In effective self-assessment, the effectiveness of leadership and management is evaluated by the extent to which...
| 5.4 | rigorous self-assessment leads to identified priorities and challenging targets for improvement. |
|---|
Success in adult literacy, numeracy and ESOL provision in the FE college context means...
| 5.4.1 | the annual self-assessment report builds from an evaluation of Skills for Life provision in every curriculum area to a holistic assessment of the college’s response to Skills for Life. |
|---|
| 5.4.2 | the self-assessment process is evidence-based and compares learner outcomes with previous performance. |
|---|
| 5.4.3 | the self-assessment process looks at progress made since the last self-assessment. |
|---|
| 5.4.4 | agreed data are used for learner outcomes. |
|---|
| 5.4.5 | all available inspection evidence, both internal and external, is used in the self-assessment process. |
|---|
| 5.4.6 | moderator, internal verifier and external verifier reports form evidence for self-assessment judgements. |
|---|
| 5.4.7 | learner feedback is an important part of the self-assessment process. |
|---|
| 5.4.8 | the self-assessment report is verified at all stages of its development. |
|---|
| 5.4.9 | the self-assessment report leads to a SMART action plan for improvement that is communicated to all staff. |
|---|
'Checkpoint 5.4' in other guides:
