My Functional Skills Test Results/Experience – How My 11-Year-Old Daughter Outscored Me!

In my recent blog, I explored the challenges faced by young people taking Functional Skills assessments, especially after their GCSE results. To gain firsthand experience of these challenges, the Coach Core Foundation team decided to undertake the assessments ourselves.

So given its #ResultsDay here’s my results and personal journey through the Functional Skills tests, including an unexpected twist involving my 11-year-old daughter, although the title may have given that away already!

Understanding Functional Skills Assessments

Functional Skills assessments measure practical abilities in English and Maths essential for everyday life and work. They are graded as follows:

• Level 1:?Basic proficiency
• Level 2:?Intermediate proficiency, similar to a GCSE grade C/4 or higher
• Level 3 and above:?Advanced proficiency

These assessments focus on practical application rather than theoretical knowledge. Our assessments and diagnostics evaluated us up to Level 3, with a maximum achievable score of 3.0.

The Test Experience

To truly understand the hurdles our young people face, I decided to take the Functional Skills assessments alongside them. Here are the results of my initial assessment tests:

• Maths Initial Assessment:?1.4
• English Initial Assessment:?2.7

Seeing a 1.4 in Maths was a jarring experience. It’s one thing to hear about the difficulties these tests pose and quite another to confront them firsthand. This result highlighted the emotional impact of encountering results that fall short of our expectations and the complexity of these assessments.

Adding an unexpected twist, my 11-year-old daughter also took the initial assessments to see how she compared. She outscored me in Maths and came pretty close to my English score, with results of 2.1 and 2.4, respectively. While it wasn’t surprising to me that she performed well, it served as a poignant reminder of the unfairness of comparing individuals solely based on test scores. This experience reinforced the importance of valuing each person’s unique skills and attributes beyond just the numbers.

Diagnostic Results: A Condensed Overview

After the initial assessments, I completed more detailed diagnostics, so here's how I did:

Maths:

• Number?(Level 2.7):?Competent in handling numbers and basic calculations but struggled with complex problems.
• Fractions, Decimals, Percentages, and Ratio (Level 2.6):?Good understanding, though needed more support with ratios and equivalences.
• Measure, Shape, and Space (Level 1.3):?Significant challenges with measurements and spatial reasoning.
• Statistics and Data (Level 2.6):?Reasonable grasp, but found advanced data handling like scatter graphs and probability difficult.

I’m not entirely sure why my scores improved from the initial assessment—whether it was the more detailed nature of the follow-up diagnostic or simply getting into the groove with the types of questions being asked. However, the improved results did remind me how a good or bad result can significantly affect your mood. My mood certainly lifted after the initial low of my Maths assessment.

English:

• Reading (Level 2.5):?Decent understanding of texts but struggled with more complex inference and analysis.
• Spelling (Level 2.7):?Generally strong but faced difficulties with specialist terms.
• Punctuation (Level 1.4):?Struggled with basic punctuation such as commas and apostrophes.
• Grammar (Level 2.1):?Competent in basic grammar but needed improvement in complex sentence structures.
• Writing (Level 2.9):?Strong skills in writing, including structure and proofreading.

Dyslexia often presents hurdles in testing scenarios for me, making certain aspects of language and punctuation more challenging. However, the way my brain works around these difficulties is what makes me truly unique. While dyslexia can hinder me in some areas, it also fosters strengths and creative problem-solving skills in others. This contrast shows how my unique way of thinking and working, shaped by dyslexia, can be both a challenge and a strength. A situation that lots of Coach Core apprentices will be dealing with.

The Importance of New Regulations

The new Functional Skills regulations, effective from 1st August, are a crucial development. They offer greater flexibility, especially for those requiring additional learning support. For someone like me with dyslexia, it’s no surprise that I struggled with areas like punctuation, grammar, and spatial reasoning—areas that have always been challenging for me. These new regulations are designed to support individuals who face similar hurdles, making apprenticeships more accessible and inclusive. Ensuring that everyone has the opportunity to succeed, regardless of their academic challenges.

What This Means for Our Apprentices

Experiencing these assessments firsthand has provided me with valuable insights into the obstacles our apprentices face. It’s one thing to hear about these challenges, and another to face them ourselves. This personal experience strengthens mine and Coach Core's commitment to offering effective support and resources.

Reflecting on this experience, I encourage everyone to empathise with the challenges young people face. Let’s support and uplift them, recognising their unique skills and qualities beyond mere test scores.

Feel free to share your own experiences or thoughts on how we can better support young people navigating their educational paths.