Test Marking: Learners Goals & Needs
Usually this process will take place at the beginning of a lesson. However, where the PDI and the pupil have been working together for some time prior to the standards check, they may have already laid down the basic structure of the pupil’s learning goals. This needs to be taken into account when assessing this element.
If the PDI has not worked with the pupil before it is perfectly OK for the PDI to ask the pupil to undertake a demonstration / assessment drive. This should give the PDI a good idea of the pupil’s level of competence and provide a basis for a discussion of the pupil’s needs.
It is also important to remember that a better understanding of the pupil’s needs may emerge as the lesson progresses. It follows that this criteria cannot be ‘ticked-off’ at the beginning of the lesson and then forgotten.
As you observe the lesson, you should be looking for Indications that the elements, which go to make up the low-level competence, are being demonstrated.
In this case the sorts of things that would give you an indication of competence include:
encouraging the pupil to say what they want from the lesson
If early in the learning process, ensuring there is understanding about responsibility for managing risk.
asking questions to ensure understanding
checking understanding as the lesson progresses
listening to what the pupil is saying
taking note of body language
If a PDI encourages the pupil to say what they want, asks questions to check understanding at the beginning and as the lesson progresses, listens to what they are saying and picks up on body language they are likely to get a 3.
If, on the other hand, they do all the listening bits but fail to spot the learner getting very tense and nervous in a particular situation they would probably get a 2. They would have demonstrated their understanding of the need to listen etc. but have not yet developed their ability to spot non-verbal clues.
Indications of a lack of competence could include:
making assumptions about understanding or experience
failing to note negative or concerned comments or body language that shows discomfort
undermining the pupil’s confidence by continually asking questions clearly beyond
the pupil’s knowledge or understanding
pushing the pupil to address issues that they are not happy to talk about, unless there is a clear need, such as an identified risk or a safety critical issue
Next: item 2 - Agreed lesson structure & practice areas...