bksb Diagnostic Assessments have been developed to identify the precise strengths and weaknesses of individual learners who need to improve/acquire Literacy/Communication and/or Numeracy/AoN skills.

This user guide covers both the paper and interactive versions of the Diagnostic Assessment, as well as how to use the results obtained to access signposted learning resources. Contained within the guide are the following sections:

Summary of bksb Diagnostic Assessments

Levels covered by the Diagnostic Assessments

Timing

Marking and interpretation of interactive results

Marking and interpretation of paper results

Signposted Learning Resources

Additional Learner Support

Step-by-step Tutor Guide to using the interactive bksb Diagnostic Assessment

Frequently Asked Questions

Summary of the bksb Process

Features of the interactive software

For technical information on the interactive software, please refer to the Technical Guide.

The Basic & Key Skills Builder assessment is available through the College Intranet by clicking on the appropriate link

Summary of bksb Diagnostic Assessment

  • covers Literacy/Communication Key Skills for Entry Level 3, Level 1 and Level 2
  • covers Application of Number Key Skills for Entry Level 3, Level 1, Level 2 and Level 3
  • specified to national standard, both Basic and Key Skills are all referenced to the Adult Core Curriculum for both Literacy and Numeracy
  • outcome can improve uptake of additional learner support - West Nottinghamshire College saw an increased uptake of almost 100%!
  • the results sheet becomes advice for an Individual Learning Plan (ILP) with sign posted learning materials.
  • assessments offer external test preparation materials as they cover part A of Key Skills specifications and the specifications for Basic Skills
  • assessments take approximately 1 hour depending on the individual and the time needed to oversee large groups
  • assessments are split into sections giving flexibility for them to be taken as a whole or in parts

Please note that the supporting workbooks are available through the Key Skills section of the College Noticeboard. Hardcopies are available in WHB201.

Features of the interactive test
  • fully interactive and self-marking
  • instant results print out
  • features include optional voice over and the option to remove illustrations for easy reading

Levels covered by the Diagnostic Assessment

Interactive Diagnostic Assessment

Separate interactive assessments for the following Levels and subjects are available through the college Intranet, split between Literacy and Numeracy:

Timing

We suggest you allow approximately 40 minutes for the Literacy and 75 minutes for Numeracy. These are only guide times, as we have always felt it to be important that the learner takes whatever time is necessary rather than rushing and guessing, thus producing an invalid result. Speed can always be worked upon if the basic skills are there!

Marking and interpretation of interactive results

The Diagnostic Assessments produce an Individual Learning Plan (ILP) for the learner. The tutor or learner reads across each line to see their result for each topic area. The ILP highlights where skill gaps lie. It then signposts specific sections of the bksb workbooks for the learner to work through. Each topic area is fully referenced to the Adult Core Curriculum.

Marking and interpretation of paper results

Signposted Learning Resources

The report shown in the previous section highlights the areas in which skill gaps exist. For each topic area assessed, a workbook number is displayed to signpost into the bksb Learning resources. These can then be used to bring a structured approach to filling the skill gaps identified. For each topic area where extra work is required, simply go to the relevant Entry Unit or Level 1-3 workbook.

Learner Support

When a learner is generally working at Level 1 or 2, their diagnostic result helps to identify the number of weak areas and what these are.

To aid closer scrutiny, some skill areas are marked ‘*’. This denotes that there are weaknesses in fundamental skills at that level. For example, the learner does not recognise complete sentences, has little understanding of the use of capital letters, has problems with the four rules without a calculator etc. Under these circumstances, with regard to Literacy/Communication, we would always recommend that a learner is asked to do a piece of free writing to confirm that additional support is needed. However, this is the choice to be made by each ALS Tutor according to their needs and their learners.

In the Numeracy Diagnostic Assessments some skill areas are marked #. This denotes that the set of questions cover a wide range of criteria. It is important to check which parts were answered incorrectly in order to pinpoint the areas needing further help. The interactive Diagnostic Assessment matches the paper version. This allows the tutor to check specific question numbers.

Step-by-step tutor guide to using the interactive bksb Diagnostic Assessment

We strongly advise that you try the interactive diagnostic software yourself prior to using it with learners. This will allow you to familiarise yourself with it and deal with any learner queries more effectively. Below is a step-by-step guide to lead you through the Diagnostic Assessment. We have attempted to make it as user friendly and simple to navigate as possible, so hopefully you won’t need to refer to the guide too much!


