MAMÁ 4: LILY JOHANA QUIROGA BLANCO 33 AÑOS

Co-ordinators/managers were asked about the different forms of assessment used in the centre and the kinds of feedback provided to learners on their progress. Almost three-quarters of centres reported assessment of participant behaviour on a frequent basis with over half also placing a strong emphasis on assessing young people’s engagement in learning (Figure 6.7). Centres tended to assess practical work, written project work and other written work on most days. The vast majority of centres (89 per cent) used tests or exams at least occasionally.

In contrast to the patterns for teaching and learning, there was little marked variation in approaches by centre characteristics. However, centres with a greater concentration of learner need were more likely to place a strong emphasis on assessing participant behaviour than other centres (89 per cent assessing it ‘every day’ compared with 61 per cent of low need and 72 of medium need centres).

FIGURE 6.7 FREQUENCY OF USE OF DIFFERENT APPROACHES TO ASSESSMENT AND FEEDBACK ACROSS YOUTHREACH AND COMMUNITY TRAINING CENTRES

Source: ESRI survey of Youthreach Co-ordinators and Community Training Centre managers.

In most cases, feedback was provided to learners verbally with written feedback being less prevalent (though happening in almost half of centres on a frequent basis). The vast majority (91 per cent) of centres provided feedback to parents on the progress of learners, although 9 per cent of centres reported never or almost never doing so. Average-sized and large centres were more likely to rely on the use of verbal feedback (53-58 per cent doing so daily compared with 36 per cent of small centres) while smaller centres more frequently used written feedback. Verbal feedback was also more frequent in centres with a medium to high concentration of learner need. CTCs were somewhat less likely to provide frequent written feedback than Youthreach centres, though this was wholly due to the larger average size.

Centres tended to use individual learning plans with each of the learners to monitor their progress throughout the year. Staff members felt these sessions allowed them to individually explain to learners where they were and where they needed to go rather than doing it in front of the whole group:

We do individual learning plans. … Sit down individually … with the student and we’d sort of say, ‘Okay, this is where you are now’ … So I’d sort of say, ‘Listen, we have two done now and we started the third one like, what we need to do is…’, it’s just a great way for the ones who want it explained to them exactly where they are on the course. ‘Cause I mean I think if you’re saying it in the class in front of everyone, like I was saying before some people will sort of think, ‘Oh, Jesus, I haven’t got that bit done yet’… If you’re sitting them on their own you can say, ‘Well, listen, you are doing well and don’t be, don’t be getting

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Written feedback Verbal feedback Written project work Practical work Other written work Engagement in learning Behaviour

too bogged down, you’re a little bit behind. We can catch you up’, and it’s just to let them know individually where you are. (Erne, Staff)

And if the assignments aren’t done, and you explain that to them, you know, you’re saying like this is it. As you progress and as you’ve done that. They also have a sheet that when they progress I tick it off and say, ‘Right, now, you know, that assignment’s done’. So they can see that they’re working their way through their assignments as the time progresses. (Erne, Staff)

Individual learning plans were seen as giving young people a sense of ownership over their progress:

They have individual learning plans that they would … develop with - in conjunction with the young person at the start of the year. And - and rewritten and done up during the year in conjunction with the young person, and they would meet termly about their individual learning plan. I think … if you don’t meet young people very often about it, it becomes something in the sky and they don’t connect to it at all. But I think as we have introduced it more often throughout the year, they now see it as theirs and have a little bit of ownership around it. And understand it. Whereas before initially when that came in years ago, it was, kind of, more - it started off nationally almost as start and end-of-year thing. But we learned quickly from that, very, very quickly that that - that doesn’t work at all. They had forgotten about it … and saw it as a piece of paper. Whereas now they’re engaged and would mention to us when they want to add something to it, et cetera. (Bann, Staff)

Some centres used visual displays or checklists to help learners monitor their progress:

They have this checklist. It’s actually brilliant. I should show it to you. It’s just a visual thing for each young person, so they’d have their name and say it’s career preparation, right. … The SLOs that go down the side, each time the young person goes into them they go, they walk up and tick. So they can see how far they’re going with that module. But then we’ll have, if say if a young person’s missing for a week and they come back in and they see the rest of the class have more ticks they’re kind of, ‘Oh my god, I have to catch up’ and it’s just, it’s something so basic but it just, it really, really works in this centre. (Shannon, Staff)

6.6

CONCLUSIONS

This chapter has looked at experiences of teaching, learning and assessment in Youthreach and Community Training Centres. The kinds of qualifications offered are found to vary significantly across centres, with a small minority offering the Junior Certificate and Leaving Certificate Established programmes, and the majority providing QQI Level 3 and Level 4 qualifications. Learner need is seen by co-ordinators and managers as the main factor in deciding on course provision. The study findings do indeed show that provision is tailored to need, with centres more likely to offer Junior Certificate and QQI Levels 2 and 3 qualifications where a greater proportion of learners have not completed junior cycle. However, constraints on provision are also apparent, with significant variation across ETBs, particularly in the provision of SEC-accredited qualifications. The skill set of existing staff and the quality of facilities also influence the potential flexibility in adapting provision to meet need.

The vast majority of centres offer courses and activities other than those accredited by the QQI or SEC. For the most part, these are geared at enhancing the physical and emotional wellbeing of learners. Learner access to a variety of such activities depends on the centre they attend, being more prevalent in Youthreach centres, especially those involved in SENI. Provision also varies by the other courses offered, with fewer such activities in centres offering the LCA programme and a greater variety in centres offering QQI Level 2, which serve a learner intake with more complex needs.

Centre staff use a variety of teaching methods in order to engage learners, placing a greater emphasis on hands-on and practical activities, and less emphasis on the kinds of didactic methods which characterise mainstream second-level classes. The study findings indicate that methods are adapted to reflect learner needs, with a greater use of pair work and computers in those centres with a greater concentration of need among learners. Methods are also influenced by the qualifications offered, with a greater use of whole-class teaching and less use of group work and discussion in centres providing LCA or LCE. Staff assess learners on a range of criteria, including behaviour and engagement, and there is a strong emphasis across most centres on regular verbal feedback to learners on their progress.

The learners interviewed were very positive about their learning experiences in Youthreach. They valued the small class sizes which facilitated more individualised attention, the ability to work at their own pace, the support they received from staff and the emphasis on continuous or modular assessment. For many young people, Youthreach was their first experience of achievement. The quality of relationships with staff was a crucial element in young people’s

re-engagement with learning and they spoke with warmth of the care and support they received from staff.