targets, using success criteria and standards clear understanding of exactly what is right, what is wrong and what must be done to correct it supports learning only if the information is used to close the gap avoid reference to ability, competition, comparison with others. Inside the black box Black P and Wiliam D (1998) 18

Skills for Life Support Programme Constructive feedback: messages from research 19 One third given comments only Performance improved by 33% One third given grades only Performance declined significantly One third given grades and comments Performance declined For learners with low self-esteem, progress was undermined by grading, with or without comments. Enhancing and undermining intrinsic motivation Butler R (1988).

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