Guidelines for completing
Initial Assessments
&
giving feedback
*****************
Motivating clients to learn
Don’t
Do
Introduce learning options in Chat about employment and education to gain
isolation
insight into individual’s needs/aspirations: use
these to lead on to benefits of training to
establish a ‘need to learn’.
Discuss the everyday applications of literacy
and numeracy e.g. shopping and cooking.
Talk about doing ‘basic skills’ Say ‘improving your maths and English’ or
‘skills for employment and training’.
Use ‘problem’ language, e.g. Present training as an opportunity, taking a
‘problems with reading’
positive and honest approach.
There is an
opportunity to gain
qualifications while
you’re staying at the
hostel, or brush up on
skills you haven’t used
for a while.
You need maths to be
a plumber, don’t you?
How did you get on
with maths when you
were at school? While
you’re here you can
improve your maths.
Some people find that
since they have a lot of
time on their hands they
may as well benefit from
doing a bit of learning.
There is a project that
provides one to one tutors,
would you like to talk to
them?
Overcoming barriers
Service users face many barriers to learning: one of the mains barriers being past
experiences.
Highlight the differences to school
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One-to-one lessons
Supportive and approachable tutors
Focus on their requirements/ work set around their personal goals
Lessons can be held in the hostel at a time that is mutually convenient
Stress that learning is not only intended for people who struggle
 Provides an opportunity to gain qualifications (we can do certain exams on a one-to-one
basis with learners)
 Develops confidence/ motivation
 Provides an opportunity to move on to classes at Friends Centre
 List range of support offered eg. spelling, learning support for dyslexia
 Talk about what others have achieved eg. improved their reading, gained qualifications,
gone on to join classes
Guidance Notes for Skills Checks
Literacy Initial Assessment
Designed to check:
 reading/ comprehension
 purpose of text
 spelling
 grammar and punctuation
 writing - sentence level work – vocabulary/ structuring a piece of writing
Numeracy Initial Assessment
Designed to check skills in:
 number
 measure, shape and space
 data handling
 interpreting written questions
 mathematical vocabulary
The numeracy tasks can be read out to the service user.
The assessments will indicate the approximate level of the learner up to, and including, Level 2.
Questions begin at Entry 1 and increase in difficulty to Level 2.
Dictionaries and calculators are not allowed. It is not a test and should not be timed, however
half an hour for each assessment is generally sufficient.
Carrying out the assessments
A quiet room is needed where the learner feels comfortable.
 table and chair and pens
 copy of learner answer booklet
Explain:
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
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

the purpose
it’s not a test and results are confidential
the learner should try to answer as many questions as they can
they can take as much time as they need
that they should stop when they are finding the questions too hard
for the numeracy, they can use any of the paper for calculations
During the Initial assessment:
 if you see the learner struggling – invite them to stop
 give assistance to anyone with a known disability
At the end of the assessment:
 collect answer booklets – make sure learner names, hostel and support worker name is
written at the back of the booklet
 thank them for taking part and explain that the assessments will be marked by the Step
by Step tutor and results sent back to the you, (the support worker)
Is the Initial assessment suitable for all learners?
The assessment is not designed to identify individuals at pre-Entry levels or at Level 3 or above.
It is a linear assessment: the questions become progressively harder. As a result, it could be offputting for those with lower levels of literacy and/ or numeracy if it is not dealt with sensitively.
Completed assessments should be returned to: Step by Step, Friends Centre, Brighton
Junction, Isetta Square. 35 New England Street, Brighton, BN1 4GQ
Results of the Initial Assessment
The results of the will be emailed to the support worker along with an ‘unofficial’ certificate.
Giving Feedback
It is important to give feedback to clients as they may be feeling worried about how they did –
even if they seem unconcerned.
Make sure that you have the time to talk to the client and feedback in private.
You should:
 ensure privacy
 be sensitive to the learner’s feelings – you may like to ask them now they think they
have done
 be positive but truthful; learners need to know how they have performed
 explain in straightforward terms the services available to improve their level of literacy
or numeracy
 stress that there are free courses available and they can get one-to-one support from
Step by Step – (free courses in literacy and numeracy are available up to GCSE level)
 try to make sure that you have agreed the ‘next step’ before the meeting ends
Talk about setting up an initial interview with the Step by Step tutors to talk about the options
that are available to them.
Updated June 2013
National Standards for Adult Literacy and Numeracy
Levels (&
equivalents)
Level 2*
(GCSE A* - C)
Level 1**
(GCSE D – G
Entry Level 3
Entry Level 2
Entry Level 1***
At this level, someone can……
Literacy
Construct complex sentences.
Read critically to evaluate
information
Take part in an interview for a
job.
Complete an application form
for a driving licence
Read job adverts in local
paper/job centre
Write short letter to
family/friends
Fill in simple form
Follow instructions for
vending machine
Respond to questions/ask for
help
Follow one-step verbal
instructions
Write own name and address
on official form
Understand common signs
Numeracy
Calculate wall area for
painting
Read bus/train timetables
correctly
Find simple percentages,
increase and decrease
Extract information from
tables/diagrams
Solve practical problems using
properties of 2D & 3D shapes
(e.g. length, angles)
Understand simple
measurements/expiry dates
Find halves and quarters of
small number of items
Count reliably up to ten items
Recognise and select coins
and notes
*Level 2 is the standard most employers feel workers need for the job
**Level 1 is needed to comfortably cope with starting a NVQ level 2 course
***A small number of adults are below Entry level 1, known as pre-entry