vNAP Session 2 2013


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vNAP Session 2 2013

  1. 1. Virtual NeedsAssessment PracticeSession 2
  2. 2. Review of task from Session 1What you identified as characteristics of a„conducive‟ assessment environment: Putting student at ease Being well prepared Clarifying the purpose of the meeting Obtaining student‟s view of their „issues‟ Knowing enough about their chosen course Capturing information appropriately Relating any demos to what‟s been discussed Seeking permission to use information
  3. 3. A reminder about why we assess To establish learning/course objectives To agree learning (and teaching) goals To gather evidence of support needs To understand the impact of these needs To inform study methods/approaches To help students develop an awarenessof their strengths and weaknesses andpreferred learning styles
  4. 4. Key PrinciplesThe outcome of any needsassessment should be a clearand shared understanding -and reporting - of the learner‟sneed(s), so that appropriatesupport can be put in place.
  5. 5. Reality check!Completing a pro-forma or writing areport, however comprehensive andexquisite, never makes a jot of a difference tothe student‟s learning experience UNLESS thatinformation is used effectively to inform a planof action: For the student For identified staffStoring data X„Exploring‟ data √
  6. 6. Key PrinciplesIf the student is makingadequate progress in coursework, this can usually beregarded as evidence of theappropriateness of the supportbeing provided.
  7. 7. Reality check No 2!BUT, unless „the system‟ has opportunitiesbuilt in for monitoring progress at regularintervals, one shouldn‟t assume that “all iswell”……. or that “no news is good news!”It‟s important to know: what support is being accessed, from what sources, with what results!
  8. 8. Assessment StrategiesBreakout Activity 1:In your groups, discuss and note down: The range of strategies currently in use inyour institution to assess learners‟ supportneeds. The effectiveness (in your opinion) of thesestrategies – both for identifying supportneeds and monitoring the effectiveness ofwhat is put in place.
  9. 9. Assessment Components Educational history/information gathering Checklists; screening Observations; feedback Sub-skills analysis(reading, comprehension, spelling, freewriting) Cognitive processing (memory, organisation Normative data - attainment Diagnostic data – eg. psychometric measures
  10. 10. Assessment Components Self image Relationship with peers Motivation and attitude Learning style Expectations Meta-cognition
  11. 11. CognitionandacademicabilityObserved andreportedproblems/difficultiesSocial / environmentalimpact and influencesClinicalevidenceEvidence MatrixMedical model / diagnosis / labelDeficit / discrepancyContextFunctional /performance
  12. 12. A Framework for Needs AssessmentPresentationObservationFunctionDiagnostics
  13. 13. Are all the „bases‟ covered?Activity 2:Discuss the inverted triangle framework andconsider whether your processes fit intothis needs-led framework. Where are your processes strong? What aspects, if any, are weaker or missing? Are there any elements you would findchallenging to implement?
  14. 14. What next? Session 3 22 May 2013 at 11.00am Gathering and interpreting evidence