102-05 OBSERVED CHANGES IN LEARNER BEHAVIOUR

Community Learning Development Resource 102 – 05

OBSERVED CHANGES IN LEARNER BEHAVIOUR

 

SUMMARY

Much of the assessment of the learning success within capacity building in community learning, comes from the recording of observed changes in learner behaviour. Three broad areas of evidence of outcomes are considered here, using feedback from workers, gained during a training activity.

 

Outcomes area

Some learning outcomes and gains that can be evidenced through the observation of changes in individual behaviour
 That adults are developing as learners – personal development/ Individual Capacity-Building  

  • Becoming more confident
  • Exhibiting self-motivation to learn and apply learning
  • Increasingly participating in activities
  • Takes a more active group role
  • Choosing to come-back – returning again
  • Better attendance
  • Unsolicited contact with worker and self- referral
  • Becoming trustful
  • Being prepared to identify own needs
  • Coming prepared for learning
  • Reflecting on ideas before responding or reacting
  • Making decisions and choices
  • Realising ‘I am not alone’
  • Recognising barriers
  • Realising that learning is relevant in their lives
  • Realising that they ‘can’

Outcomes area

Some learning outcomes and gains that can be evidenced through the observation of changes in individual behaviour
That they are gaining by using and applying their learning to their own benefit

 

 
  • Making changes resulting from their learning
  • Changing role
  • Making decisions and choices about their learning and

progress

  • Building relationships – making friends
  • Increased level of trust –contributing to building trust

with others,  opening up and sharing their experiences

  • Increased awareness of learning opportunities
  • Making choices
  • Moving on – learner progression
  • Going for job interviews
  • Employment – getting a job
  • Dealing positively with negative and stressful experiences
  • Volunteering
  • Uptake of advice from other agencies
  • Personal development
  • Improved communication
  • Problem solving
  • Health improvement
  • Improving the family relationships and situation
  • Managing crises
  • Improved support and care within the family and

relationships.

 

Outcomes area

 Some learning outcomes and gains that can be evidenced through the observation of changes in individual behaviour

 
That learners are using and applying their learning beyond themselves – for the benefit or others, in community capacity building, renewal, community and political action

 
  • Interest expressed in neighbourhood renewal, community improvements, etc.
  • New or increased participation in community activities
  • Contributing or bringing about changes within community development and regeneration
  • Developing a voice for the neighbourhood or community
  • Becoming a spokesperson
  • Volunteering
  • Committee work
  • Engaging with a local community strategy
  • Finding out how to influence and shape community changes
  • Seeking to influence local decision-making
  • Voting
  • Demonstrating pride in neighbourhood, defending the culture and reputation
  • Encouraging family and friends to ‘have-a-go’
  • Solving family/friends/local problems
  • Passing on skills to others – family, friends, community
  • Becoming Learning Champions
  • Taking the community learning worker’s job.

 

 

 

How can the assessment evidence be gained, explored and recorded?

Activity

Rationale – why, what, when, where and how?

(Purpose, value, benefits, issues?)
Recording by worker – daily log of:  conversation , comments, quotes and anecdotes by learners
Recalling, reflection and recording – individual learner

 
Individual support and review  – worker with learner

 
Observation by worker including of body language; group dynamics

 
Group discussion and feedback

 

 
Quantitative data

 

 
Probing by worker  –  scripted reviews/ pro-formas / testing

 
Comments and witness statements by those around the learner: community workers and volunteers, employers, etc.

 
 Formal education and training assessment methods – testing, examination, etc.

 

 

 

Who should make the judgements and come to conclusions about an individual’s learning success?

Who?

Rationale – why, when, where and how?

(Purpose, value, benefits, issues?)
Worker judgements

 
Learner judgements – learner self-assessment

 
Individual learner judgements

 
Joint worker-learner judgements

 

 
Collective judgements by groups

 
Judgments by peers. partners and families

 
Employers, etc.

 
Outsiders – e.g., managers, inspectors, funders?

 

 

PROMPTS FOR REFLECTION AND DISCUSSION

  • Do workers need to develop their own techniques for recording and reflection and analysis?
  • What would characterise good recording and reflection practice?
  • The worker may be completing the assessment cycle for the learner. At what point does the process become joint and then when can it be handed over to the learner? Can it ever be handed over to the learner?