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									                            OCNW Level 4
           Diploma in Teaching in the Lifelong Learning Sector
 NAME:                      Neil Hateley
 UNIT 2 :                   Planning and Enabling Learning - ASSESSMENT 6
 DATE DUE:                  17th January 2008    SUBMITTED: 14th January 2008
 I certify that this is my own work and not plagiarised and understand that copied work from any
 source will be treated as a FAIL. In this work, I am claiming the following SVUK standards
 1.2, 1.3. Signed (student):

continue on a separate sheet if necessary)

    PASS or           REFERRAL for work on the following criteria:                             1.2   1.3

 Signed:      ..............................................   (Lecturer)      Date:    ………

 date for RESUBMISSION:                                            After Resubmission             PASS  FAIL
 Signed:            ............................................. (Lecturer)           Date:     ……………………
 Internal Verification
 (See IV1C for Comments) Signed : ……………………                                             Date:     ……………………

 External Moderation                           Signed: …………………..                       Date:     ……………………

CTLLS ASSESSMENT BOOKLET 2007-08                                                                           Page 1 of 13
Linda Harradine V 1
         Diploma in Teaching in the Lifelong Learning Sector
                Unit 2 Planning and Enabling Learning - Level 4

                                   Assessment 6

This Assessment focuses on negotiating appropriate individual goals with learners.
The Assessment is related to leaching outcome 1 and covers assessment criteria 1.2,

Provide Case Studies of 2 learners demonstrating use of initial assessment tools and
the negotiation of appropriate individual goals. Include:

     §    a description and evaluation of methods of initial assessment and a
          justification of the choice of method(s) for the 2 learners
     §    an analysis of the results of the assessments to plan learning goals
     §    an evaluation of how the learning goals were negotiated with each learner
     §    the individual learning plans for each learner with the analysis of the
          appropriateness of the learning goals
     §    a description of who has access to the records and issues of confidentiality

(Recommended word count: 600- 850 words)

CTLLS ASSESSMENT BOOKLET 2007-08                                             Page 2 of 13
Linda Harradine V 1
Assessment 6


In this assignment the initial assessment of two learners at the start of their course is examined,

the selected methods of assessment are described in some detail, together with alternatives which

were available but discounted as being unsuitable to the learners in question.

The results of the assessment are analysed in relationship to the course they intend to study, and

advice and guidance specific to the individual students learning goals is offered based upon the

outcome of the initial assessment.

The provision of a learning plan appropriate to the course of study is discussed for each learner,

together with an analysis of why this is of value.

The issue of record keeping and who has access to the records is addressed; student’s initial

assessment records are described together with an overview of some of the assessment planned

throughout their course of study.

Learner 1: Cisco evening class student

Learners enrolling in evening class study have expressed an interest in studying a specific subject

for leisure or to extend their experience within or into another domain of learning related to

their chosen or desired field of work.

The CISCO CCNA program is one area of study which provides students with a structured

program of learning at and at times slightly above level 3 of the national qualifications framework

(QCA, 2008). The qualification is provided in association with CISCO corporation, an American

company whose hardware systems lie behind the bulk of the internet networking hardware

systems as well as being used widely amongst industrial and educational establishments.

CTLLS ASSESSMENT 6 2007-08                                                                 Page 3 of 13
Neil Hateley V 1
The qualification is divided into four semesters, the first semester deals predominantly with the

theoretical aspects of network systems; this dry and at times tedious study module is quite difficult

in places and does not necessarily suit all learners.

To help learners decide if the course is suitable to their level of expertise, CISCO have embedded

an initial assessment test into the first module of their online course and assessment materials,

students can be registered and enrolled onto the online course for free and given the opportunity

to take the initial assessment test before any formal tuition has taken place, the results of the test

can then be used by the tutor to provide advice and guidance to the potential learner, in respect

to the suitability of the course to the learners needs.

In the event that the test reveals specific areas of weakness it may be sufficient to provide the

learner with guidance specific to the identified learning need whilst still encouraging the learner to

undertake the course. If the learners skills prove to be significantly below the normal skill set

needed to successfully complete the initial assessment, the lecturer may choose to advise the

learner of alternative courses provided by the college or by other institutions which would better

serve their needs.

