In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
| 2.4 | use forms of assessment that are suitable for the courses and programmes being followed. |
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Success in adult literacy, numeracy and ESOL provision in the embedded learning context means teachers...
| 2.4.1 | assess learners’ literacy, numeracy and language needs at the start of the embedded learning programme. |
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| 2.4.2 | assess learners’ vocational or other course learning needs at the start of the embedded learning programme. |
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| 2.4.3 | use appropriate literacy, numeracy and language assessment tools, based on current good practice, including referencing to the adult literacy and numeracy core curricula. |
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| 2.4.4 | assess progress in vocational and literacy, numeracy and language objectives regularly. |
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| 2.4.5 | record assessment and progress against the objectives for vocational and literacy, numeracy and language learning in learners’ ILPs. |
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'Checkpoint 2.4' in other guides:
