“Done well, initial assessment sets the scene for a successful and productive relationship. It provides the essential opportunity, early in the learning programme, for learner and tutor to work closely together to look back at what has been learned or achieved in the past; to look forward to what the learner wants to achieve in the future; and to identify the steps which needs to be taken, and the support required, if the learner is to attain their goal.” (Adult Learning Inspectorate, 2003)
When working with learner’s, initial screening, diagnostics testing and assessment is a crucial element of the learning process as it allows the tutor to ascertain learner’s strengths and weaknesses and the areas where they will require support. The tutor can better understand learner’s previous knowledge and experience within the field of Sports Development. Without this information we would be making assumptions of students and it is an insecure basis for planning their work. I use a variety of methods including phone interviews where I take a more informal approach which puts the learners at ease, to a face to face interview which is more of a formal assessment and has structured questions. I will also have learners complete a pre course checklist which provides me with a starting point of where they are at and the checklist is used throughout the course to measure how far they have come. The checklist also provides me with information on whether learners require extra support, which I can plan in advance to make sure the lessons are inclusive and fair to them. The checklist will typically comprise of a diagnostic assessment along with three main parts, agree where they are at and where they want to be, identify their learning goals to achieve this and finally plan how this will be achieved.
However, I have recently been asked to move away from initial assessment and deliver courses in the community where no initial assessment is required and only use a screening form which captures basic information of the learner such as, age, address, gender, learning disabilities. The course will run once a certain number of learners have signed up. No previous experience is required and all learners need is proof that they are not in full time education. Dietel, Herman, Knuth (1991) argue that assessment methods can become a barrier to learning as we label students. However, for me, without some form of assessment I find it a very difficult process to manage learners needs as I am unaware of the standard they are at until I meet them on the day of the course or have very little communication by email or phone before the course start date. This also puts the learners at a disadvantage as they are unaware of what is required from the course and may not be able to achieve this. This raises the question if the course is equal and fair to all. As the course providers we are guilty of misleading the learners without fully briefing them to understand what is required from them. This is why initial assessment interviews are important as it will allow me to understand the group I have, plan and make learning inclusive and meaningful for all. Gravells, (2010 pg50) states “Using initial assessment will help you to identify any particular aspects which may otherwise go unnoticed and ensure you are meeting equality and diversity requirement.”
I have delivered 3 courses in this format and have found many learners struggle with the requirement of the course to pass, especially the practical exam which requires them to lead a session. I have had two learners drop out of the course half way through due to this reason. To overcome this issue I have used a variety of teaching methods, one method I use is to pair learners so those with slightly more experience and ability who can support those with lesser ability. I will try to group learners so there is a mix within the group of those who prefer writing and those who prefer practical learning, this allows them to support each other I am able to facilitate the classroom as a whole. I have also in-cooperated into the course an initial assessment checklist which learners will complete at the start, during the middle and at the end of the course. This allows them and me to measure how far they have come and what they may require to support them after the course.
References
Adult Learning Inspectorate (2003). College and area-wide inspections. ALI and Ofsted, HMI 1452.
Dietel, R.J., Herman, J.L., Knuth, R.A. 1991. What Does Research Say About Assessment? North Central Regional Education Laboratory, Oak Brook.
Gravells, A (2012) (5th Ed). Preparing to teach in the lifelong learning sector. Croydon .SAGE Publications
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