An example question from the initial skills based assessment (CISCO, 2008) is shown below:

CTLLS ASSESSMENT 6 2007-08                                                                  Page 4 of 13
Neil Hateley V 1
This shows a typical example of a multiple choice question using the assessment method which is

used within the course, the students ability to work with the assessment material, as well as their

ability to answer the specific questions posed by the assessment are evaluated by the initial

screening test.

Other potential methods of screening which could be used for students embarking on the CISCO

courses may include BKSB literacy and numeracy tests (BKSB2, 2008) and the VARK learning

styles tests (VARK, 2008). In practice, neither of these tests are used, partly because the learning

and assessment materials have one format, they can’t be changed, so the students will need to

work with them in the format provided, and secondly because students enrolling on a part time

evening course have specific ideas about what they want to study, and spending 2½ hours doing

CTLLS ASSESSMENT 6 2007-08                                                                 Page 5 of 13
Neil Hateley V 1
what appears to be pointless and demeaning tests is not going to encourage them to come back

next week!

Consequently, the best I have ever managed to achieve with these types of student is the VARK

assessment conducted after about 4 weeks study rather than at the start of the course, and frankly

the results were meaningless due to the constrained nature of the course delivery and assessment


Learners who successfully complete the initial assessment are allowed to join the course, the

registration process completed before initial assessment has already enrolled the student onto the

CISCO academy web site, the student has immediate access to the online learning material and to

a grade book which details their progress through the course. The following image is of the grade

book for a course that is currently being run within the college:

The view displayed in the above example is the overview provided to the course tutor, individual

students have a similar view showing their own grades without allowing them to view other

student’s achievement.

The learning objectives are required elements of the course, some modules can be assessed or

omitted depending on their perceived need by the tutor, however, the students need to assimilate

the material covered by each module and assessment for each module should be included in the

CTLLS ASSESSMENT 6 2007-08                                                              Page 6 of 13
Neil Hateley V 1
progressive module tests, as each module contributes material to the semester final exam. Prior

experience of the type of questions asked is therefore of value in completing the whole course.

Whilst this provides a degree of confidentiality, students on these and other courses have a

competitive spirit and can frequently be encouraged to focus on work and achieving higher grades

if the grade book is displayed for the whole class. However, individual sensitivities need to be

taken into account should this course of action be contemplated by the lecturer, so as not to

offend individuals within the group.

Personal name information is included within the class grade book, but access to address

information by the tutor is not allowed from the grade book pages; this complies with the

principal’s of the data protection act.

Learner 2: A Student studying the BTEC First Diploma ICT Practitioners

The BTEC First diploma course for ICT Practitioners course is a nationally accredited course at

level 2 of the national qualifications framework (QCA, 2008). Students who apply for the course

need to have, or be able to obtain, the equivalent of five GCSE passes at grade d before starting

the course. Students progressing from the BTEC Introductory Diploma in IT at Work course; the

level 1 course which precedes the first diploma, are required to gain a merit from their course

work and gain both their numaracy and literacy key skills qualifications.

When applying for the course, students are scheduled for interview during the spring and summer

terms prior to the course commencing in September. The interview is used to ascertain the

motivation of students applying for the course. It also gives the student the opportunity to meet

the course coordinator and raise any questions they may have about the course content, delivery

or assessment.

The interview provides the college with the chance to select students based on their commitment

to the course of study, it is not compulsory to offer a student a place on the course simply

because they meet or may meet entry requirements from an academic point of view, motivation

CTLLS ASSESSMENT 6 2007-08                                                                 Page 7 of 13
Neil Hateley V 1
to study the subject and a genuine desire to learn about the subject they have applied for matters

a lot, as students who are only attending because they will qualify for education maintenance

allowance, or to provide child benefits for their mother, usually lack the motivation to complete

the course.

The interview is followed by successful candidates being offered a place on the course, usually

subject to them meeting preconditions such as passing their previous course with the required

grades. The student is invited to enrol on the course during the August enrolment campaign.

During enrolment the student completes the enrolment form for their chosen course, Part of the

enrolment form includes a declaration of known learning difficulties; most students complete this

correctly reflecting their specific learning needs, some however decline to admit to known

learning difficulties which may cause both the student and lecturers problems later in the course.

