Wilson (2009 pg 135) suggests “Initial assessment; therefore is the first stage in a process designed to create an interesting and relevant programme of study”. Initial assessment begins when you first meet the learner and will continue throughout the programme of study. When first meeting the learner I only have basic information about them. I would gather information from a variety of sources within my organisation. Working within the Foundation Studies department all of the learners will be assessed by Additional Learning support.
During this process learner requirements will be identified. I work with a learner who has a hearing impairment who uses a loop system (Minimum Core Literacy); this enables the learner to communicate better with myself and peers. I complete a baseline profile (Appendix 1) for each learner in the first term which will help me have a greater understanding of their needs. I will measure learners Literacy, Numeracy and ICT skills by them completing a diagnostic test at the start of the course.
Results from these will enable me to plan differentiated tasks for sessions that are at the right level for learners and that will stretch and challenge. It is imperative to identify and understand individual needs of learners to enable them to succeed. Petty (2004 pg 496) highlights “Each learner is unique and has individual needs. If the needs of our learners are discovered and met, the chances of success are greatly increased”. Communication with parents and carers is essential as it can provide an insight into the learner’s personality and social skills.
The Research paper on Company Case Study of Technics SL Ltd
BackgroundThe company that I have chosen to look at is Technics SL Ltd, a subsidiary company of Technics Ltd, which is now owned by Panasonic. Technics main purpose of business is home entertainment systems but Technics SL Ltd concentrate their efforts toward turntable production. They currently produce 2 products, the SL1200MK2, SL1210MK2. (Appendix 1)•Technics announced the world's first direct ...
Other organisations, for instance Connexions provide me with information about learner’s previous issues within education that have hindered their development. Gaining this information helps me to plan inclusive sessions. Learners will complete a learning styles questionnaire to identify the way in which they learn. I plan my sessions to suit the different learning styles ensuring there are a number of differentiated activities. I will incorporate different learning styles tasks into my session to develop learner’s least preferred learning styles.
Initial assessment will be on going throughout the learning programme. Starter activities in sessions allow me to initially assess learners. I achieve this with a question and answer task, discussion or written task such as a gapped hand-out. I have number learners that have limited social skills and lack confidence (Minimum Core Literacy).
Regarding these learners when planning my sessions I would ensure they are involved in group tasks with peers to help build their confidence.
Identifying the needs of my learners will support me with preparing resources when planning my sessions. An example of this would be, I teach a learner that has dyslexia (Minimum Core Literacy), printing hand-outs on yellow paper enables the learner to read the hand-out easier. Tummons (2009) argues that this approach may not be suitable for all learners, stating (Tummons 2009 pg104) “They may prefer to use a tinted acetate sheet placed over a hand-out, or wear glasses with tinted lenses”. A high percentage of my learners have limited Numeracy skills.
In some cases this is due to poor attendance at school. When setting goals with learners I will start with lower level achievable tasks that will boost confidence and gradually introduce more challenging tasks to stretch learners (Minimum Core Numeracy).
I embed functional maths into tasks that are based on everyday activities the learners experience, such as travel and lunch expenses. I use Medal and Mission, giving learners praise when they have done well and giving them information on how they could improve.
It is important that goals are clear for my learners to understand and I will simplify terminology when necessary. This approach is supported by Petty (2004 pg 66) who states “If students don’t know where they are going, they are hardly likely to arrive! So teachers need to clarify the words they use to set tasks”. The use of ICT plays a crucial role when session planning. Wilson (2009 pg 237) suggests “Technology is moving so quickly that it is sometimes difficult to keep up to date, both with equipment and skills”.
The Term Paper on Myers Briggs Learning Assessment Style
Self-Assessment and Reflection Paper A Self-Assessment can form the foundation for anyone to examine their career and self-development opportunities, as it relates to their abilities, skills and personal style. A Self-Assessment is the art of performing an inner, in depth self-analysis of oneself as a whole or in a group. It can reveal your interests, desires, strengths, individuality, outlook, ...
Learners that come from socially deprived backgrounds (Widening participation postcodes) have limited access to computers at home (Minimum Core ICT) so I will ensure that there is adequate time in session to complete any research tasks. Identifying the needs of my learners is imperative to their success. A thorough initial and diagnostic assessment will help me set SMART goals for learners and aid their development. Although “Assessment in practice is never quite as easy as it looks” Wallace (2007 pg 175).
