2. vNAP aims
to increase confidence and develop good practice
in the assessment of learners’ needs.
to equip participants with relevant knowledge of
the factors which facilitate and inhibit learning.
to hone participants’ skills in evidence gathering
and report writing.
to enable participants to undertake effective
‘remote’ (‘virtual’) assessments.
3. Session themes
1. What is ‘Needs Assessment’?
2. A framework for NAP
3. Gathering and interpreting evidence
4. Applying the Needs Assessment Model: Dyslexia
5. Meeting needs by making recommendations
6. Reporting findings and acquiring resources
6. Starting points
In your breakout group, discuss your own
‘needs’ in relation to this vNAP course.
Take into account:
past experience
present context
strengths and weaknesses
course demands
goals
concerns
7. Why Assess?
To establish learning/course objectives
To agree learning (and teaching) goals
To gather evidence of support needs
To understand the impact of these needs
To inform study method/approaches
To help students develop an awareness of
their strengths and weaknesses and
preferred learning styles
8. Purposes of Assessment
Screening: identify students at risk
Diagnostic: confirm the presence of a
‘condition’ and start to address implications
Outcome-based: provide baseline
indicator of level of functioning
Needs-led : identify appropriate actions
Progress Monitoring: determine
progress and intervention outcomes
9. Principles of Assessment
Needs Assessment should respect the right of
the student to make choices and expect that the
student will take responsibility.
Needs Assessment policy should reflect the
principle of equal opportunities and comply with
relevant legislation.
Needs Assessment practice should reflect the
‘social model’ and take a contextual perspective.
10. What are you looking
for?
In your breakout group:
Discuss, then summarise on your
whiteboard, the information and
‘evidence’ you think you should be
seeking when you conduct a needs
assessment.
11. Top Tips
‘Know’ your candidate: access to educational
history, previous reports, referral details.
Pace/timing: how much? how soon? how long?
Purpose and focus: why? what for?
Reality check: motivation; ambition; expectation;
commitment; priorities.
Understand the impact of environment
12. Fit for purpose
In your breakout group, come up with
a list of the ‘ingredients’ that form the
basis of a good needs assessment.
Discuss what steps the assessor can
take to create a conducive
environment.
