This article outlines findings from a collaborative project with two partner organisations that focused on the initial and diagnostic assessment practice used by an Adult and Community Learning provider in the north-east of England. The findings highlight the need for change with regard to how initial assessment is conducted, and, as a result of this, we make suggestions as to how providers can ensure assessment is appropriate. The researchers found that the assessment tool used for diagnostic purposes is less important than the process of assessment. This action research explored learners’ experience of assessment and makes recommendations for further changes to the assessment process.
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