Frequently Asked Questions

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General

Question	Answer
What do the tools do?	The tools are designed to indicate the approximate skills level of a learner up to, and including, Level 2. They form part of the Skills for Life Learning Journey, following on from the skills check and leading on to diagnostic assessment.
What tools are available?	A suite of paper-based and computer-based Initial Assessment tools in literacy and numeracy is available for use in: general, community settings workplace settings.
Why use these tools rather than others available?	There are a number of alternative Initial Assessment tools available and everyone will have their own individual preferences. However, the Skills for Life Initial Assessment Tools: assess up to, and including, Level 2 are based on the adult literacy and numeracy standards are available on paper or on computer. In addition, they have these other significant features: the computer-based version is adaptive and includes automatic computer marking the literacy tools include an assessment of listening skills results are available immediately on completion feedback includes level, question-by-question results and adult literacy and numeracy core curriculum references.
Who is the assessor?	Initial Assessments should be conducted by fully trained individuals. The interpretation of the assessment results and feedback should be overseen by an experienced Skills for Life practitioner.
Should you use the paper-based tools or the computer-based tools?	It is for you to decide which type of tool is best suited to your needs. You will be familiar with paper-based assessments and these are flexible and easy to use. The computer-based tools will, of course, require computer facilities but offer a number of advantages. Paper – the paper-based versions of the tools are simple to use and administer. A learner answer booklet is provided and is accompanied by an Assessor Guide, with answers and curriculum references. The assessment begins at Entry 1 and becomes progressively more difficult. Learners may stop if they find the questions too demanding. The literacy tools also incorporate listening questions on an audio cassette or CD. Computer – the computer-based versions are adaptive so that the learners are steered to questions within their capabilities (although they will be unaware of this). Full use is made of colour and sound. Scoring is automatic and results are immediate and can be printed off at the end of the assessment.
Under what conditions should the assessments take place?	A room (or reasonably private space) is needed in which learners can complete the assessment undisturbed. Learners need to be reminded to take their time, and to use spare paper to make notes or do rough workings if they wish. It should be emphasised that this is not a test.
How much time will be needed for the Initial Assessment?	Initial Assessments are not tests and are not timed. Learners should be encouraged to finish in their own time and not to rush. However, trials suggest that 30–40 minutes a skill should prove adequate for the computer-based tools in most cases. Many learners will require far less time than this; a few may need a little more time. For each paper-based tool, assessors should allow 40–50 minutes. Assessors should look out for learners who appear to be having problems with the paper tools and invite them to stop.
How are the tools scored?	The computer-based tools are scored automatically and a level is generated by the computer at the end of the assessment. The paper-based tools (and, in the case of literacy, audio tools) are marked by the assessor, who adds the marks scored and then uses a table to read off the level attained. If possible, the assessor should ask a colleague to check that the scores have been correctly totalled – details are provided in the Assessor Guides and learner answer booklets.
What feedback do the tools provide?	All learners should be given feedback on their performance. As a minimum, they should be told the level they have attained. However, experience would suggest that most learners will ask for more-detailed information on their performance, often question by question. The Assessor Guides include the adult core curriculum code for each question and enable assessors to provide learners with more-detailed, skill-specific feedback, if required. The amount of feedback an assessor provides will depend on what the learner has requested and on the amount of time available. In all cases, the assessor should treat feedback with complete confidentiality and considerable sensitivity. Learners should be clear that the Initial Assessment is simply a stepping stone to more-thorough diagnostic assessment.
Are the tools suitable for all learners?	The Initial Assessment tools include a range of questions from Entry 1 to Level 2. They are not designed to identify individuals operating at pre-Entry levels or at Level 3 or above. The adaptive computer-based tools are potentially less daunting for Entry-level learners than the paper tools as they do not expose them to higher-level questions. The paper tools are linear and become progressively harder so that, unless the assessment is dealt with sensitively, they could prove off-putting for learners with lower-level skills. An experienced assessor will soon learn when to halt the assessment if necessary.
What about learners with disabilities?	It is a requirement of all Skills for Life teaching that each learner be treated according to their needs. This principle applies to assessment as much as to any other aspect of the learning journey, but it may raise particular issues with disabled learners. A first step might be to determine which type of tool might be most suitable – paper-based or computer-based. Assessors can enter answers in the answer booklets for the learner, and questions can be read out if necessary. The computer-based tools provide: a zoom facility sound colours specifically chosen to work for those with visual impairments. Assessors may sit alongside learners and enter answers on their behalf, if necessary. The important thing to remember is that these are not tests and their purpose is to determine skill levels. Providing assessors are not answering the questions, any reasonable help is permitted.
What about people with learning difficulties?	Although these tools have not been designed to meet the needs of people with learning difficulties, experienced assessors may find them helpful with such learners. However there are other materials designed specifically for this purpose. Assessors may wish to refer to: ‘Introducing Access for All’ ‘Access for All’ ‘Learning for Living’ (from NIACE).

