Assessment professional development award: introduction to adult literacies learning (PDA: ITALL)
This is a response to a number of draft assignments received for the PDA: ITALL (stage one of the national training framework of qualifications in adult literacies).
Due to the number of requests it is impossible to comment on each individual assessment query, therefore we have compiled the following additions to our previous guidelines. The guidelines themselves were revised in August 2005.
SQA have recruited and trained moderators who are available to support the qualification. In addition to the delivery guidelines already provided the following notes of guidance are provided to assist in writing and assessing the reflective accounts.
Practitioners should note that there is no requirement for D or A units in the assessment process.
Evidence requirements of the unit
For each unit, three short reflective or explanatory accounts are required, or a single holistic account of 450-750 words, which draw on at least one of the knowledge and / or skills listed in Outcome 1 and three of the knowledge and / or skills listed in Outcome 2. It is not necessary to cover four outcomes in each reflective approach. The following example from Unit One illustrates an example question and possible outcomes covered in the assessment:
Example question:
How has your understanding of adult literacies in Scotland changed as a result of attending this course?
Outcome 1: Definition of adult literacy and numeracy (state the definition and offer view on it).
Outcome 2: Learner centred approach (reflect pivotal role of learner centredness within the Scottish policy context and whether you believe this is a positive influence).
You could replicate this approach in a further two questions for this unit.
The assessment for the PDA: ITALL mirrors good practice in adult literacies by using a number of short reflective accounts designed to encourage candidates to break work into manageable and achievable pieces. The Literacies in the Community Pack promotes reflective practice and, by encouraging the use of reflective accounts within the PDA, the intention is to raise awareness of this valuable method and form the basis for good practice in the future.
Guidelines for writing or assessing reflective accounts for the PDA:ITALL
It is useful to reflect on how theory (Unit 1 & 2) can contribute to practice (Unit 3). The Guidelines for SQA: PDA (revised 2005) provide ideas for writing a reflective account on page 13.
The process of reflection allows candidates to examine their current practice and to make improvements upon it. By recording these reflections, issues can be identified and changes made. Candidates should be encouraged to think about what they have learned based on these recordings and identify the impact on their future practice. This is a crucial aspect of reflection, which records a snapshot in time and can assisting in overall evaluation of provision.
The result of this reflective process is that potential adult literacies tutor assistants advance their own practice and provision for learners through a constant cycle of improvement.
There are different ways to reflect depending on individual preference but they should always include a written record.
Encouraging candidates to think about how the learning received on the course has changed the way they approach the subject is beneficial. Has it changed their thinking or confirmed their beliefs? It may also be useful to state how the learning experience has confirmed their approach or challenged their thinking.
Reflective accounts should not be about facts and figures but thoughts and feelings, it is important that the candidate makes it personal. Phrases like "I feel" or "I think" may be useful in reflecting.
The reflective accounts should be short and to the point: it is not an essay. It is generally accepted that the assessment may be up to 10% above or below the recommended length.
You may wish to look at a reflective piece of work carried out by facilitators of the Introductory Training In Adult Literacies Learning. The report New Practices: Good Practices may be a useful resource for those exploring issues of reflection for the first time.
There is no marking scheme; practitioners should use their own judgement regarding acceptable practice based on the guidance from Literacies in the Community Pack, coupled with their own experience.