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“Assessment is, indeed, the bridge between teaching and learning” - Dylan Wiliam
“Assessment is, indeed, the bridge between teaching and learning” - Dylan Wiliam
It is critical that we assess learner starting points at the start of a programme. This allows us to check our learners' progress over time, and to tailor what and how we teach relative to what they already know and can do.
It is critical that we assess learner starting points at the start of a programme. This allows us to check our learners' progress over time, and to tailor what and how we teach relative to what they already know and can do.
Research indicates that assessment can motivate learners. How does it do this?
Research indicates that assessment can motivate learners. How does it do this?
- it offers appropriate levels of challenge that engages and energises;
- completing tasks with clearly defined goals leads to satisfaction;
- feedback and focusing on progress leads can boost confidence.
Using assessment at the beginning of a programme is a valuable way of developing our learners' motivation at a key stage in their learning journey with us.
Using assessment at the beginning of a programme is a valuable way of developing our learners' motivation at a key stage in their learning journey with us.
The checking of learner starting points shouldn’t be a snapshot, one-off assessment. Rather, it should be a series of activities woven into the first few weeks of a programme. They might even begin before induction, such as at interview.
The checking of learner starting points shouldn’t be a snapshot, one-off assessment. Rather, it should be a series of activities woven into the first few weeks of a programme. They might even begin before induction, such as at interview.
How learners apply themselves to these activities gives teachers insight into their ‘starting points’, in the broadest meaning of the term.
How learners apply themselves to these activities gives teachers insight into their ‘starting points’, in the broadest meaning of the term.
Following from the ‘curriculum intent’ statement activity consider what the key knowledge, skills and behaviours that your curriculum seeks to develop are.
Following from the ‘curriculum intent’ statement activity consider what the key knowledge, skills and behaviours that your curriculum seeks to develop are.
Now, think about how you might assess that learners have the underpinning knowledge, skills and behaviours to build on. How might we assess them?
Now, think about how you might assess that learners have the underpinning knowledge, skills and behaviours to build on. How might we assess them?
The section below has examples that could be used as starting point assessments.
Assessing starting points - examples
Assessing starting points - examples
Example 1 - ESOL diagnostic assessment
Example 1 - ESOL diagnostic assessment
This Google Form is a diagnostic assessment used for Entry 2 ESOL learners. It offers insight into their reading, writing and listening skills that teachers can use to tailor their lessons.
This Google Form is a diagnostic assessment used for Entry 2 ESOL learners. It offers insight into their reading, writing and listening skills that teachers can use to tailor their lessons.
It's an example of a start of unit/programme quiz being used to capture learner starting points.
It's an example of a start of unit/programme quiz being used to capture learner starting points.
Work through the form to see some of the approaches to assessment the tool uses.
Work through the form to see some of the approaches to assessment the tool uses.
The form is auto-marking, which means learners get instant feedback and teachers can check the results as they come through. For more information on self-marking Google Forms check here: https://www.youtube.com/watch?v=QKIU5zcwS4A
The form is auto-marking, which means learners get instant feedback and teachers can check the results as they come through. For more information on self-marking Google Forms check here: https://www.youtube.com/watch?v=QKIU5zcwS4A
Example 2 - Hairdressing diagnostic assessment
Example 2 - Hairdressing diagnostic assessment
This assessment uses a form of learner self-assessment, coupled with a teacher assessment of what learners are confident and able to do in the subject of hairdressing. The skills assessment spans a series of weeks, and learners can see the progress that they are making over the first few weeks of the programme.
This assessment uses a form of learner self-assessment, coupled with a teacher assessment of what learners are confident and able to do in the subject of hairdressing. The skills assessment spans a series of weeks, and learners can see the progress that they are making over the first few weeks of the programme.
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