Understanding

Diagnostic Assessment

Why Diagnostically assess the learner?

Good practice in adult literacy and numeracy has always been to start with the learner's current

skills and aspirations and set out steps towards their goal.

What are the steps?

• Aspirations of learner and the place skills for life (SfL) plays in these

• Initial assessment of level of numeracy and literacy skills

• Diagnostic assessment of specific individual need and support required, leading to the creation of a personal learning plan linked to skills in the curriculum with agreement on support to be provided

• Ongoing, regular assessment of personal learning plan and support, modifying when necessary

• Flexibility within assessment

Aspirations of the learner

• Talking to the learner and finding out what their aspirations are is key

• Started at the recruitment stage

• Discussion from application information

• Discussion about what their career aims are

• Ask the learners views

Initial Assessment of Numeracy / Literacy Skills

• Find the level the learner is currently working at Results of GCSE in Maths and English Discussion of Maths and English abilities

• Assess the learners literacy and numeracy to find the current level Electronic assessment Paper based assessment

• Discuss the results with the learner and tell them the level they have been assessed at

• Take into account that this is a sensitive issue and needs to be discussed in a thoughtful manner

When do we diagnostically assess?

• Entry level 1 – 2High level support required

• Entry level 3Support required to gain level 1

• Level 1Established if completing level 1 lit/numSupport required if completing level 2 lit/num

• Level 2Established if completing level 2 lit/num

What is diagnostically assessed?

• Literacy skills in Speaking and listening Reading Writing

• Numeracy skills in Number Measure, shape and space Handling data

How do I decide what to assess?

• Hold a discussion with the learner regarding literacy and numeracy skills and abilities

• Hold a discussion with the learner regarding their known work and achievements

• Use the results of initial assessment in literacy and numeracy to identify what will be tested

• Use the Personal Learning Plan as a basis for your discussion

What do the results tell me?

• Diagnostic results will show if the Learner is established Learner is consolidating Learner is emerging

• Results will identify learners individual learning needs

• From the results you will need to identify Long term goals Medium term goals Short term goals

Planning the learning

• Take into account the learners learning styles

• Plan learning to the Personal Learning Plan Sign off sections where the learner has not shown

the need for diagnostic assessment by detailing what has previously taken place

Detail where the learner has been diagnostically tested and identified as established

Detail where the learner has been identified as consolidating and identify learning that will take place

Detail where the learner has been identified as emerging and detail the learning required to meet the standard

• Complete the learning- remember long term targets need to be started at the beginning.

Regular Assessment of learning Plans

• Use the Personal Learning Plan as a basis to what learning has been completed

• Review the learning and sign this off by moving the learner from emerging/consolidating to established

• Complete mock tests on a regular basis to prepare your learner

• Modify the Personal Learning Plan as necessary

Be flexible!

• Remember planning the learning with the learner

• Remember the learning styles that were identified

• Be flexible with learning and use a blended approach

• Vary your teaching styles to suit the learner – not the style that suits you

Remember

• Discuss what the learners aspirations are

• Look at the results of initial assessment

• Ask the learners views

• Tailor the diagnostic assessment to the learners individual needs

• Plan effective learning

• Keep the learner motivated

• Be flexible