1.1
It is not enough just to develop key skills training programmes in which the trainee or employee acquires 'a' key skill. The trainee, trainer and employer must be able to answer the following questions:

has the skill been acquired? to what level? And, if problems are being encountered, why? And, to what extent can they be overcome?

These questions can only be answered through the use of some form of assessment.

Accordingly, this 'Assessment Guide' describes the ways in which practitioners generally use 'assessment' in their key skills training and development programmes. It provides a range of examples of different methods of determining the level of student/trainee/employee key skills' achievement at the beginning, during and at the end of a key skills programme. It is clear, however, that assessment never ends, but that one set of statements becomes the basis for the next stage.

 

1.2
Discussion with educationalists, trainers and employers during the early stages of this Project suggested that there is a whole range of assessment strategies and techniques available to the key skill practitioner. In order to simplify the approach to assessment the different types are considered to fall within the following categories, each of which has its own characteristics.

diagnostic assessment : this is the assessment of the student, trainee or new entrant at the start of a training programme or employment. It provides both trainee and trainer with information about prior knowledge, understanding and skills. This then allows them to prepare an appropriate training programme that builds upon existing strengths and highlights 'gaps' that have to be filled, and to develop an 'Individual Action Plan'. Ideally, this assessment should be computer-based and interactive - thus allowing assessment and training in IT as well as other aspects of key skills under consideration.

formative assessment: but the assessment does not end with the results of a diagnostic assessment. It needs to be complemented by opportunities for further diagnostic assessments during a training programme, the results of which are 'fed back' to both partners in the training process. The assessment is thus used 'formatively'. Again, this provides opportunities for the provision both of information about and support for the trainee.

summative assessment: this relates to the nature of the final assessment at the end of a formal programme, or when the trainee feels that s/he has acquired competence. It may be formal or informal but it provides the trainee/employer with a reliable measure of the trainee/employee's key skills' competence. In addition, the data can be used as the basis for further evaluative work by the trainer and employer.

 

1.3
Each of these types of assessment is considered in some detail, including a description of their use by trainers and employers in the partner countries, together with their relative strengths and weaknesses. Clearly, both trainees, the unemployed, trainers and employers are very much aware of the costs and administrative burdens of formal assessment. These issues are considered in this Guide.

 

1.4
The final part of this Guide presents an evaluation of the role of assessment in developing and delivering the KEYNET aims and objectives, including a consideration of examples of good practice.

 

1.5
This report should be read in conjunction with the following documents already published by the partner countries on behalf of the KEYNET Project:

The KeyNet Project. Introductory brochure.
KeyNet Project: Phase 1 National Reports and Composite Report.
Examples of best practice in the re-integration of the target groups in the labour market- the role of key skills.

It should be noted that these documents have been produced by the partners in this KeyNet Project, i.e. Germany, Greece, Sweden and the United Kingdom (Wales and England). They are also available on the Internet.

 

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