The students exam grades are checked by a member of the lecturing staff and as part of the

enrolment process the student is asked to undertake screening for numaracy and literacy using the

BKSB screening tests (BKSB1, 2008).

The BKSB screening tests provide tutors with performance levels for students ability in literacy

and numeracy, all students perform the same test, however, the test is adaptive; in so much as it

senses the performance of the candidate and can modify the severity of tasks to meet the

perceived ability of the candidate. This allows the test to evaluate a range of skills levels during a

test, the range of coverage runs from entry level one through to level 3 key skills (BKSB2, 2008).

After enrolment, students join the course for induction, part of the induction into the course

involves the issuing of an induction assignment, the assignment is a simple key skills assignment

designed to allow key skills IT and key skills communications to be extracted from the piece of

work should it be completed to a satisfactory standard.

Students have to submit the work within 1 week of starting the course; students who fail to do so

are given their first warning in the form of a cause of concern.

CTLLS ASSESSMENT 6 2007-08                                                                    Page 8 of 13
Neil Hateley V 1
The reason for the cause of concern is given as; the student has failed to show commitment to the

course by failing to do the assignment within the specified period of time.

The standard of work submitted is also monitored to identify students in need of additional

support for literacy and IT skills. Students who have submitted very poor attempts are reviewed

by staff running the course with a view to placing them on the introductory diploma in IT at work.

Conversely, students who do the assignment very well indeed are invited to move up to the BTEC

National Diploma for ICT Practitioners. These moves are conducted within the first two weeks of

the course so as to minimise disruption to the students due to missing important elements of the

new course curriculum.

Once the course is in progress, students who have missed out on taking BKSB screening are

traced and their screening tests completed during tutorials or other lessons set aside for the

purpose. The tutorial system is also used to perform a VARK assessment with the students, the

results of which are distributed to tutors within the course.

Another element of assessment tracking, which is performed once the course has commenced, is

the Individual Learning Plan (ILP). Each student has an individual learning plan, which they have

access to at any time through the college intranet.

The plan includes some personal data to identify the student and their home personal contact

details, this allows the student to update and correct data held by the college within the ILP;

formal updating on student records is performed using an alternative paper based system. In

addition to personal data, the ILP covers learning aims and has progress reviews to be completed

in October, February and June usually in partnership with the course tutor or course coordinator.

There are additional pages included within the ILP for the student to enter information on the

study support they receive and also to detail their own interests and achievements.

CTLLS ASSESSMENT 6 2007-08                                                                 Page 9 of 13
Neil Hateley V 1
It is intended that this document should form a personal log of the students progress through the

college, unfortunately, the students seldom take ownership of this form of record and its contents

become devalued as a result of the poor and at times flippant comments entered into them.

Tutors have access to the information produced from the range of assessments and learning plans

outlined in the previous paragraphs, the information forms part of the student profile for each

student studying on the course and represents an individualised and essentially personal record of

the profile of the student as they join and progress through the college. Records, and specifically

personal records should be treated with care; the data protection act restricts the disclosure of

sensitive personal information. Some aspects of this protection may be built into the software

systems holding the records, however, the weakest link in software security is the “Pinkware”

interface; us the human on the end of the machine. Tutors, as end users of the personal data

gathered in respect of a students attendance and achievement, must endeavour to maintain

appropriate levels of data security without impeding the very education the student wishes to

obtain from the college.


Wallace (2007) describes initial assessment as a learning process which is steeper for the teacher

than for the learner, the tutor has only a short period of time to establish an image of each learner

in their class. This profile may cover a wide variety of aspects but is not restricted to simple

measures of academic ability such as those covered by the BKSB and CISCO initial assessments.

Wallace identifies a list of ten characteristics, from “why are they doing the current course” to

“their levels of motivation”. She also admits this list may not be exhaustive.

Some of the trends identified by Wallace have been identified in this write-up, others have been

omitted, for no specific reason, other than that they did not appear relevant to the student

profiles at the time of writing.

