Creating learning goals

One of the first steps of creating learning goals is to understand the level of skill the learner has. This can be assessed with an initial and/or diagnostic assessment.

An initial assessment can be completed in a variety of ways:

Verbally – (Question & Answer):

At the beginning of the course, you may speak to people individually or in a group to ask what they have done in relation to the subject e.g., previous course or work experience.

Verbally – (through introductions):

As an icebreaker you ask people to introduce themselves and the skills they have to the group

An online test:

This could be in the form of a short essay, or specific questions

A written test:

This is particularly useful to gauge someone’s level of writing ability

A diagnostic assessment looks at an individual’s ability in a particular skill in more detail. It can highlight on a bigger scale the specific areas that someone may be more competent in and areas that may need improvements. Diagnostic assessments are common for literacy and numeracy skills.

Thinking about your organisation, can you analyse the use of initial and diagnostic assessments?

Please include your thoughts on the process of using the assessments and how effective you think the process is in regard to your teaching or if there are any areas for improvement

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Adapting learning goals

During the course it may become necessary to add or adapt some of the learning goals. This may be due to some of the learning goals agreed may be too difficult or not able to achieve in the given time or new goals added due to earlier completion.

It is OK to adjust the learning goals as this shows that the ILP (or equivalent) is a working document that is being used for the benefit of the learner and not just a document that is completed at one point at the beginning of the course and signed at the end. When working with learners it is crucial to show that we are regularly checking and updating our documents to show that we are being learner centred.