*Every effort has been made to ensure font size is as large as is possible throughout. If you require larger font on printouts in instances of visual difficulties, it may be advisable to photocopy onto larger sheets.

Frequently Asked Questions

Q.What level Diagnostic Assessment do we use?

A.Use GCSE or recent GNVQ results as a guide. We suggest you use the level at which their previous qualification is giving a proxy as the first level – it is almost certain that you will find skill gaps at this level which need addressing to make portfolio building a less painful experience for both the learner and assessor! However, those learners who aspire to Level 3 Key Skills Application of Number and have C grades or above in maths GCSE could certainly take the level 3 diagnostic assessment.

If you have no previous qualifications to go by we suggest you use Level 1 diagnostics for learners on Level 2 programmes and Entry 3 for those on Level 1 programmes and below. It is much better to tell learners that they have done really well and that they can take the next assessment up rather than to de-motivate them with poor results.

  1. Should we use the Diagnostic Assessments more than once?
  1. Without doubt the most effective utilisation of diagnostic assessments is to keep using them throughout the learner’s programme. Use the same level after a period of development for reviewing progress, added value and readiness for external testing. Move on to the next level after some preparation work to aid motivation of student and establish goal posts – the uses are endless!

Don’t forget, the versions with hints can also consolidate learning and can give tutors more time with those who need support while others use hint versions as an extra tutor.

Summary of the bksb Process

/

Screening/Initial Assessment

/

Diagnostic Assessments

/

Results produce ILP/Action Plan

Tutor leads workshops/group activities using relevant basic & keySKILLBUILDER Workbooks and resource sheets plus other materials utilising all levels as appropriate / / Learner independently selects and uses relevant basic & keySKILLBUILDER Workbooks utilising all levels as appropriate.
/ Self/Tutor Assessment
Diagnostics can be used to re-test for added value to highlight student progression / Initial Assessment or Diagnostics can be used
again for external test preparation

This is a best practice guide. The Initial Assessment should be used at interview and the Diagnostic Assessment during first week of induction. However, bksb can, and should, be used flexibly to suit the needs of your organisation.

Step 1Tutor makes the decision is made as to which level of assessment the learners should take based upon their knowledge of the learners.

Step 2Learners complete the Diagnostic Assessments suggested by the tutor.

Step 3Scores are plotted on the diagnostic results sheets. Specific strengths and weaknesses within the skill are identified and discussion with the learner takes place (referred for additional support if appropriate). This informs the learner’s Individual Learning Plan (ILP). According to individual scores in each section, learners are automatically directed via the report to the relevant bksb Workbooks and Entry Units (EU) identified as being the specific ones to be completed. Targets are set and noted on the ILP.

Step 4Where additional support needs are identified the support tutor may decide to use additional materials from the Entry Resource Packs. Learners, either independently or with support, work through the bksb materials as indicated on the ALS Individual Learner Support Plan or their Individual Learning Plan (ILP).

Step 5Learners self-assess or are assessed by their tutor at the end of each workbook. Comments are noted on the ILP document.

Step 6Skills continue to be developed and assessed through academic, vocational and portfolio building activities.

Step 7The Diagnostic Assessments can be re-taken to indicate readiness for external testing and to identify distance travelled.

Flexibility is the key word when describing the use of bksb materials. Much of the time a tutor will make use of workbooks at all levels, depending on the individual needs of students. For example, a Level 3 learner occasionally may need to go ‘back to basics’ and use Level 1 / 2 workbooks (or even Entry 3) to acquire a specific skill. Hence, bksb materials have been designed to build and develop skills, if necessary, from Entry Level 1 up to Level 3 Key Skills. To get the best value for both learner and practitioner from bksb, use the Diagnostic Assessment in whole or in parts throughout the year as teaching and consolidation tools.

Features of the interactive software

This Tutor Guide is intended to support the tutor in terms of facilitating and interpreting the paper and interactive Diagnostic Assessments for Literacy and Numeracy.

There is also a Technical Guide that gives information on the interactive version in terms of installation and set-up procedures, along with data validation, results saving and databases. This can be found in document form on the interactive CD-ROMs.

A brief overview of some of the technical functionality available on interactive versions:

  • ‘express’ installation;
  • automatic results saving;
  • exit and resume function;
  • data validation;
  • ready-to-use database functions.

Please refer to the Technical Guide for more information on setting up and using these functions.

© West Nottinghamshire College 2004

1