The daignostic assessment practices used to diagnose Tim's barriers to learning

Diagnostic assessment practices:

In the diagnostic phase of the LMP the learning manager investigates and analyses the students deficit in terms of the learning outcomes ( Lynch & Knight, 2010). The learning manager measures a students learning barriers based on understandings of learning , the learning systems and various disabilities that may impact on the students learning. The learning manager engages with medical professionals and educational specialists to diagnose an intervention plan for the student.

The diagnostic assessment practices

Identifying the barriers to learning by assessing:

1. The design elements of the learning and how they may impact on the profile of the learner.

2. The delivery of the learning, the learning managers performance and how this may impact on the learning style of the learner.

3. The capabilities and functioning of the learner

Evaluation

In using the complex reasoning process of problem solving to solve the problem of a student not achieving the learning outcomes of the school curriculum, it became apparent that other complex reasoning processes identified by Marzano and Pickering (2oo6), for using knowledge meaningfully, could have been used to analyse the system of the learning design process using the complex reasoning graphic organiser of system analysis and the processes of the EAP investigated more thoroughly through the steps of investigation. I reflect that in all processes of learning there would usually involves the processes of problem solving, investigation and system analysis at the very least.

A reference list

Corbett, D., Wilson, B., & Williams, B. (2005). No Choice but Success. Educational Leadership March 2005

Brady, L.(2006). Collaborative learning in Action. Frenchs Forest. NSW. Pearson Education Australia

Department of Education and Training.
http://education.qld.gov.au/students/disabilities/adjustment/index.html

Education Queensland Policy, CPR-Pr-009
Retrieved from, http://education.qld.gov.au/strategic/eppr/curriculum/crppr009

Lynch, D. & Knight, B, A. (2010). The theory and practice of learning management: a text for the student of learning management. Frenchs Forest. NSW. Pearson Australia


Marzano, R, J., & D, J. (2006). Dimensions of learning: teacher's manual (2nd ed.). Aurora, Colorado, USA. McREL

Queensland Studies Authority. P - 12 Assessment policy
http://www.qsa.qld.edu.au/downloads/approach/qsa_assessment_policy.pdf

The capabilities of the student:The referral process

Does the student need to be referred to the schools special needs committee?

Once the learning manager has determined through the learning design process that the students inability to access the curriculum is not due the design of the learning or the delivery of the learning then they will begin to collate evidence for the referral process to the schools special needs committee or the equivalent.

This is an example of a referral process within a school.

Click on the image to get a full size image

Below is a link to the Education Adjustment Program (EAP) for learning managers to familiarise themselves with but the process is a specialist area and attended to by school specialist personnel http://education.qld.gov.au/students/disabilities/adjustment/index.html

The system of learning or the capabilities of the student?

The barriers to learning: Is it the learning system or the capabilities of the student/learner?

Does the system of learning need adjusting?

The learning manager should revisit the system of learning; the design elements and the delivery elements of the learning management plan, to reassess the learners profile and assure that the learning is relevant to the learner, of interest to the learner and the instructional design suitable for the students personal learning style.

Is it the capabilities of the student?

Once the learning manager has identified that the students needs have been met regarding how they learn best and the student has still not achieved the learning outcomes, the capabilities of the learner must be assessed as a clinical barrier to learning and the process of referral to school specialist personnel should begin.

This template has been designed by Lynch and Knight (2010) to investigate the diagnostic barriers to the learning for the student and can also be used as the learning manager collates evidence for the referral process.

Possible soloutions

If the student has not achieved the learning outcomes from a series of lessons or a unit of work, Lynch and Knight have identified 2 systems that impact on the capacity of the learner to make learning gains (2010):
1. The clinical process of learning : this is when the process of learning is impacted by a learning disability

2. The elements associated with the design delivery and assessment of the learning program e.g. the learning design process; the learning management plan (LMP)


There are 3 specific diagnostic barriers to learning:

• Capability of the learner

This is when the learning manager collates evidence and refers the student following the school referral process

• The system of learning - design elements

This is when the design elements of the Learning Management Plan (LMP) and learning experiences need to be revisited in particular the profiling phase for the particular student.

• The system of learning - delivery elements

This is when the delivery modes may need to be revisited depending on the outcomes from the interviewing processes of the profiling phase of the LMP.

Breaking down these learning barriers are the possible solutions to Tim's (the case study) inability to access the school curriculum.

Dimension 4 : Graphic organiser: problem solving

• Marzano and Pickering's graphic organiser for Problem Solving, will be used to problem solve the constraints or barriers to ensuring success for Tim (case study.
  
  The graphic organiser structures the learning journey into the following headings:

• the problem
• the goals,
• the constraints or limiting conditions that hinder the achievement of the goals
• the possible solutions to achieving the goals.
  