CTLLS ASSESSMENT 6 2007-08                                                                 Page 10 of 13
Neil Hateley V 1

BKSB1 (2008) BKSB Online [online]. West Nottinghamshire College. Available from: [Accessed 13/01/2008].

BKSB2 (2008) BKSB excellence in skills development [online]. West Nottinghamshire College.

Available from: [Accessed 13/01/2008].

CISCO (2008) A Comprehensive Learning Program [online]. CISCO Academy Connection. Available


index.html [Accessed 13/01/2008].

QCA (2008) The structure of the NQF, NQF levels [online]. Qualifications and curriculum authority.

Available from: [Accessed 13/01/2008].

VARK (2008) The VARK Questionnaire [online]. VARK a guide to learning styles. Available from: [Accessed 13/01/2008].

Wallace (2007) Teaching, Tutoring and Training in the lifelong learning sector. 3rd ed. Exeter: Learning

Matters Ltd, 154 – 155.

CTLLS ASSESSMENT 6 2007-08                                                                   Page 11 of 13
Neil Hateley V 1
           Diploma in Teaching in the Lifelong Learning Sector
                     Unit 2 Planning and Enabling Learning – Level 4
This unit focuses on planning and enabling learning: the development of appropriate schemes of work and session
plans in accordance with curriculum requirements and the individual goals of learners; teaching and learning strategies
and styles, developing and using teaching and learning resources and materials inclusively to meet curriculum
requirements and the learning environment. The importance of effective communication with learners and liaison
with other relevant parties will also be explored. The unit has strong links with the 30 hours of practical teaching
experience and it is envisaged that this will contribute to the evidence.

 Learning Outcomes                            Assessment Criteria
 The candidate will:                          The candidate can:
 1    Understand ways to negotiate            1.1 Analyse the role of initial assessment in the learning and teaching
      appropriate individual goals with       process.
      learners                                1.2 Describe and evaluate different methods of initial assessment for use
                                              with learners.
                                              1.3 Evaluate ways of planning, negotiating and recording appropriate
                                              learning goals with learners
 2    Understand how to plan for              2.1 Establish and maintain an inclusive learning environment.
      inclusive learning                      2.2 Devise and justify a scheme of work that meets learners’ needs and
                                              curriculum requirements.
                                              2.3 Devise and justify session plans that meet the aims and needs of
                                              individual learners and/or groups.
                                              2.4 Analyse ways in which session plans can be adapted to the individual
                                              needs of learners.
                                              2.5 Plan the appropriate use of a variety of delivery methods, justifying the
                                              2.6 Identify and evaluate opportunities for learners to provide feedback to
                                               inform practice.
 3    Understand how to use teaching          3.1 Select/adapt, use and justify a range of inclusive learning activities to
      and learning strategies and             enthuse and motivate learners, ensuring that curriculum requirements are
      resources inclusively to meet           met.
      curriculum requirements.                3.2 Analyse the strengths and limitations of a range of resources, including
                                              new and emerging technologies, showing how these resources can be used
                                              to promote equality, support diversity and contribute to effective learning.
                                              3.3 Identify literacy, language, numeracy and ICT skills which are integral
                                              to own specialist area, reviewing how they support learner achievement
                                              3.4 Select / adapt, use and justify a range of inclusive resources to promote
                                                   inclusive learning and teaching.
 4     Understand how to use a range of       4.1 Use and evaluate different communication methods and skills to meet
       communication skills and methods       the needs of learners and the organisation.
       to communicate effectively with        4.2 Evaluate own communication skills, identifying ways in which these
       learners and relevant parties in own   could be improved including an analysis of how barriers to effective
       organisation.                          communication might be overcome.
                                              4.3 Identify and liaise with appropriate and relevant parties to effectively
                                              meet the needs of learners.
 5     Understand and demonstrate             5.1 Apply minimum core specifications in literacy to improve own
       knowledge of the minimum core in       practice.
       own practice.                          5.2 Apply minimum core specifications in language to improve own
                                              5.3 Apply minimum core specifications in mathematics to improve own
                                              5.4 Apply minimum core specifications in ICT user skills to improve own
 6   Understand how reflection,               6.1Use regular reflection and feedback from others, including learners, to
     evaluation and feedback can be used      evaluate and improve own practice, making recommendations for
     to develop own practice                  modification as appropriate.

