If diagnostic testing is carried out centrally then it can appear to students that Key Skills are something separate from, and by implication unrelated to, the vocation. Students and staff have said that they would find it useful to know which questions in the diagnostic test were answered incorrectly. This is not possible with the Stanley Thornes Diagnostic Tests. Ideally, diagnostic tests should relate directly to the external tests and to vocational areas. There needs to be coherence between diagnostic testing, learning materials and vocational applications.
Relevant material is important.
Previously the group had acknowledged a lack of proficiency in simple division but had shown reluctance to develop the skill. Clear objectives tend to improve motivation. The accompanying software represents some initial experimentation in the development of materials for Application of Number, related to the QCA Level 1 exemplar test. It is not necessary for colleges to produce commercially robust software. Standard word processors, spreadsheets, databases and presentation software provide facilities to produce effective materials for in-house use.