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I think it's fairly usual for learners to continue like this and I'd argue the amount of IA/diagnostic for a subsequent course should be proportionate. All I'd mention is doing one allows a new tutor (assuming it's not the same person delivering both classes) to more clearly understand the starting point of a learner? Just because the learner has, say, passed E3, doesn't mean they'll be at the same point as everyone else in the L1 course, they might be dead good at fractions and still struggling with area and volume, even though they scraped through it in their E3? But, if you're monitoring this as they do the E3, then, in my experience (and anecdote isn't data, of course) an auditor would understand why the learner has gone on to the next level without, say, a "formal" BKSB result before they start the second course.
Thanks Steve. We have a small team of tutors delivering on FS so it is usually the same tutor they will have, certainly if they are moving from entry 1 to entry 2, then entry 3, or from level 1 to level 2. The only time they will change tutors is if they go from Entry 3 to level 1, but all our tutors meet and discuss these learners so they will have background knowlegge on these learners, but i take your point.
Thanks again
Dan
This feels like a bit of the system where naturally occurring evidence is actually properly natural and, therefore, probably the way to go? If you're confident in the quality (and consistency?) of your delivery, then, from that should flow the evidence you need to prove you're making right decisions?
Daniel Shaw
Initial Assessments for returning learners (ACL FS)
Created
Hi all
Just want to ask a question regarding the above. If i give you a bit of background.
We run a 17 week course for our functional skills. At the beginning of a course we complete an intial assessment (including a BKSB assessment and a diagnostic), the learners then complete their 17 weeks, and take an exam. During this process they might want to continue onto the next level, if they do, we repeat the same process again (a full intial assessment including BKSB and a diagnostic) is this necessary? I suppose what I'm asking is can we do less with them on their initial assessment when they are a continuing learner? The tutor already knows their capabilities, we have a tracker that shows how well they are progressing through the course, we seem to be spending quite a lot of time formally initial assessing returning learners again and i'm not sure whether we need to?
Thanks
Dan