In effective self-assessment, teaching, training and learning are evaluated by the extent to which the learning provider...
| 2.17 | uses assessment information, including the analysis of the performance of different groups of learners, to guide course and programme development. |
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Success in adult literacy, numeracy and ESOL provision in the FE college context means the learning provider...
| 2.17.1 | ensures that all teaching teams have clear targets for learner success and fully understand the performance standards they are expected to meet. |
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| 2.17.2 | provides accurate and timely information about learner outcomes and trains all staff to use this information to improve their performance. |
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| 2.17.3 | ensures that each course team undertakes regular reviews of learning outcomes on their programme. |
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| 2.17.4 | compares progress reviews with previous performance and national benchmarks, where available. |
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| 2.17.5 | ensures that course teams for each programme undertake an equality analysis of learner outcomes to compare the performance of different groups of learners. |
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| 2.17.6 | notes any fall in performance, poor relative performance or identified equality gaps and feeds this into the programme review for improvements to be agreed and actioned. |
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'Checkpoint 2.17' in other guides:
