Scribd Logo
Upload

Welcome to Scribd!

  • 150 views

    Needs Analysis and Types of Needs Assessment

    Uploaded by

    glenn
    This document discusses needs analysis and types of needs assessment. It defines needs analysis as identifying and evaluating needs through describing problems of a target population and possible solutions. Needs analysis purposes include determining learner language skills needs and identifying gaps. A needs assessment identifies priority gaps between current and desired conditions. There are three types of needs assessment: formative, interim, and summative. Formative assessment provides immediate feedback, interim assessment occasionally, and summative assessment evaluates learning at the end with limited feedback.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Needs Analysis and Types of Needs Assessment

    Uploaded by

    glenn
    150 views19 pages
    This document discusses needs analysis and types of needs assessment. It defines needs analysis as identifying and evaluating needs through describing problems of a target population and possible solutions. Needs analysis purposes include determining learner language skills needs and identifying gaps. A needs assessment identifies priority gaps between current and desired conditions. There are three types of needs assessment: formative, interim, and summative. Formative assessment provides immediate feedback, interim assessment occasionally, and summative assessment evaluates learning at the end with limited feedback.

    Original Description:

    ELT

    Original Title

    Analysis

    Copyright

    © © All Rights Reserved

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document discusses needs analysis and types of needs assessment. It defines needs analysis as identifying and evaluating needs through describing problems of a target population and possible solutions. Needs analysis purposes include determining learner language skills needs and identifying gaps. A needs assessment identifies priority gaps between current and desired conditions. There are three types of needs assessment: formative, interim, and summative. Formative assessment provides immediate feedback, interim assessment occasionally, and summative assessment evaluates learning at the end with limited feedback.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    150 views19 pages

    Needs Analysis and Types of Needs Assessment

    Uploaded by

    glenn
    This document discusses needs analysis and types of needs assessment. It defines needs analysis as identifying and evaluating needs through describing problems of a target population and possible solutions. Needs analysis purposes include determining learner language skills needs and identifying gaps. A needs assessment identifies priority gaps between current and desired conditions. There are three types of needs assessment: formative, interim, and summative. Formative assessment provides immediate feedback, interim assessment occasionally, and summative assessment evaluates learning at the end with limited feedback.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    You are on page 1of 19

    NEEDS ANALYSIS AND

    TYPES OF NEEDS
    ASSESSMENT
    Instructor: Dr. Divine Bejerano
    Presenter: Gejazyhlle P. Engaño

    UNIVERSIDAD DE ZAMBOANGA-IPIL
    DECEMBER 11, 2016
    WHAT ARE ‘NEEDS’?
    WHAT IS ‘NEEDS ANALYSIS’?
    WHAT ARE ITS PURPOSES?
    WHO ARE ITS USERS?
    WHAT IS NEEDS ASSESSMENT?
    WHAT ARE TYPES OF NEEDS
    ASSESSMENT?
    “NEEDS”
    WANTS, DESIRES, DEMANDS,
    EXPECTATIONS, MOTIVATIONS,
    LACKS, CONSTRAINTS, AND
    REQUIREMENTS
    NEEDS ANALYSIS
    Need analysis is the process of identifying and evaluating needs which is
    the identification of needs as a process of describing “problems” of a
    target population and possible solutions to these problems.
    In Education
    Procedures used to collect information about learners’ needs.
    One of the basic assumptions of curriculum development is that a
    sound educational program should be based on an analysis of learners
    needs.
    THE PURPOSE OF NEEDS ANALYSIS
    To find out what language skills a learner needs
    To help determine if an existing course adequately addresses the needs
    of potential students
    To determine which students are most in need of training in particular
    language skills
    To identify a change of direction that people in a reference group feel
    is important
    To identify a gap between what students are able to do and what they
    need to be able to do
    To collect information about a particular problem learners are
    experiencing
    In Education, (particularly in the case of k-12 program for ESL in
    public schools) this identifies the following purposes of needs analysis:

    • To compile a demographic profile of all the languages and language


    which is represented by the students.
    • To assess their level of language acquisition in their native language
    specially in English
    • To determine their communicative abilities in English.
    • To determine their formal knowledge of English.
    • To find out how students use language on a daily basis
    • To determine what English language skills are necessary to enable
    students to participate in aid school and community activities in English.
    • To find out what preliteracy and literacy skills the
    students possess
    • To ascertain the students’ level of cognitive
    development and acquisition of academic skills in their
    native languages
    • To ascertain what cognitive and academic skills students
    have acquired in English to determine the cultural,
    political, and personal characteristics of students
    The information obtained can serve as a basis for planning a training program. And that includes students rights.