  
  
  The problem:
  
  A case study
  
  Tim is at times aggressive to the Learning Manager and can become violent if confronted in a classroom. He does not seem to have empathy for his peers. He is becoming more socially isolated as his aggressive behaviour alienates his peers. He is selfish in social contexts and does not seem to understand the social skills of sharing, listening to others and waiting your turn. He struggles to access the curriculum at this Year 3 level. He does not seem to process instructions either written or spoken. He does not engage during group sessions and whole class activities especially music, art and dance. Tim does not seem to be coping either academically or socially.
  
  
  
  
  
  The goal
  
  For the student to successfully achieve the learning outcomes for Year 3 by being able to access the curriculum, achieve the curriculum outcomes and participate in the life of school.
  
  
  The constraints or limiting condition
• lack of social skills
• limited understanding of instructions; verbal or visual
• lack of empathy for classmates
• appears highly sensitive to noise and crowds

How are these constraints limiting the student from achieving successful outcomes in school?

These constraints are limiting the student from achieving successful outcomes in school by the student having limited to no social success. This limits the learning opportunities and benefits gained from Co operative learning:

Co operative learning:

• fosters positive independence and promotes a context for learning in which students assist each other


• promotes effective communication as verbal interaction is at s premium


• improves understanding of content within and across subject areas


• creates an active learning environment and thereby enhances the likelihood of student engagement


• increases opportunities for decision making and problem solving


• enhances understanding of differences in relation to abilities past experiences and learning styles (Brady, 2006).

The constraints of a lack of social skills, limited understanding of instructional design; both verbal and visual, a lack of empathy for class mates and a sensitivity to noise and crowds can be an isolating experience for a student within the school community. It is the learning manager’s responsibility to promote inclusion and the potential of all learners in the classroom by creating a learning environment that supports the educational and social outcomes of all students (Education Queensland [Ed QLD], 2005).

Dimension 4: Using knowledge meaningfully

Marzano & Pickering (2006) state the purpose of acquiring knowledge is to be able to use it meaningfully. As they explain, we may learn a great deal about genetics if we want to know what will happen as a result of generic engineering. When knowledge is used to deal with specific areas that we care about we become immersed in learning. When students perceive tasks as meaningful and relevant they are motivated to complete the task. This could result in a higher level of knowledge. Tasks that require students to use knowledge meaningfully are a powerful and potentially more accurate way of assessing learning (Marzano & Pickering, 2006).

'Using knowledge meaningfully requires students to engage in complex thinking and reasoning processes as they complete long term meaningful tasks (Marzano & Pickering, p 191, 2006).

(click the Graphic Organiser to view in a link)

Dimension 4: Complex Reasoning Processes:

Problem solving:

Problem solving is the process of overcoming constraints or limiting conditions that are in the way of pursuing goals; it is the process of overcoming limits or barriers that are in the way of reaching goals (Marzano & Pickering, p 205, 1997).

Learning Management, The Learning Design Process and The Diagnostic Phase of learning management

Learning management is defined as the capacity to achieve learning outcomes in all students based on the notion of "design with intent' (Lynch & Knight, p 3, 2010).

Lynch and Knight's learning design process consists of 3 phases :

• profiling
• strategising and delivery
• ascertainment

There is also a 4th phase;

• Learning diagnostics.

Learning diagnostics asks the question:

Why has the learner not achieved the defined learning outcomes?

What are the barriers or impediments that are preventing the students from achieving successful outcomes?

INTRODUCTION: How can learning managers ensure success for students not achieving learning outcomes through diagnostic assessment practices?

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'If we allow students to fail some will. The only way to ensure all students succeed therefore is to remove failure as an option (Corbett, Wilson & Williams, P1, 2005)'.

This report will focus on the case study identified below to problem solve the key question:
How can learning managers ensure success for students not achieving learning outcomes through diagnostic assessment practices.

The Queensland Studies Authority (QSA) states the purpose of assessment is to help students achieve the highest standards they can within their own capabilities (QSA, 2007).

It is the purpose of diagnostic assessment to determine the students learning needs and to assist if necessary either with adjusted curriculum or specialist intervention.
The purpose of diagnostic testing: To determine specific student learning needs or requirements. Diagnostic testing is administered by specialised school personnel, advisory teachers or specialist (Lynch & Knight, 2010).
Queensland Studies Authority states in their P - 12 Assessment policy document that the purpose of diagnostic assessment is to determine the nature of students learning and provide the appropriate feed back or intervention (QSA, 2007).
This link http://www.qsa.qld.edu.au/downloads/approach/qsa_assessment_policy.pdf will take you to the Queensland Studies Authority P - 12 Assessment policy