- lirmedia
- Oct 5, 2021
- 3 min read
Updated: Oct 15, 2021
Here you will have access to tips and hints in EdTech, Teaching, Learning and Assessment and all things shiny and new as well as tried and tested, in the crazy world of teaching in Further and Higher Education.
Graphic Design Project 2019/20 - BTEC Level 3 Extended Diploma in Creative Media Production Student's coursework, Merseyside
This weeks challenge - Know Your Learner
Why is it important to know your learners? Firstly, it's important to identify their learning needs. With practitioners well into the first weeks of term, be that in primary, secondary, college or university, we have all been through the rigours of initial assessments.
Where do our learners stand with their knowledge and skills, right now? What do they remember from the last academic year? What have they forgotten? Have predicted and estimated grades, actually lived up to expectations?
With so many questions about our new learners, how can we be sure we are catering for every students need in the classroom?
Ofsted have stated in 2014, that initial assessment “Is a set of procedures that are gone through to ascertain what previous experience, aptitude and abilities a learner has”.
The purpose of initial assessment is to identify gaps in learning, misconceptions, ability to achieve at that level and possible diagnostic interventions.
If a student has received fabulous GCSE results and starts a level 3 college course, tutors will really want to know if that student is ready and capable of achieving the level 3 learning outcomes.
In those first few weeks of college, assessing your students capabilities forges the way for students and practitioners alike. Initial assessment can identify problems with English and Maths abilities and in my own experience, I have been able to refer students for additional support and Dyslexia diagnosis, from the results I obtained from written assessments, at the beginning of term one.
Identifying needs early, helps both student and teacher and helps to map a positive path forward in teaching, learning and assessment.
How do you get to know your new group of students in those first few weeks? Create your own student profile! Your educational establishment will have a system with all of your students details, as well as information such as formally diagnosed conditions such as ADHD, Autism, hearing and sight problems, mobility issues and, just as importantly, information such as a child being a carer, in care themselves or even having legal restraints against family members. Knowledge of this information should be part of you understanding and knowing your learner.
A Student Profile that details the learners age, gender, ethnicity, learning abilities, home circumstances and learning styles, is an essential requirement for all teachers. (Knowles, 2011: 152)
Once you have compiled your learner profile, you can begin to establish starting points which will help to develop a comprehensive and inclusive way of planning for any student group which very often has a wide range of abilities and needs. Teachers will be able to establish a starting point for all learners and in some instances a diagnostic test will be required to find out more details. A diagnostic test is defined as being the careful analysis of the data gathered from the level of students knowledge and skills within any given academic area, which enables teachers to plan appropriate pedagogy creating planned delivery according to ability.
Why is this important?
Wilson discusses the value of both initial and diagnostic assessment of learners to establish their starting points, which allows teachers to plan for learning enabling differentiation in syllabus delivery, ensuring learners are on the right course level and that they are aware of expectations of the awarding body and educational establishment. (2012: 03)
Using these diagnostic tools also allows teachers to pace and challenge the curriculum delivery and students abilities, which is only possible through establishing realistic starting points for all learning.
Proficient use of results also allows for effective schemes of work, inclusive lesson plans, appropriate learning environments and relevant equipment and resource planning for all learners.
Conclusion
Your initial assessment results can be shared with colleagues to help identify appropriate support for learners which can, according to Gravells, “inspire and motive students” and “give them confidence” to achieve realistic targets. (Gravells, 2012: 51)
Within my own teaching practice, I have learned that the value of assessment is to provide appropriate starting points for students, so that I can plan and deliver the best teaching and learning methods possible, that are inclusive and stretch learners abilities and outcomes.
References
Gravells. A. (2012) Preparing To Teach in the Lifelong Learning Sector. London: Sage.
Knowles. G. (ed) (2011) Supporting Inclusive Practice. Oxon: David Fulton Publishers.
Wilson. L. (2012) Practical Teaching: A Guide to Assessment and Quality Assurance. Hampshire: Cengage Learning.
OFSTED Teaching, learning and assessment in further education and skills – what works and why
Accessed: 19.39, 26th November 2018