1. Supporting managers: assessment and the learner journey
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 T: F: E: W:

2. Purpose
To raise managers’ awareness of the potential organisational and learner benefits of developing quality assurance processes for the assessment of learner needs and progression, and ILPs. 2

3. Learning outcomes
By the end of this course, participants will be able to:
identify the effective assessment strategies to support the learner journey
recognise that ILPs are integral to learner development and progression
understand the critical success factors for effective assessment and ILP development and use
reflect on their own organisational processes, identify the strengths and weaknesses of their own assessment processes and plan for the future. 3

4. The assessment process
Screening:
is not undertaken in every case
can be delivered by a ‘non-expert’.
Initial assessment:
is undertaken in every case
is preferably delivered by a trained tutor
can be accessed by learners using independent study programmes.
Feedback from initial assessment:
is used to inform the teacher and learner about the starting point for the learning programme, and further diagnostic assessment.
Diagnostic assessment:
is administered by a trained assessor
helps to provide specific information about a learner’s strengths and development needs in a skill area, eg reading at a particular level.
The individual learning plan:
is informed by diagnostic assessment
is informed by reviews of progress
is negotiated between teacher and learner.
Formative assessment:
assesses learner progress against ILP targets.
Reviews of progress:
are negotiated between teacher and learner
inform discussions concerning:
further diagnostic assessment
future learning targets
appropriate summative assessment.
Summative assessment is the end-of-phase assessment, which can take the form of:
a national test
accreditation
completion of an ILP
transition review. 4

5. How did I do? Did I get there?
The learner journey
Where am I now?
Interviews, discussions with the teacher, self-assessment, initial assessment
Where do I want to get to?
Setting goals and targets. Why work for a qualification?
Where next?
Thinking about moving on. Finding information about opportunities
The learner
How do I get there?
Learning activities in a group, and individual learning
How did I do? Did I get there?
Reflection, final assessment and review. A qualification
How is it going?
Reflection and review of progress
Adapted from: Planning Learning and Recording Progress and Achievement (DfES 2003) 5

6. Relating assessment to the ILP

7. The benefits of a quality assessment process
It informs and helps plan embedded opportunities for the development, application and assessment of skills
It provides management information, which can be used to direct support, identify success and focus resources on areas needing development 7

8. As a result…
…learners are on the right course and are more likely to achieve the course outcomes and access targeted support. 8

9. Individual learning plans
‘…it is clear that learning plans, whether individual or collective, are fundamental to teaching and learning, and to assessing progress and demonstrating achievement.’ (DfES 2003) 9

10. The ILP should record: the learner’s plan to learn
a timetable for learning
ways of learning and the resources required
progress.
‘where they’ve come from, where they’ve been, and where they’re going!’ 10

11. Assessment for learning
Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.
Assessment Reform Group 2002 11

12. Assessment for learning should…
be part of effective planning of teaching and learning
focus on how students learn
be recognised as central to classroom practice
be regarded as a key professional skill for teachers
be sensitive and constructive because any assessment has an emotional impact
take account of the importance of learner motivation
promote commitment to learning goals and a shared understanding of the criteria by which they are assessed 12

13. And…
Learners should receive constructive guidance about how to improve
Assessment for learning develops learners’ capacity for self-assessment so that they can become reflective and self-managing
Assessment for learning should recognise the full range of achievements of all learners
The 10 principles: Assessment for Learning 13

14. Assessment for learning is…
embedded in all teaching and learning
critical to inform reviews of progress
an essential element of tutorials
central to recording non-accredited achievement
about placing the learner at the centre of the process
part of the ongoing ILP process 14

15. Carrying out assessment 1
Referral/signposting – no formal training is required
Screening/skills check – administered by a practitioner trained in the use of the chosen screening/skills check method or tool
Initial assessment – conducted by individuals trained to administer the chosen initial assessment tool. The interpretation of results should be overseen by an experienced Skills for Life practitioner 15

16. Carrying out assessment 2
Diagnostic assessment – carried out by a Skills for Life practitioner
Formative assessment (assessment for learning) – carried out by a Skills for Life practitioner
Summative assessment (assessment of learning) – carried out by a Skills for Life practitioner 16

17. Quality assessment requires quality time
And…
Quality assessment requires quality time 17

18. Planning learning and recording progress and achievement (PLRA)
The Golden Rules
The learner is at the heart of the process
The purpose is to improve learning and achievement
It is important for all learners in all contexts 18

19. How effective are teaching, training and learning?
Inspectors should evaluate:
how well teaching and/or training and resources promote learning, address the full range of learners’ needs and meet course or programme requirements
the suitability and rigour of assessment in planning and monitoring learners’ progress
the identification of, and provision for, additional learning needs
The Common Inspection Framework for inspecting
education and training (Ofsted, revised, 2005) 19

20. Quality assessment is important because…
It impacts on:
achievement and retention data
quality of provision
funding
inspection
learner experience 20

21. Skills for Life Support Programme Office Contacts:
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Presenter Address
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Skills for Life Support Programme Office Contacts:
CfBT Education Trust
Tel: