Analyse the role and use of initial and diagnostic assessment in agreeing individual learning

goal. Explain the types of assessments available to learners and explain why they are
relevant or not. Explain why it is important to identify and meet the individual needs of
learners in relation to initial and diagnostic assessment.

Give examples, such as writing a reflective account of when you have used methods of initial
and diagnostic assessment to agree individual learning goals with learners. Submit evidence
you have of initial and diagnostic assessment. Be specific with your examples.

Give examples of when you have recorded learners’ individual learning goals. Write a
reflective account of when you have done this, what you did, how you did it, what goals were
recorded, and what the outcome was. Submit evidence of recording individual goals with
learners. This could be individual learning plans, goal setting meetings and target reviews.

Explain the purposes and types of assessment used in education and training throughout a
learners’ programme. Focus on types of formative and summative assessment. Explain the
different types and what the aims of these types are.

Analyse the effectiveness of assessment methods in relation to meeting the individual needs
of learners during their learning programme. Explain benefits and limitations to various
methods in relation to meeting learner needs.

The use of assessment is a means of checking that learning has taken place. It enables the
teacher to ascertain if the learners have acquired the necessary knowledge and
understanding and developed the required skills through experience, at a given point within
their programme of learning (Petty, 2009a). It is a crucial stage within the teaching cycle as,
ultimately, it enables the recognition of student achievement through a learning
programme (Gravells, 2012b; Machin et al., 2014). If assessment is undertaken
appropriately it can act as a measure of the success of a programme of learning and provide
essential feedback to teachers and learners so as to develop subsequent teaching and
learning (Gould and Roffey-Barensten, 2014).

There are numerous methods of assessment, with one such method being initial
assessment, which is undertaken at the beginning of a programme of learning (Gravells and
Simpson, 2010). The purpose of initial assessment is to ascertain a learner’s current learning
status, with the resulting information being utilised to support the development of the
learner’s individualised programme of learning, taking into consideration additional
requirements if necessary, and to develop the learning objectives for each individual learner
(Wilson, 2008). It is important that teachers undertake initial assessments on learners so as
to ensure that, should they have additional needs, these can be sufficiently supported
throughout the programme of learning, with appropriate provision made (Gravells, 2012b;
Machin et al., 2014). It is at the initial assessment stage that teachers can develop
knowledge of their learners, including information such as preferred learning styles. The use
of initial assessment additionally enables the teacher to ensure that the learner is on the
most appropriate programme of learning in relation to the specific learning needs, their
capabilities and their aspirations. It is at the initial assessment stage that teachers may be
required to action referral procedures should they not be best placed to meet the learners
needs, or should they not consider their programme of learning to be most appropriate
(Wallace, 2011). The initial assessment stage can additionally provide a means of assessing
learners’ functional skills through the use of diagnostic assessments within literacy,
numeracy and ICT (Gravells, 2012b).

There are two broad methods of assessment throughout a learning programme, which can
broadly be categorised as formative and summative assessment. It is frequently the case
that formative assessment methods tend to be more informal and summative assessment
methods tend to be more formal (Gravells, 2012a). The two methods of assessment both
provide a measure of learning with formative assessment providing a measure of a learner’s
progress and to make sure that learning is taking place sufficiently, and with summative
assessment providing a measure that summarises a learner’s development (Spendlove,
2011). These methods are utilised within the teaching cycle, particularly within the
assessment stage, for which there is an assessment cycle through which teachers should
take their learners (Reece and Walker, 2007).

The use of formative assessment is a means of assessing learners’ throughout the duration
of a programme of learning and whilst it tends to be more informal, it can be either formal
or informal (Gravells, 2012a). It has been suggested that formative assessment is
assessment for learning rather than assessment of learning, due to the fact that it provides
feedback for learners so as to enable them to develop their current learning and progress
through the programme (Harlen, 2007). It has been suggested, based on research, that
feedback following formative assessment has the most substantial impact on subsequent
learner achievement and performance in summative assessment methods (Petty, 2009b). It
is often that formative assessments are internally set and devised by the teacher who has
responsibility for the programme of learning which they are delivering (Tummons, 2011). It
has been suggested that formative assessment can additionally act as a measure of learners’
readiness to undertake summative assessments, and as such are effective within
programmes of learning as they provide feedback to learners (Murphy, 2005).

