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 embedded learning context means teachers...
| 2.7.1 | assess progress against literacy, numeracy and language and vocational or other course learning objectives regularly, at least every 6 to 10 weeks. |
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| 2.7.2 | involve learners in reviews of progress, recording their comments and concerns. |
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| 2.7.3 | reference the assessment of literacy, numeracy and language objectives to the adult core curricula. |
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| 2.7.4 | set clear learning targets so that learners understand exactly what skills they need to improve and by when. |
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| 2.7.5 | ask for and record learners’ views about their progress. |
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| 2.7.6 | feed back on, and mark, all assignments and assessment tasks in relation to literacy, numeracy and language and vocational or other course criteria. |
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| 2.7.7 | explain to learners how they can improve their literacy, numeracy and language skills in the context of their vocational courses. |
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'Checkpoint 2.7' in other guides:
