In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
| 2.7 | carry out regular assessments that are fair, accurate and used effectively to plan an appropriate programme of work and inform learners of their progress. |
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Success in adult literacy, numeracy and ESOL provision in the e-learning context means teachers...
| 2.7.1 | offer learners regular reviews of progress toward specific objectives and goals by using e-assessments at agreed intervals and ensuring new results are dated and recorded separately from previous e-assessments. |
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| 2.7.2 | record learners’ detailed, relevant and specific individual learning objectives and goals on an online individual learning plan (ILP), a disk-based ILP or on paper, which is stored securely and accessible to both learner and teacher. |
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| 2.7.3 | offer learners both formal and informal e-assessments that are made integral to the e-learning process, and which help them to know and understand what they have learnt. |
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| 2.7.4 | ensure that learners to participate in the e-assessment process and encourage them to respond to changing learning objectives and goals. |
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| 2.7.5 | ensure that learners understand the progress they are making through regular interim e-assessments, evaluations of learning gains, and clear verbal, written or electronic feedback. |
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| 2.7.6 | record learners’ progress in paper or electronic format and give them clear and constructive feedback to enable them to prioritise and take responsibility for further learning. |
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'Checkpoint 2.7' in other guides:
