Assessment in English: knowing your learners' starting points (Code: C1270)
This course considers strategies for identifying gaps, and areas that learners struggle with, to use as a starting point for their learning. English learners tend to be returning learners that don't wish to sit the qualifications in this subject again.
By pinpointing these specific areas of difficulty, we can aim to make their learning experience different for them. Providing learners with a metacognitive understanding of their learning, so they are able to decipher what works for them, is invaluable to their experience.
Who is this for?
Teachers of Functional Skills and GCSE English in the post-16 sector and learning support assistants who support learners working towards these qualifications.
To discuss the principles of initial and diagnostic assessment and explore approaches to identifying learners' starting points and their learning 'gaps' whilst considering and applying the concepts of reliability and validity.
On this course, you will:
- develop a working understanding of the differences between initial assessment and diagnostic assessment
- consider the concepts of reliability and validity in the context of initial and diagnostic assessment.
- Identify some strategies to cover gaps in learner knowledge which will help to inform the design of schemes of learning and also plan for targeted learning (this links to motivation, engagement and mind-set of resit learners in particular).
- consider the benefits of a variety of in-house and commercial products
By the end of this course, you will understand the principles of initial and diagnostic assessment in the context of reliability and validity when assessing learners for the first time and be able to plan for learning which responds to learners' specific needs.