 

Paper-based

Question	Answer
What preparation is required?	Arrange a time, date and place for the assessment. You will need to book the facilities for an hour, just in case. Ensure that you have: sufficient tables and chairs sufficient CD or audio cassette players and headphones for literacy listening questions learner answer booklets an assessor guide spare paper in case learners want to make notes. The atmosphere for the assessment should be relaxed and encouraging and the room reasonably private.
How should the tools be introduced to learners?	Explain: the purpose of the initial assessment and why the information it will provide will help the learner(s) that this is not a test and that all results are confidential that the learner(s) should try to answer as many questions as they can that they can take as much time as they need but that about 50-60 minutes should be enough that they should stop if they get tired or are finding the questions too hard that notes and workings on the spare paper provided are allowed but will not be collected in how to use the CD or audio cassette player and headphones how to begin, by reading out the brief instructions on the first page of the learner answer booklet.
What needs to be done during the assessment?	Ensure that everyone has started properly and is coping with the audio CD or cassette player and headphones. Keep an eye on proceedings to ensure that the assessment is going smoothly; look out for learners who appear to be struggling. Invite any learner experiencing difficulties to stop. Provide assistance for anyone who you know to have a disability.
What needs to be done at the end of the assessment?	Collect in the learners’ answer booklets. Thank learners for taking part and explain what will happen next, namely that you will mark the answers and give feedback as soon as you can. Mark the answers and enter a score on each page, following the instructions in the Assessor Guide and Learner Answer Booklet.
What feedback can be provided?	All learners should be given feedback on their performance. As a minimum, they should be told the level they have attained. The adult core curriculum reference is given for each question so that an assessor can provide more-detailed feedback if required – see the assessor guide for the particular skill. It is important that feedback is treated with sensitivity, and that learners are clear that the Initial Assessment is simply a stepping stone to more-thorough diagnostic assessment.

 

Computer-based

Question	Answer
What preparation is required?	Arrange a time, date and place for the assessment. You will need to book the facilities for an hour. Ensure that you have: sufficient computer stations sufficient headphones the Initial Assessment tool(s), booted up and ready to use spare paper in case learners want to make notes. The atmosphere for the assessment should be relaxed and encouraging and the room reasonably private.
How should the tools be introduced to learners?	Explain: the purpose of the initial assessment and why the information it will provide will help the learner(s) that this is not a test and that all results are confidential that the learner(s) can take as much time as they need but should stop if they get tired or feel uncomfortable that notes and workings on the spare paper provided are allowed but will not be collected in how to use the keyboard and mouse, if necessary that headphones are provided and must be used for the listening questions in literacy but are optional for numeracy that information will appear on-screen before the assessment begins that dictionaries are not allowed that the numeracy tool has a built in pop-up calculator that can be used for particular questions.
What needs to be done during the assessment?	Ensure that everyone has started properly and is coping with the keyboard, mouse and sound. Keep an eye on proceedings to ensure that the assessment is going smoothly. Provide assistance for any disabled learner.
What needs to be done at the end of the assessment?	At the end of the assessment, a screen gives the learner the level attained and results, question by question. Ensure that results are recorded and/or printed out. Thank learners for taking part and explain what will happen next.
What feedback can be provided?	All learners should be given feedback on their performance. As a minimum, they should be told the level they have attained. The computer-based tool also contains a detailed assessor guide that includes adult core curriculum references for every question; the final screen indicates questions answered correctly or incorrectly by the learner. It is important that feedback is treated with complete confidentiality and considerable sensitivity, and that learners are clear that the Initial Assessment is simply a stepping stone to more-thorough diagnostic assessment.

 

Technical

Question	Answer
What version of Flash will I need?	Version 7.
If I don’t have the correct version of Flash, what should I do?	If you need to download the latest version of Flash click here to go to the flash player download web page
Are speakers necessary?	Yes, your learners will require access to a computer with a 16 bit sound card. The computer-based tools ALL require the use of sound as sometimes the audio forms part of the questions. Please make sure that any computers that you use either have speakers or preferably, headphones.
I have speakers but I can’t hear audio, what can I do?	If it’s possible you should speak to your IT support department and ensure that MP3 audio files are allowed through any Firewalls or Proxy Servers that you, or your network, may have installed as safety features.
What should the screen resolution be set to?	Minimum 800 x 600
What equipment is needed to run the interactive software version of the tools?	Technical information is detailed in Technical Specification. If you cannot find the appropriate answer here, please do not hesitate to contact a member of our Trial Support Team on 01274 203 270 or email toolslibrary@btl.com
How can I remove the software after completing the trial?	If you wish to uninstall the tools, you need to open the ‘Start menu’, go to ‘Settings’ and then select ‘Add and remove’.