Learning in progress : recognising achievement in adult learning

TerminologyAim The overall intention and purpose of a learning programme expressed in general terms. Learning goalThe learning goal is used here to signify overall achievement.In qualification-bearing or accredited programmes this is the award.In non-accredited learning, achievement of the learning goal is achievement of the aim as expressed in agreed learning objectives.Learning objectives Key elements of a learning programme which contribute to the aim and are to be achieved. Learning outcomesThe results of a learning experience including new knowledge, understanding and skills gained, increased confidence and readiness to progress to further learning or take on other new challenges.These are not necessarily the same as the objectives planned at the outset.Learning outcomes methodology An approach to planning, facilitating and assessing learning which takes as its starting point the definition of desired learning outcomes.As practised in adult and community learning it typically includes negotiation and agreement of learning outcomes between tutor and learners, optional re-negotiation during the learning programme and the use of the planned outcomes ( individual or shared ) for reviewing progress and assessing learners' achievements during the programme and at the end. Key questions1 Is there a clear rationale underlying the offer of : ■ non-accredited learning ■ credit-bearing qualifications, including those in the National Qualifications Framework ?The answer will vary from place to place, but often historical reasons, funding pressures and the enthusiasms of individuals have played a part alongside needs analysis and planned curriculum development.Many adult and community providers offer a mix of credit-bearing and non-accredited provision.As they plan where to apply a new system within existing learning programmes providers will confront this question.2 Why would a provider choose not to offer a qualification ?There are a number of possible reasons :■ to allow for negotiation and so offer increased autonomy and respect to learners ■ to provide 'safe' first steps towards qualification courses or employment ■ to keep programmes flexible and build in learner success ■ so that learners with very different backgrounds, levels of general education and learning skills can learn together successfully because of shared interests ■ to attract learners who have had negative experiences of assessment ■ to reflect learners' priorities ( for some, accreditation is not what is important -at best it is a diversion and, potentially, a distortion ) ■ to avoid over-burdening short courses with inappropriate requirements.3 So, where non-accredited learning is the preferred option, how do we know that learners progress and achieve their aims ?How do we develop good practice in recognising and recording achievement ?■ listening, observing, checking and questioning ■ giving vital one-to-one feedback just at the right moment ■ asking -are learners making the progress I expect ?what is the most helpful next step ?This is formative assessment. Purposes of assessmentFormative and summative assessment both have a part to play.Formative assessment contributes to the learning process by :■ helping learners progress -giving them confidence by recognising what has been achieved and identifying gaps and areas for improvement ■ helping tutors adjust the learning programme to meet group and individual needs.