Tiwtor/ Tutor : Arfon Rhys BSc Dip Ed.FCIPD MIfL

1. Tystysgrif Addysgu yn y Sector Dysgu Gydol OesCertificate to Teach in the Lifelong Learning Sector 2. Asesiad Cychwynol 2. Initial Assessment Tiwtor/ Tutor : Arfon Rhys BSc Dip Ed.FCIPD MIfL

2. Pwrpas asesiad cychwynol yw sicrhau fod dysgwyr ar y cwrs cywir ac yn cael eu cefnogi tra ar y cwrs. Cytuno lle i ddechrau Adnabod nod y dysgu Cynllunio ffyrdd tuag at y nod The purpose of initial assessment  is to ensure that learners are on the right programme and properly supported while on it.  agree starting points identify learning goals plan routes towards these goals. Asesiad CychwynolInitial Assessment

3. 1. Lefel cywir yn ól gallu’r myfyrwyr 2. Addas i ddiddordebau y myfyrwyr 3. Dilyniant cywir 4. Cymysgedd cywir 5. Uchelgais gyrfa’r myfyriwr 6.Yn unol a anghenion mynediad y cwrs Right level for the student ability Suitable for the interest of the student Correct progression Right combinations Career ambition of student In line with the entry requirements Beth yw y cwrs cywir?What is the right course?

4. Cyfweliad Scan sgiliau Arddulliau dysgu Prawf VAK Prawf meddygol Gwirio Troseddau Prawf lliwiau Prawf dislecsia Interview Skills scan Learning Styles VAK test Medical test Criminal Record Colour blind test Dyslexia test Mathau o AsesuTypes of Assessment

5. Prawf Sgrinio megis prawf sgiliau Profion Diagnostig – cael gwybodaeth am cryfderau a gwendidau unigolion Dangosydd - cael syniad o ddewisiadau personol megis arddulliau dysgu Hunan Asesiad – i hybu dysgwyr i adfyfyrio ar ei perfformiad eu hunain Profion seicometrig – i roi mesuriadau gwrthrychol a nodweddion seicolegol er mwyn adnabod gallu person mewn maes arbennig Screening tests – e.g. skills testing Diagnostic tests – to provide information about individual strengths and weaknesses Inventories – to provide an indication of personal preferences, e.g. for styles of learning. Self-assessments – to encourage individuals to reflect on their own performance. Psychometric tests – to provide objective measures of psychological characteristics in order to give an indication of the person’s potential and capability in a specific area. Gwahanol fathau o brofionDifferent types of tests

6. Rhesymau am wneud cais Amcanion ac uchelgais gyrfa Sgiliau personol Profiad blaenorol Llwyddiant blaenorol Cefnogaeth sydd ei angen Hobiau a diddordebau Hoffderau/ cas bethau Teithio i’r cwrs Iechyd Amodau personol reasons for applying career aims and aspirations personal skills previous experiences prior achievement support needed hobbies and interests likes/dislikes travel to training health personal circumstances Pynciau i’w trafod mewn cyfweliadauTopics covered in interviews

7. Yn digwydd yn gynnar - o fewn y dyddiau cyntaf o gysylltiad gyda’r dysgwyr Nid yw yr un peth a recriwtio Proses yw e nid un digwyddiad Yn helpu darparwyr i wybod fwy am y dysgwyr Yn helpu dysgwyr i wybod fwy am eu hunain a’r rhaglen ( beth byddant yn dysgu a sut) is done early on – in the first few days of contact with learners is different from selection is a process, not a single event uses a range of methods helps providers to find out about learners helps learners to find out about themselves and their programme (what they will learn, and how). Proses asesiad cychwynol ddaGood initial assessment process

8. Niferoedd – rhywedd Nifer lleiafrifoedd Gofal am anabledd Iaith y cwrs Dulliau addysgu Cefnogaeth i fyfyrwyr Cyllido’r cwrs Adnoddau ei angen Gender numbers Minorities numbers Care for disabled Language of course Teaching methods Support to students Course funding Resources needed Asesu er mwyn monitroAssessment for monitoring

9. Cyfeiriadau / References • Adult Learning Inspectorate (2003) Starting Points: Initial Assessment. • Clough, L and Foster, A (2002) Good Practice Guide on Initial Assessment and Individual Training Plans. (DfES) • DfEE (2002) Initial Assessment of Learning and Support Needs and Planning Learning to Meet Needs. • Green, M (2003) Improving initial assessment in work-based learning. (LSDA) • Green, M (2002) Initial assessment: a learner-centred process. (LSDA) • Moorse, R and Clough, L (2002) Recognition and reward: using feedback for learner success. (LSDA)