The use of summative assessment is a means of assessing learners’ at the end of a

programme of learning and whilst it tends to be more formal, it can be either informal or
formal (Gravells, 2012b; Machin et al., 2014). It has been suggested that summative
assessment is assessment of learning rather than assessment for learning, due to the fact
that it provides feedback for learners as a measure of their development throughout the
programme of learning they have been studying and enables judgments to be made about
the learning that has taken place in summary (Gardner, 2011). It is often that summative
assessments are externally set and devised by an Awarding Body, who are responsible for
the qualification for which the learner is studying (Tummons, 2010). It is important that the
teacher, should the assessment be externally-set, makes the learners knowledgeable of the
criteria against which they are to be assessed (Black, et al., 2003). It is often that summative
methods of assessment take the form of examinations or tests, or they could take the form
of projects, essays or assignments. Moreover, it tends to be the case that learners are
provided with either a pass or a refer mark or a grading which is relevant to the
achievement of a qualification (Tummons, 2011).

There are a number of different methods of assessment, which tend to be broadly

categorised into either formal or informal methods of assessment and whilst they may tend
to be used more for either formative or summative assessments, they can be used for either
dependant on the way in which they are utilised (Gravells, 2012a). The various methods
each have strengths and weaknesses and there are circumstances in which it may be more
appropriate to use certain methods to assess learning as opposed to other methods (Gould
and Roffey-Barensten, 2014).

The use of observations requires the teacher to assess learning through means of observing
a learner undertake an activity and such a method is indicative of their learning practically,
and so is suitable for more practical subjects (Gravells, 2012a). It requires the learner to put
theory into practice and enables the learner to actively make evident to their teacher the
learning that has taken place throughout the programme of study they have undertaken. It
can be considered a holistic method of assessment as it can be used to assess a number of
aspects of a programme of learning through a single means (Gravells, 2012b; Machin et al.,
2014). It is an effective method to use as it is realistic in relation to practical subjects and as
such is applicable for learners to be assessed through. It can be considered a ‘safe’ method
of assessment as learners are able to make mistakes and subsequently learn ways in which
to improve their performance subsequently, based, on these (Wilson, 2008). The use of
observation as an assessment method is frequently supported through an alternative means
of assessment, questioning, which enables the teacher to check for learning against any
criteria which they may have been unable to observe or which the learner may have made a
mistake against during the practical observation (Murphy, 2005). It has been noted that
observation, if used in isolation, can be limited in its’ effectiveness (Spendlove, 2011).
Moreover, the method can be ineffective in that it does not provide permanent evidence of
the learners’ assessment if it is not recorded, which can make it difficult to check the validity
of the assessment process during the verification stage (Gravells, 2012b; Machin et al.,
2014). It requires the teacher to be fully conversant with the criteria against which the
learner is being assessed and requires evidence to be taken of the observation, such as
notes on the learners’ assessment. It has additionally been suggested that whilst
observations can provide a realistic means of assessment, they infrequently achieve such
status, and do not adequately provide a realistic environment in which to be assessed
(Gardner, 2011).
The use of questioning requires the teacher to devise questions and subsequently present
them to learners, who are to respond, demonstrating their learning in relation to the
programme of study (Gravells, 2012b; Machin et al., 2014). It is an effective method to use
and they can be used in a variety of styles, from multiple choice, to short or long answer. It
is effective as it enables learn to demonstrate the breadth of their knowledge across a
subject in relation to a particular concept and it can enable teachers to probe learners
should they require additional information to evidence against assessment criteria (Harlen,
2007). It can be considered a holistic method of assessment as it can be used to assess a
number of aspects of a programme of learning through a single means. However, the
method can be ineffective in that it requires precise questioning from the teacher so as to
ensure they elicit the desired response from the learner and teachers must be capable of
paraphrasing should learners not understand the way in which the question is initially posed
(Spendlove, 2011). The teacher must be careful to limit the use of closed questions so as to
ensure the responses are open and more than a ‘yes’ or ‘no’ response. Moreover, it requires
evidence to be taken of the questioning, such as notes on the learners’ assessment
(Gravells, 2012b; Machin et al., 2014). It is important that teachers are conversant with
desired responses so as to ensure that learners are assessed validly and in conjunction with
the writing of the questions, it can make it a time-consuming method of assessment (Black,
et al., 2003).

