1. Policy Statement
Vision Training (North East) Limited is committed to maintaining an initial assessment system that is effective, consistent, ensures fair assessment and identifies support needs to enable effective learner progression, which is carried out for each individual learner.
Vision Training (North East) Limited believes that by carrying out an initial assessment with every learner we build a clear, accurate and realistic picture of a learner’s
- current attainments
- potential to complete their chosen qualification
- learning needs
- learning styles
- skills gaps
Enabling the identification of
- appropriate advice and guidance
- an appropriate qualification at an appropriate level
- an appropriate assessor
This then leads to the completion, implementation and continual development of an effective Individual Learning Plan (ILP) and identification of learning and assessment opportunities
4. Roles and Responsibilities
Vision Training (North East) is responsible for ensuring that all employees involved in the assessment of learners receive appropriate training, supervision and support regarding the policy and their responsibilities.
Manager’s Responsibility The Managing Director is responsible for ensuring that a copy of this document is available to all employees and that the policy and procedures are reviewed annually.
The Operations Director and Team Leaders are responsible for ensuring the adherence of this policy by all employees
The Development Manager is responsible for ensuring the policy is available to learners and employers on the web site.
Individual’s Responsibility Individual employees are required to act in accordance with the policy, to enable appropriate support to the learner(s), failure to do so may be considered as an act of misconduct and may result in disciplinary action.
5. Policy Implementation – Procedures
It is essential that all employees put the learner at the centre of the initial assessment process, the process is an important part of the assessor gaining and understanding a rounded picture of the learner as a person.
In initial meetings with the learner’s they must be guided by Vision Training (North East) Limited’s employees through the completion of a number of initial assessments these include (where appropriate).
- Learning Styles Assessment, to discover the learners preferred styles of learning, which can inform use of different resources in the early stages of the programme. Assessors must not rely too heavily on this assessment as pigeon holing learners learning styles may be detrimental to completion of the course. Whereas continual assessment and discussion will enable learners to develop learning skills and inform learning needs.
- BKSB Functional Skills Initial Assessment, to discover current levels of attainment in maths and English and inform a starting place for further appropriate diagnostic assessments (BKSB)
- Candidate Initial Profile (self-assessment), which includes discussion about
- Occupational background
- Current qualifications held – Courses attended
- Further training and experience needed
- Assessment needs
- Learning needs
- Training needs
- Aids needed
- Differentiation / Support needs
- Present post summary
- Objectives and outcomes that the learner wants to achieve
Assessors must also be aware of other modes of assessment available to them:
- Discussion of social needs
- Records of achievement (qualifications and courses).
- Discussion of learning outcomes.
- Observations of learner’s working practice.
- Records of Dyslexia Assessments, discussion of dyslexic needs.
Points to remember
Initial assessments are a tool to be used to inform the social, physical and learning development needs of the learner, they will help you to build a relationship with the learners that are allocated to you and must be used as a starting point for the ILP.
If additional support is identified discuss those needs with your line manager to ensure appropriate resources are made available to yourself and/or the learner. Not all needs may be met by Vision Training (North East) or the learner’s employer, where appropriate learners may be referred to specialist, partner organisations.
Involve the employer to identify where they can support the learner with their needs, between visits with their assessor/trainer.
Initial assessment can be revisited during the programme as a review tool.
Initial assessment leads the learner to
- Negotiating learning.
When a learner becomes self-aware through initial assessment they become more focused on improving their own learning and development and negotiating learning and assessment. Ensure that in each session you plan and agree what needs to be achieved in the session and before the next session and what needs to be accomplished to enable attainment.
- Continuous assessment.
Throughout the program ensure that progress is regularly reviewed using the review paperwork and CAR sheets. Give and encourage 360-degree constructive feedback.
- Developing a relationship.
You need to build on the trust and cooperation garnered during the initial assessment process, remember your role includes a measure of pastoral support.
In conclusion initial assessment helps you to ascertain the learner’s learning and support needs including ways in which the learner is likely to learn most happily and effectively and the kind of help they will most value.