CTLLS ASSESSMENT 6 2007-08                     Introduction and content                                    Page 12 of 13
         Diploma in Teaching in the Lifelong Learning Sector
                    Unit 2 Planning and Enabling Learning – Level 4

Indicative Content

§    Initial Assessment: e.g. assessment tools and methodologies, questioning techniques, ways of collecting and recording
     information on learning aims and needs; strengths and limitations of types and methods of assessment in relation to
     individual and group learning needs
§    Assessment methods: e.g. multiple choice questions, short answer questions, essays, projects, coursework,
     examinations, practical activities, observation of tasks and participation/interaction against external specifications and
     criteria, RARPA
§    Effective feedback: e.g. identifying strengths and areas for development, focussing on specifics, timing of feedback,
     mode of feedback – oral, written, 1:1, whole group
§    Types of assessment: initial, diagnostic, formative, summative
§    Systems and procedures for recording assessment information: e.g. internal and external requirements, flow of
     information, learner involvement, confidentiality
§    Curriculum requirements: e.g. academic, vocational, technical, practical, language / literacy / numeracy / functional
     skills, awarding / professional body regulations
§    Curriculum interpretation: e.g. specifications, schemes of work (content - e.g. topics, aims and objectives, teaching
     and assessment methods, resources) and session plans; teaching and learning strategies, tutor activities, learner activities,
     assessment methods, resources, timings, strategies for differentiation, language / literacy / numeracy /functional skills
§    Models of setting learning objectives
§    Teaching strategies e.g. The range of learning activities and resources available to promote learning: small group,
     pairs, role play, presentations, demonstrations, instruction, coaching etc
§    Communication: How to put learners at ease, types of communication: verbal, non-verbal, facial expressions, body
     language, cultural differences, active listening, how to avoid bias. groups, 1:1, Effective communication: e.g. clear and
     concise information, clear expression of ideas, listening and responding to learners, questioning techniques, managing
     discussion, role of audio visual aids, ICT
§    Inclusive learning; Liaising with parties offering curriculum support: e.g. Learning and Resource Centre, Learning
     Support, Learner Support. , Language / Literacy / Numeracy / Functional Skills workshops
§    Equality and Diversity Issues and the relevant legislation e.g. DDA, Health and Safety, RDA, SDA, ADA
§    How to facilitate learning for all e.g. differentiation of learning activities, resources, Access for All
§    Teaching and learning preferences: e.g., visual / auditory / kinaesthetic
§    Effective learning environments: e.g. health and safety, ground rules- trust and support, mutual respect,
     confidentiality, maintaining interest and motivation, impact of different teaching styles and strategies, promoting learner
     participation, challenging inappropriate behaviour ,layout of room, physical comfort (heating, lighting, noise levels,)
§    Literacy, language, mathematics and ICT: How literacy, language, mathematics and ICT are integrated into your own
     specialist area Minimum Core: Demonstrating and developing own literacy, language, ICT and mathematic in
     line with minimum core requirements and awareness of personal, social and cultural factors influencing
     language, literacy, mathematical and ICT learning and development of learners.
§    Teaching and learning resources and materials: e.g. handouts, worksheets, textbooks, journals, magazines, leaflets, TV
     and video, slide projector, data panel, internet, intranet, real objects including how to assess learning resources for
     suitability for the learner: Readability SMOG, fonts, font sizes, page layout. How to adapt learning resources for learners
     of differing abilities. The strengths and limitations of learning and teaching resources in relation to individual and group
     learning needs
§    Advising learners on obtaining appropriate resources, e.g. learning resource centre, internet, language / literacy /
     numeracy workshops
§    Constraints on resources: e.g. time, money, production skills
§    Reflection, evaluation and feedback: personal reflection on the content and delivery of teaching and learning
     and how to develop skills further. Using feedback from others to improve own practice. e.g. role of reflection,
     methods of evaluation, content of evaluations, the importance of learner feedback, peer feedback, external feedback,
     manager feedback.

CTLLS ASSESSMENT 6 2007-08                       Introduction and content                                         Page 13 of 13

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