The use of portfolios of evidence as a method of assessment require the teacher to request
that learners compile a portfolio of work for a duration of time over their period of study on
the programme of learning (Gravells, 2012b). It is an effective method to use as it is learner-
centred and develops learner autonomy as learners have to develop the portfolio
independently (Gardner, 2011). It can be considered a holistic method of assessment as it
can be used to assess a number of aspects of a programme of learning through a single
means. It is an effective method due to the fact that, in relation to the assessment of
learning, it can enable the criteria against which the learners are being assessed to be
accurately cross-referenced with the portfolio of work that has been compiled and each
specific criteria of a qualification can therefore be evidenced within it, which facilitates the
verification of the assessment of the learner (Gravells, 2012a). However, the method can be
ineffective in that learners’ work must be checked sufficiently for authenticity so as to
enable a reliable assessment decision, which can be time consuming for a teacher, and
frequently learners work within the portfolio exceeds that which is required meaning that is
may not be effective for certain programmes of learning (Harlen, 2007).

The use of assignments as a method of assessment requires the teacher to task learners
with developing a piece of work based around several activities (Gravells, 2012b). It is an
effective method to use as it is learner-centred and can challenge learners’ potential. It is
effective in that is can consolidate learning that has taken place throughout the stage of the
programme of learning which is it assessing (Murphy, 2005). Moreover, it is an effective
method due to the fact that, in relation to the assessment of learning, it can enable the
criteria against which the learners are being assessed to be accurately cross-referenced
within the assignment that has been developed and each specific criteria of a qualification
can therefore be evidenced within it, which facilitates the verification of the assessment of
the learner (Tummons, 2011). It can be considered a holistic method of assessment as it can
be used to assess a number of aspects of a programme of learning through a single means.
However, the method can be ineffective in that learners must have learnt the entire
programme or stage of the programme against which they are being assessed to enable
them to develop it sufficiently (Gravells, 2012a). Moreover, it may be the case that learners
may misinterpret the activities within the assignment if the criteria against which they are
being assessed are not sufficiently apparent. The method can be ineffective in that it can be
time-consuming as assignment must be individually marked against the specific criteria of
the assessment (Gardner, 2011).

The purposes of assessment are numerous and, further to acting as a means of measuring
learners’ achievement, it can enable learners to take responsibility for their own and their
peers learning and develop ownership, which, through research has been proven to develop
learner achievement (Petty, 2009). It is important that within teaching practice, learners are
subject to self-assessment and peer assessment methods (Price, 2012).

