Model approaches

Assess–Train–Assess. Identifying learners’ skill levels in relevant vocational and skills for life competencies is considered essential. This piece of advice has been drawn from the Adult Learning Inspectorate’s (ALI) Assess–Train–Assess guide, as they believe the assessment process must be led by your training provider and must involve a thorough assessment of a learner’s basic skills, vocational skills, learning styles and job contents. The involvement of learners, managers or supervisors in this process has an important impact both for the learner and the employer. This involvement is seen as critical, particularly if the learner is going to be given the opportunity to develop in line with their performance and career objectives. It is also essential for employers that learners use this developing skill.

Materials

Case Study (1) | Checklist (1) | Teaching/Learning Materials (1) |

Case Study (Showing 1 of 1 available)

•   Implementing Assess-Train-Assess projects  (267 KB)
  Released: 22/08/2007 Downloadable file
  A report on the approaches taken by 11 improvement projects in implementing the Assess-Train-Assess model
  

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Checklist (Showing 1 of 1 available)

•   Assess--Train--Assess: checklist  (177 KB)Downloadable file
  Checklist for Assess--Train--Assess -- an approach using existing knowledge, skills and learning goals to create a tailored programme that accelerates achievement
  

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Teaching/Learning Materials (Showing 1 of 1 available)

•   Using products as evidence for NVQs in Customer Service and Health and Social Care  (72 KB)Downloadable file
  This case study offers ideas and guidance on how to use products as evidence in NVQs at level 3 in the Customer Service and Health and Social Care contexts.
  

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