Methods of initial and diagnostic assessment to agree individual learning goals with learners:

Organisational policy and practice, different methods of initial assessment (e.g. interview, multiple choice question and answer, computerised test, practical test, written assignment, discussion), ritten/verbal/non

verbal communication, inclusive language, adapting assessment arrangements to meet the needs of individual learners.

與學員達成個人學習目標的初階性和診斷性評核方法：

組織政策和實踐、不同的初始評估方法（例如面試、多項選擇題和答案、計算機化測試、實踐測試、書面作業、討論）、書面/口頭/非口頭交流，包容性語言，調整評估安排以滿足個別學習者的需求。

Record learners’ individual learning goals:

Individual Learning Plan (ILP) involving the learner, negotiation skills (personal and organisational), prioritisation and reasons for these (personal, organisational), individual needs, recording. Learner involvement, action planning, SMART targets (specific, measurable, achievable, relevant, timely).

記錄學員的個人學習目標：

個人學習計劃 (ILP) 涉及學習者、談判技巧（個人和組織）、優先順序和原因（個人、組織）、個人需求、記錄。學習者參與、行動計劃、SMART 目標（具體、可衡量、可實現、相關、及時）。

Role and use of initial and diagnostic assessment in agreeing individual learning goals:

Purpose of initial assessment (e.g. identify barriers to learning, learning preferences, prior experience, recognition of prior learning (RPL), aspirations, current levels of qualification aptitude), purpose of diagnostic assessment (identify learning needs), organisational policy and practice, negotiation skills, SMART targets, learner involvement, action planning, written/ verbal/non-verbal communication.

初階性和診斷性評核在協定個人學習目標中的作用和用途：

初步評估的目的（例如，識別學習障礙、學習偏好、先前經驗、對先前學習 (RPL) 的認可、願望、當前的資格能力水平）、診斷評估的目的（識別學習需求）、組織政策和實踐、談判技能、SMART 目標、學習者參與、行動計劃、書面/口頭/非口頭交流。