The use of self-assessment methods with learning requires a learner to assess their own
progress and development throughout the programme of learning, and can subsequently
lead to the development of targets for their progression throughout the programme (Petty,
2009b). The use of peer assessment methods require learners to assess the progress of their
peers and their development throughout the programme of learning, and similarly, can lead
to the development of target for their progression (Price, 2012). The use of both methods
require learners to make decisions about learning progress and development and develop
reflection within learners, which has been proven to be a critical skill for learners (Wilson,
2008). However, the methods have weaknesses in that learners must be fully conversant
with the criteria against which the assessment is being made so as to ensure that learners
do not overvalue or undervalue their learning progress (Gravells, 2012b; Machin et al.,
2014). Moreover, learners must ensure that they are objective in their decision making,
being knowledgeable that the more accurate their assessment decision, the better placed
they are to ameliorate subsequent learning through the programme of study (Gravells,
2012b; Machin et al., 2014). It is noteworthy that, in the case of peer assessment, learners
should be briefed on the provision of feedback to other learners, as learners must be
sufficiently proficient as providing it, if it is to be effective within the assessment process
(Petty, 2009a). It is important that teachers ensure learners are involved within the
assessment process and methods such as self-assessment and peer assessment can be
highly effective means of engaging learners, such that it has been suggested, those best
placed to provide an insight into learning are the learners themselves (Price, 2012).
The engagement of learners within the assessment process can be achieved through a
number of means (Wiliam, 2011). It may be beneficial for teachers to devise individual
assessment plans for learners, which can be developed in conjunction with learners so as to
involve the learner (Murphy, 2005). The teacher can subsequently discuss, with the learner’s
agreement, the way in which the assessment will be undertaken, so as to ensure they fully
understand the way in which it is to take place. Moreover, teachers should ensure learners
are subject to various methods of assessment on both an informal and formal basis, making
use of active assessment methods, most applicable to the circumstances in which the
learning is taking place, so as to maximise learner engagement (Tummons, 2011). It may be
the case that, if learners are being assessed informally, they may be able to devise the
assessment criteria against which they are to be assessed so as to develop ownership of the
assessment process and to enable students to be more involved in the process (Gravells,
2012b). However, it is significant to note that whilst learner involvement within the
assessment process is important, it should not compromise the reliability and validity of the
assessment process (Wiliam, 2011).

The assessment stage of the teaching cycle is significant for a number of reasons, notably
the recognition of student achievement, and subsequent reward of attainment; however, if
used appropriately it can provide a means of engaging learners and ameliorating the
teaching and learning cycle (Petty, 2009a). It should be undertaken in such a way that it
supports learners and maximises their potential to succeed and develop through a
programme of learning and working towards their progress as a learner.

The purpose of initial assessment is to ascertain a learner’s current learning status, with the
resulting information being utilised to support the development of the learner’s
individualised programme of learning, taking into consideration additional requirements if
necessary, and to develop the learning objectives for each individual learner (Wilson, 2008).
It is important that teachers undertake initial assessments on learners so as to ensure that,
should they have additional needs, these can be sufficiently supported throughout the
programme of learning, with appropriate provision made (Gould, 2012; Scales, 2012). It is at
the initial assessment stage that teachers can develop knowledge of their learners, including
information such as preferred learning styles. The use of initial assessment additionally
enables the teacher to ensure that the learner is on the most appropriate programme of
learning in relation to the specific learning needs, their capabilities and their aspirations. It is
at the initial assessment stage that teachers may be required to action referral procedures
should they not be best placed to meet the learners needs, or should they not consider their
programme of learning to be most appropriate (Wallace, 2011). The subsequent diagnostic
assessments that they undergo can additionally provide a means of assessing learners’
functional skills through the use of diagnostic assessments within literacy, numeracy and ICT
(Gould, 2012; Scales, 2012). The resulting information can be used to formulate individual
learning plans and these are where all of the learner’s targets are set and recorded. It is a
working document and subject to change and should be continually updated as the learner
progresses and following reviews with them. The role of initial and diagnostic assessments
in formulating these is essential as it provides the information on which these are based and
provides the specific details which can make them individualised to the learner (Reece and
Walker, 2007).