    ‘Needs’ also includes students’ rights


    ‘It’s school’s responsibility to take into account the cultural,
    Political, and personal characteristics of students …. in order to plan

    activities and objectives that are realistic and purposeful. It is not the responsibility of the
    school to act on political matters, but is the school’s responsibility to provide equal access to
    school opportunities and to validate the experiences of all students, regardless of their
    political and/or cultural backgrounds.

    (Linse, 1993)

    Needs also includes perceived and present needs potential and unrecognized needs

    Needs analysis may take place


    1. Prior to
    2. During
    3. After a language program
    THE USERS OF NEEDS ANALYSIS
    Big-scale needs analysis
    • Curriculum officers in the ministry of education
    • Teachers
    • Learners
    • Writers
    • Testing personnel
    • Staff of tertiary institutions
    Small-scale needs analysis
    • Teacher
    • Program coordinator
    THE TARGET POPULATION
    • Language learners or potential language learners
    • Policy makers
    • Ministry of education officials
    • Teachers
    • Academics
    • Employers
    • Vocational training specialists
    • Parents
    • Influential individuals and pressure groups
    • Academic specialists
    • Community agencies
    ADMINISTERING THE NEEDS ANALYSIS

    • Who will administer the needs analysis?


    • Who will collect and analyze the results?
    * Academic or research assistant
    * Colleagues in different department
    * Students who piloted the questionnaire
    * Academic staff of the university
    * Secretarial support
    PROCEDURES FOR CONDUCTING NEEDS
    ANALYSIS
    • QUESTIONNAIRES
    • SELF-RATINGS
    • INTERVIEWS
    • MEETINGS
    • OBSERVATION
    • COLLECTING LEARNER LANGUAGE SAMPLES
    • TASK ANALYSIS
    • CASE STUDIES
    • ANALYSIS OF AVAILABLE INFORMATION
    NEEDS ASSESSMENT
    A needs assessment is a systematic process for determining and addressing needs, or "gaps"
    between current conditions and desired conditions or "wants". The discrepancy between the
    current condition and wanted condition must be measured to appropriately identify the need.

    Needs Assessment vs. Needs Analysis

    A needs assessment identifies gaps between current and desired results—not


    means—and places those in priority order on the basis of the costs to meet the
    needs as compared to the costs to ignore the needs. These gaps are called needs,
    and needs chosen for resolution can also be referred to as problems (needs
    analysis).
    NEEDS ANALYSIS VS. NEEDS ASSESSMENT DIAGRAM
    THREE TYPES OF NEEDS
    ASSESSMENT
    FORMATIVE ASSESSMENT
    This occurs in the short term, as learners are in the process of making meaning of
    new content and of integrating it into what they already know. Feedback to the learner is
    immediate (or nearly so), to enable the learner to change his/her behavior and
    understandings right away. Formative assessment also enables the teacher to "turn on a
    dime" and rethink instructional strategies, activities, and content based on student
    understanding and performance. His/her role here is comparable to that of a coach.
    Formative assessment can be as informal as observing the learner's work or as formal as a
    written test. Formative assessment is the most powerful type of assessment for improving
    student understanding and performance.
    EXAMPLES: A very interactive class discussion; a warm-up, closure, or exit slip; a on-the-spot performance; a
    quiz.
    INTERIM ASSESSMENT
    This takes place occasionally throughout a larger time period. Feedback to the learner
    is still quick, but may not be immediate. Interim assessments tend to be more formal,
    using tools such as projects, written assignments, and tests. The learner should be given
    the opportunity to re-demonstrate his/her understanding once the feedback has been
    digested and acted upon. Interim assessments can help teachers identify gaps in
    student understanding and instruction, and ideally teachers address these before
    moving on or by weaving remedies into upcoming instruction and activities.

    Examples: chapter test; extended essay; a project scored with a rubric.


    SUMMATIVE ASSESSMENT
    This takes place at the end of a large chunk of learning, with the results being primarily for the teacher's
    or school's use. Results may take time to be returned to the student/parent, feedback to the student is
    usually very limited, and the student usually has no opportunity to be reassessed. Thus, summative
    assessment tends to have the least impact on improving an individual student's understanding or
    performance. Students/parents can use the results of summative assessments to see where the student's
    performance lies compared to either a standard (MEAP/MME) or to a group of students (usually a
    grade-level group, such as all 6th graders nationally, such as iowa tests or ACT). Teachers/schools can
    use these assessments to identify strengths and weaknesses of curriculum and instruction, with
    improvements affecting the next year's/term's students.

    Examples: standardized testing (NAT etc.); final exams; major cumulative projects, research projects, and
    performances.
    THANKS 

    You might also like