In effective self-assessment, teaching, training and learning are evaluated by the extent to which tutors...
| 2.2 | use initial assessment to provide an accurate basis on which to plan an appropriate programme of work. |
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Success in adult literacy, numeracy and ESOL provision in the adult and community learning context means tutors...
| 2.2.1 | discuss learners' prior educational experience and achievements with them. |
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| 2.2.2 | ask learners to self-assess their present levels of competence. |
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| 2.2.3 | use standardised materials to gain a clearer understanding of the learner's profile in relation to the different aspects of literacy, numeracy and ESOL. |
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| 2.2.4 | arrange for specialist assessments to be carried out where there are indications that the learner has a specific learning difficulty. |
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| 2.2.5 | discuss learners' aspirations with them. |
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| 2.2.6 | use all of the above to arrive at an individual or group learning plan that is agreed with the learner(s). |
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| 2.2.7 | adopt an approach that is sensitive to the anxieties of learners who may have had little or no previous formal education, or who may be newcomers to education in the UK. |
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'Checkpoint 2.2' in other guides:
