8.1
This 'Assessment Guide' has attempted to provide the trainer and the employer with a description of the assessment techniques that are used in a range of organisations and by different employers as they attempt to discover the key skills achievements of students, trainees, employees and the unemployed. Convenience of description and discussion inevitably forced a classification of assessment into a number of categories - diagnostic, formative and summative - in the real world they merge into each other, illustrated perfectly in Example 8 (see Part 5). However, what is evident is that information about an individual given to a trainer or employer, or to the student, trainee or job-seeking individual, must be reliable and valid. These are best achieved when the assessment techniques are most appropriate to the activity and its context being tested. The eight examples have attempted to show a range of contexts and the way the assessors tried to use appropriate techniques of assessment. The questions to be posed in deciding on the method of assessment to be used in a given situation are as follows:

1. What do you want to find out?      Is it about what previously acquired skills are possessed?      Is it about the present level of achievement?      Is it about the individual's strengths and weaknesses?

This information allows the trainer or employer to plan future skills training.

 

2. Do you want to find out the progress being made by a trainee or employee DURING a training programme or in the work place?      Is it about specific skills or integrated key skills?      Is it about continuing weaknesses?      Is it about adaptability to a training programme?

Again, this information allows adjustment and re-adjustment of training or work.

 

3. Do you want to find out the individual's level of achievement in relation to the region or the country?      In relation to regional and national criteria?      In relation to level of achievement at the start of the programme - has      progress been made?

This could facilitate the development of a national qualification which may, ultimately, make for acceptability or recognition within all countries within the European Union.

8.2
The answers to these questions determine the methods of assessment you decide to use in trying to discover a person's achievement in the key skills at a given moment in time. The types of assessment referred to in the Examples discussed earlier are summarised in the diagram below.

Criteria	Possible Technique of Assessment
Current level of achievement - in the opinion of the individual trainee	Questionnaire consisting of a limited number of questions, in which the individual has to select from a list, usually 4 or 5 possible answers. The test can be computer generated and marked. The responses can be graphed. (See Annex 1)
Current level of achievement - an isolated unemployed 40+ woman	As above, a Questionnaire, again computer generated. However, with a basis in a greater use of background information. (See Annex 2)
Ability to begin a course, programme or start a new job	A portfolio containing material that indicates recent work. An emphasis upon Communication skills within the context of the proposed activity or work.
Potential ability to work with others	A face-to-face discussion with the prospective trainer or employer. Combination of simulations and observation (using a checklist) by the trainer/employer.
Level of communication or numeracy skills	Formal written tests based upon contextualised tasks. (See Annex 3)
Ability to work with information technology	A combination of practical activities/ tasks using IT and written tests assessing the underpinning knowledge and understanding (See Annex 4).
To discover if the individual can work with the key skills over a period of time, e.g. 3 weeks, 6 months	Building up a portfolio of work, accompanied by a logbook. (See Annex 5)
The ability to draw upon existing key skills and specific skills to a new situation or in a 'novel' context	Practical, contextualised tests. (See Annex 6)
To provide a summary of the overall level of key skill achievement of an individual	A formal regional or national examination. Usually reflects the educational and training situation in the area, and combines formal external assessment supplemented by a portfolio. (See Annex 7)
To assess the level of achievement of students/ trainees/ unemployed with learning difficulties	A formal written test which caters for (a) the specific needs of the individual, (b) the centrality of 'work' and' work-related learning'.

 

 

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