1. Initial and diagnostic assessment: a learner-centred process
The Skills for Life Improvement 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 T: F: E: W:

2. Aim
To become familiar with the approach to, and methods of, initial and diagnostic assessment.

3. Learning objectives By the end of this programme, you will be able to:
define initial and diagnostic assessment
use the main methods of initial and diagnostic assessment
apply good practice in initial and diagnostic assessment
make appropriate use of the DfES (now DCSF/DIUS) ‘Tools Library’ initial assessment tools and diagnostic assessment materials
give appropriate feedback to learners.

4. Initial and diagnostic assessment
Initial assessment involves finding out the learner’s level to help them choose an appropriate programme.
Diagnostic assessment is about identifying a learner’s specific needs.
Usually initial assessment and diagnostic assessment are separate processes, but…

5. The role of 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. 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’ own experiences

7. Methods of initial and diagnostic assessment
Documents
Self-assessment
Discussions
Assessment tools
Structured activities
Observation

8. Activity
How might discussion and observation contribute to your initial and diagnostic assessment system?
When might you use them?

9. Learning objectives By the end of the session, you will have:
obtained an overview of the DfES (now DCSF/DIUS) assessment tools
looked at giving effective feedback to learners.

10. Evaluation of the DfES ‘revised trial version’ skills check and initial assessment tools and diagnostic assessment materials
How and why the tools are used has a more important critical impact than the tools themselves.

11. DfES initial assessment tools
The literacy assessment assesses aspects of reading, writing and listening skills
The numeracy assessment covers number, measuring shape and space, and handling data
Standard and workplace versions available
Paper-based and electronic versions available
Downloadable from

12. Activity
Discuss:
How might you use the initial assessment tools as part of your initial and diagnostic assessment process?
Which learners might they be appropriate for?
Would you use paper-based and/or computer version? Why?
Would you use any of the contextualised versions?
What would you need to do to support learners using the assessment?

13. DfES diagnostic assessment tools
Variants are:
Literacy
Numeracy
ESOL
Dyslexia
Entry 1 to Level 2 (and Milestones)
Paper-based and IT versions

14. Activity
Discuss:
How might you use the diagnostic assessment materials as part of your process of assessing learners’ needs?
Which learners might they be appropriate for?
How would you ensure that learners understand the diagnostic materials and buy into the assessment process?
Would you use the paper-based and/or electronic version, and why?
What would you need to do to support learners using the assessment?
How would the materials help you to agree targets for the ILP?

15. Evaluation of the DfES Skills for Life ‘revised trial version’ Skills Checks and initial assessment tools and diagnostic assessment materials
In the best practice identified, the diagnostic assessment materials were used as part of a range of approaches to identifying learning needs and preferences.

16. Activity
Complete the SWOT analysis, reviewing the strengths and weaknesses of the assessment tools and methods you have seen today.

17. Giving feedback
Research identifies that effective assessment feedback can raise achievement:
Timely
Positive
Involve the learner
Specific
Focus on things that the learner can change
Moving forward

18. Activity Discuss: What type of feedback helped you?
What type of feedback was unhelpful?
What skills were used to give effective feedback?
Think about do’s and don’ts.

19. Skills for Life Support Programme Office Contacts:
Add contact details here:
Presenter Address
Presenter Telephone (optional)
Skills for Life Support Programme Office Contacts:
CfBT Education Trust
Tel: