Understanding the Minimum Core in Assessment

When we refer to the minimum core, we are talking about essential skills in literacy, language, numeracy and ICT. These core skills underpin all learning and are vital for every learner, regardless of the subject or qualification they are studying.

The Assessor’s Role in Supporting Minimum Core Skills

As an assessor, you must be aware of each learner’s ability in the minimum core areas and be ready to support them where needed. Your role is not to teach these skills in isolation, but to recognise where they affect learning and assessment and respond appropriately.

Effective communication from the assessor is critical. This means:

• Speaking clearly and at an appropriate pace
• Explaining concepts in a way the learner can understand
• Avoiding unnecessary jargon or technical language
• Using real-life examples that learners can relate to

Listening and Written Communication

Good communication is two-way. Assessors must listen carefully to learners and respond thoughtfully to their questions, concerns and ideas. This helps build confidence and ensures misunderstandings are identified early.

When producing written materials such as feedback, assessment plans or instructions, your writing should always be:

• Clear and easy to understand
• Accurate and well structured
• Appropriate to the learner’s level and ability

Identifying Minimum Core Needs Early

Minimum core skills are usually identified at an early stage, often during the initial assessment before the course begins. This may involve:

• An informal discussion with the learner
• Targeted questions about previous experience
• A short self-assessment or diagnostic activity

The purpose is to understand the learner’s starting point so that appropriate support can be put in place from the outset.

Informal and Formal Assessment Methods

Assessments can be either informal or formal.

Informal assessments are those you design yourself and may include:

• Short quizzes or knowledge checks
• Group or paired activities
• One-to-one discussions

Formal assessments are usually set by an awarding organisation or exam board. These may include written exams or other standardised assessments that must be conducted under specific rules and conditions.

Using Informal Assessment to Monitor Progress

As an assessor, it is essential to use a range of informal assessments throughout the learning programme. These allow you to:

• Monitor learner progress
• Check understanding regularly
• Identify gaps in knowledge or skills

Group-based activities such as discussions or paired tasks are particularly valuable. They allow you to observe how learners:

• Communicate with others
• Problem-solve
• Apply knowledge in practical situations

Recording Progress and Providing Evidence

Keeping accurate records of learner progress is a key responsibility. Records may include:

• Written feedback
• Notes from discussions or observations
• Results from activities or assessments

These records help track development over time, identify areas for improvement and support meaningful feedback. They also contribute to the overall assessment plan and are essential for quality assurance.

Adapting Assessment to Meet Learner Needs

Above all, your assessment approach must always meet the needs of the learner. This may involve:

• Adapting activities or assessment methods
• Adjusting your communication style
• Providing additional support in literacy, numeracy or ICT

Encouraging the development of minimum core skills not only supports the assessment process but also builds learner confidence and improves their overall ability to succeed in their qualification and beyond.