Digital Literacy Practitioner Level 3 CPD Programme - Assessment Unit

1.1 Explain the purpose of the assessment of digital literacy ( Initial, diagnostic, Formative & Summative)

Initial - The purpose of Initial Assessment (Digital Literacy) is to gauge what skill level the learner currently holds or the level that the learner is working at. This allows you, as a practitioner to plan skill building activities (Where necessary), differentiation within the lesson plan and ensure that you are challenging learners and broadening their skill level without setting tasks that are unachievable and pose as a barrier to learning.

Diagnostic - The purpose of diagnostic assessment is to evaluate the strengths and weaknesses of a learner based on their current level of initial assessment. The diagnostic results provide practitioners with a baseline to formatively assess development or progress within the learning programme.

Formative - The purpose of formative assessment is to monitor the learning process and provide continued feedback. Formative Assessment enables you to improve your teaching methods and learners to improve learning. It also allows the learner and the practitioner to target area’s for development and adapt these throughout the learning journey.

Summative - The purpose of summative assessment is to evaluate learning at the end of a programme. This is demonstrated by comparing against a set of standards or bench mark. In terms of Digital Literacy this would be the completion of an Essential Skills Controlled Task or a skills can within the WEST application.

1.2 Describe different digital literacy assessment tools and methods and their application.

WEST Initial & Diagnostic - West is an Initial Assessment and Diagnostic Tool that is designed to assess and diagnose the current level of a learner. West is a suite of tools that assist with initial assessment, diagnostic assessments and putting together targeted learning plans. These can be used to accurately assess the learner’s current skill levels in Communication, Application of Number and Digital Literacy.

BKSB Initial or Diagnostic - BKSB is an Initial Assessment and diagnostic tool that is designed to capture the current level a learner is working at. Within the diagnostic assessment, BKSB allows the learner and tutor transparency of the gaps in skills. This in turn allows the tutor to plan future sessions to upskill the learner and carry out formative assessment of the desired skills.

Digital Tools Workshops.(Use of tools such as, Powtoon, Prezi, Quizlet, Hackpad, Google Suite) & Sample EDLS Controlled Tasks Formative

The use of digital tools in skill workshops allows the learner to gather first-hand experience of using Digital Literacy tools. It also allows the tutor to provide feedback on the correct use and how they can improve their learning experience. It also opens up the process to reflective practice which in turn develops future sessions.

Sample EDLS Controlled Tasks can be used as formative assessment tools during the learning journey. Completion of the tasks allows the practitioner to feedback to the learner on areas for development and areas that a learner has upskilled in. It also allows free flowing feedback between the learner and the tutor, where the learner can explain areas that they found difficult regardless of the mark outcome.

EDLS Controlled Task / Structured Discussion Formative & Summative

Completion of the controlled task provided the learner with both formative and summative assessment as the work that they have produced is assessed against the certificating bodies qualification standards. The learner must achieve a minimum amount of marks in each section to pass the task.

Once a learner has achieved the controlled task they must take part in a Structured Discussion which again is assessed against a set of standards with minimum marks for achievement in each section. Following the marking of the controlled task and structured discussion the practitioner can provide formative feedback to the learner.

1.3 Explain the reasons why assessments should be on-going during the development of digital literacy skills for learners (3 reasons)

1. Assessments should be ongoing during the development of digital literacy skills to allow the practitioner to assess the level of learning taking place. Which in turn allows the practitioner to adapt teaching styles, schemes of work, lesson plans and planned future sessions to accommodate these developments.

2. Assessments should be on going during the development of digital literacy skills to ensure that the skills being taught and tools being used are current, relevant, up to date and purposeful to the desired outcome. Keeping up to date with the ever evolving TTT’s available is a good way of ensuring that your teaching sessions are engaging, dynamic and inclusive to all.

3. Assessments should be ongoing during the development of digital literacy skills so that a learner’s progress can be measured to ensure timely achievement. It will also allow the learner and tutor to see distance travelled which is an excellent motivational technique as the learner feels that they are achieving something.

1.4 Describe the elements of a digital literacy assessment environment (including descriptions of ALL of the following elements: Positive, planned, collaborative, engaging and accessible)

Positive - All assessment environments should have a positive feel to them. This will allow the learners to feel comfortable within the environment and be encouraged to try their best. A positive environment assists with keeping the learners engaged and willing to undertake assessments

Planned - All assessments should be planned to allow the learner to understand what is required of them during their future sessions. This clarity allows the learner to be aware of planned assessments where they can prepare themselves and become comfortable with the understanding that assessment is part of the learning cycle. The tutor should have planned and prepared the environment, from the room size, the resources required and any additional equipment needed – planning these elements effectively will assist with ensuring the environment is accessible.

Collaborative - Collaboration provides peer to peer support and the sharing of knowledge. This can lead to increased positivity and engagement as learners may feel empowered by assisting others in the group. Collaboration allows the sharing of ideas, with the idea that two head are better than one.

Engaging - The assessment environment should always be engaging and informative to learners. The choice of topics should be relevant to the group/person to motivate the learner/s. Lack of engagement from the learner may result in receiving a true reflection of skill levels and abilities.

Accessible - In keeping with The Equality Act (2010) and the protected characteristics the assessment environment should be accessible to all so that no one is disadvantaged. As tutors we should ensure that if required the following resources or reasonable adjustments are available: Ground level access or lifts available, adjustable device settings such as; font/text size or colour, headphones available, large keyboards or screen overlays. In some instances the tutor can apply to the certificating body to authorise a reader or scribe to assist learners with little or no literacy skills.

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