An introduction to initial and diagnostic assessment

Initial assessment1
Initial assessment happens at the time of transition into a new learning programme. It is a
holistic process, during which you start to build up a picture of a learner’s achievements, skills,
interests, previous learning experiences and goals, and the learning needs associated with
those goals. This information is used as a basis for negotiating a course or a programme.
Best practice initial assessment consists of:
 induction interviews and discussions: get to know the young person, their background,
aims and aspirations
 observation of a young person whilst they carry out tasks
 appraisal of written forms: profile forms; My Journey paperwork and questionnaires
 self assessment: the young person’s own view about his or her starting points should be
taken into account
 initial assessment tools (online or paper-based) should be used to measure a young
person’s current English and maths level

Diagnostic assessment2
Diagnostic assessment helps to identify specific learning strengths and needs. It determines
learning targets as well as appropriate teaching and learning strategies to achieve them. This is
important because many learners have higher-level skills in some areas than in others.
Diagnostic assessment happens initially at the beginning of a learning programme and
subsequently when the need arises. It is related to specific skills needed for tasks. Diagnostic
assessment adds to the information gathered from initial assessment.
Best practice diagnostic assessment consists of:
 one-to-one conversations
 self assessment
 analysis of a piece of free writing or dictation exercise
 diagnostic assessment tool (online or paper-based)

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Adapted from ? From the QIA document ‘Initial and Diagnostic Assessment: A Learner–centred Process’ (QIA) 2008
http://sflip.excellencegateway.org.uk/resources/assessmentguidance.aspx

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Adapted from ? From the QIA document ‘Initial and Diagnostic Assessment: A Learner–centred Process’ (QIA) 2008
http://sflip.excellencegateway.org.uk/resources/assessmentguidance.aspx
1
Example assessment
Diagnostic assessment adds to the information gathered from initial assessment.

Initial assessment result: you are working very well at Entry Level 3, please try the Level
1 diagnostic tool

This young person might be working confidently at Entry Level 3 but their skills at Level 1
might still need improvement. Encourage them to take the Level 1 diagnostic assessment
to identify areas for development.

Diagnostic assessment result: you scored 12 out of 30 (40%) at Level 1.

Interactive self-marking assessment tools will provide learners with instant feedback
including: strengths, weaknesses and specific areas for development. If you are using a
paper-based assessment, follow its mark scheme and guidance to interpret the results.

What skills are needed to carry out initial and diagnostic assessment?
Team leaders who carry out initial and diagnostic assessments should be able to:
 understand the assessment process
 present it to young people in a positive way
 interpret results appropriately and provide young people with constructive feedback
 use assessment outcomes to inform ongoing planning
 monitor progress

We suggest that Team Leaders seek help and guidance from suitably trained literacy and
numeracy specialists to interpret results effectively.

A positive experience3
Initial and diagnostic assessment are among the learners’ first experiences of your organisation
and will influence their initial impressions. If the experience is postive, active and involving, this
will help to create a climate in which learners are able to negotiate and take responsibilty for
their learning.

You can help make the experience positive for learners by:

3
Adapted from ? From the QIA document ‘Initial and Diagnostic Assessment: A Learner–centred Process’ (QIA) 2008
http://sflip.excellencegateway.org.uk/resources/assessmentguidance.aspx
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  involving them – do the assessment ‘with them’ not ‘to them’; supporting learners to take
an active part will encourage motivation and independence
 building their self-esteem and sense of self worth
 recognising strengths and achievements, not just the skills gaps
 linking initial and diagnostic assessment to their own aspirations, such as career choices
or aspects of their everyday life
 making the assessment relevant to their specific context for learning

Other aspects to consider to ensure a positive experience:

 preparation: allocate enough time for assessments and seek extra support if necessary
 resources: make sure paperwork, photocopying, information and IT resources are ready
for use
 environment: create a relaxed, encourgaing and supportive environment for young
people to complete assessments. Pay attention to the physical environment – is the
space you are using suitable to conduct initial and diagnostic assessments?
 feedback: make sure you plan in adequate time to feed back results to your team
members

Using assessment tools to measure progression

Initial and diagnostic assessment tools are used to determine a learner’s start points and
existing skill level, but can also be used to capture distance travelled. Repeating the diagnostic
assessment at the end of the learning journey will measure how learners have progressed their
English and maths skills. Please see a suggested way of recording this information below:

Initial assessment result entry diagnostic exit diagnostic

An editable copy of this sheet is available on Team Online for partners who wish to use it.
Training
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Find out what assessment tool your organisation or funding college uses. Most providers offer
training and guidance to ensure clients get the most out of their product.

Further reading
 Assessment guidance:
http://sflip.excellencegateway.org.uk/resources/assessmentguidance.aspx
http://archive.excellencegateway.org.uk/page.aspx?o=5CEF37A2-97DD-483F-AA30-
6D814951753D
 Assessment resources including case studies and examples of free writing activities:
http://sflip.excellencegateway.org.uk/sflresources/assessmentresources.aspx
 Hughes, N and Schwab, I. (2010) Teaching Adult Literacy: Principles and Practice: Open
University Press.

References:
 QIA (2008): Initial and Diagnostic Assessment: a learner centred process. Website:
www.excellencegateway.org.uk