• Optional activity: Use the handout, Learning Styles Assessment Tool provided for trainees to determine their own learning style. Let trainees know that the vocabulary used in the assessment tool may be too difficult for learners. Trainees should do this only with advanced learners. Discuss the vocabulary words in the assessment tool and point out which ones may even be problematic for more advanced learners (i.e. practical applications.)

Optional point to include:

This model was tested on non-Native people as well, and the test results demonstrated that there were very few mental learners in any cultural group. In fact, many people tend to be physically - centred and / or emotional-relational learners.

  • Dianne Hill believes that we should consider the repercussions of this as our educational system is designed for mental learners.
  • Dianne Hill thinks that we need to make learning more acceptable or learner-friendly to accommodate the other styles of learning that are present.

Part II: Assessment

5 minutes

A: Why should we assess the learner?

  • Ask trainees to define "assessment" and list responses on the board.
  • Ask trainees why they think assessment is important.
  • Discuss the importance of assessment. For example, it assists in the planning process and allows us to make better decisions regarding what to teach and what materials to use.
  • Describe the limitations and difficulties in assessment. For example, it is not exact; it needs to be continuous.

15 minutes

B: Initial Assessment

  • Introduce any assessment measurements that you have used and found beneficial (such as the English-as-a-Second Language Oral Assessment or "ESLOA"). These are not mentioned in the tutor training manual, but may be of interest to the tutor trainee.
  • Define the difference between skills assessment and needs assessment.