Supporting ESOL Learners with Limited Functional Skills
All learners received initial, formative and summative assessments during the course. My observations concluded that formative and summative were well structured and provided the learner and tutor with continuous feedback and successful candidates with a real sense of achievement. However, the initial assessment was found to be the weakest link in assessment chain because it was inconsistent and unreliable. This was evident by the number of tutors that had commented on the amount of undiagnosed ESOL learners who exhibited limited functional skills and had little chance of understanding the content of the course and passing the examination.