The use of initial and diagnostic assessment in my teaching environment is largely dealt with
by the organisation that I teach on behalf of. The initial assessment is completed during the
application process on to courses (given their short duration) and has the purpose and
intention of gathering information on their knowledge, skills and experience within the
sport and their coaching capabilities. The initial assessment may take the following form,
and this can vary depending on both the level of course that I am teaching and the sport
within which I am teaching:

The information gathered from this is provided to me to prior to my initial contact with
learners on the course and means that session plans can be adapted where necessary and
enables the individual learning plan to be better informed when this is formulated with
learners on the course. In addition to this, prior to their initial contact with the teacher on
course, learners are requested to complete functional skills tests via the following link and a
VARK learning styles test for the subsequent link:

http://keyskills4u.excellencegateway.org.uk/tests/2007/html/index.asp

http://www.vark-learn.com/english/page.asp?p=questionnaire

The learners are subsequently to bring the results with them to the course as this similarly
to the information from the initial assessment informs the individual learning plan
formulation.

The formulation of individual learning plans takes place on course and they are agreed upon
reciprocally through a discussion between myself and the learner. I take into consideration
the information provided from the initial and diagnostic assessments and as such can
support the learner to devise relevant goals that are individualised but that also align with
the programme of learning they are to undertake. There are a number of examples of when
I have utilised initial and diagnostic assessments to help determine individual learning goals
with learners, such as the following:

- A learner had previously completed a sports coaching qualification in football and

was now looking to complete the comparable qualification within netball. It was
agreed with the learner following discussion that we would be able to seek
recognition of prior learning (RPL) for Units 101-104 of the qualification and as such
they would only have to complete Units 105-107 of the qualification. They were
subsequently set more specific targets based around the sport-specific units of the
qualification, for example, in the practical assessment task, they were set the goal of
providing specific and individualised developmental feedback to learners.
- A learner had indicated that they had the intention of subsequently coaching
rounders within schools and as such we agreed targets based around the school
setting to make the learning programme more realistic for them. For example, in one
task they were required to devise a skill-based coaching session (Task 5 contributing
to Units 105 and 106) and for this they were set the task of basing the session on a
group of 14 learners that were aged 8-9.
- A learner had identified that they had progressed to a Level 2 qualification without
previously completing the Level 1 qualification and as such had limited knowledge in
relation to certain aspects of the learning programme having not covered this at
Level 1. It was agreed following discussions that they would be set certain goals so as
to enable them to ascertain this knowledge, for example, they were set a goal of
gaining a basic understanding of nutritional concepts in relation to sport, and were
provided with guidance on how to access this.

The individual learning goals of learners are recorded on their individual learning plan (ILP)
during the initial contact with myself on the course. As stated, this takes place shortly after
their on-course introduction, and is completed 1-on-1 with learners following them having
had the opportunity to consider their goals for the course and following myself having read
their initial and diagnostic assessment information. Initially, I start the discussion with the
learner about what their goals are and after deriving this information from the learner and
with guidance from myself, I ensure that we collectively devise targets in line with the
SMART goals, focusing largely on the specificity of the targets generated. They are noted
down on the learners ILP and have sections for reviewing these and for updating these
records with the relevant outcomes. The goals are reviewed routinely throughout the
programme of learning during learner reviews, taking a formative approach and are
reviewed more summatively and updated summatively at the end of the course following
the learners practical assessment as they are subsequently used to inform the action
planning stage as to what the learner intends to do following successful attainment of the
qualification and completion of the programme of learning. There are a number of examples
of when I have recorded individual learning goals with learners, such as the following:

- A learner on a Level 1 netball course would consider what they intend to achieve
based on their coaching qualification and in relation to the specific sport and
subsequently I would discuss their aspirations with them before we agreed
individualised goals together that they would look to achieve throughout the
programme of learning and we would subsequently record these on their ILP.
- A learner may undertake a review with myself and we would consider their goals and
their progress to date on a Level 2 rounders coaching course and would
subsequently and in agreement make changes to the relevant goals (where
necessary) on their ILP.
- - A learner on a Level 1 netball course would, following completion of all the
assessment elements, review with myself the goals that they have set and their ILP
would subsequently be updated with the outcomes following completion of the
course. Following this, we would collectively devise an action plan for them to
further their learning, which may include progression to the Level 2 netball course.
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