In effective self-assessment, achievement is evaluated by the extent to which...
| 1.3 | the analysis of added value indicates that learners make at least the progress expected of them. |
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Success in adult literacy, numeracy and ESOL provision in the juvenile secure estate context means...
| 1.3.1 | the results of screening and initial and diagnostic assessment are recorded on individual learning plans (ILPs) and form the basis for the learning programme. |
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| 1.3.2 | learners' progress and achievements in literacy, numeracy and language are reviewed against learning goals and targets and recorded regularly in all learning contexts, including vocational training, offence-related work and enrichment. |
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| 1.3.3 | learners' progress is formally measured at the point of transition to the community and the end of the sentence in the community. |
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| 1.3.4 | the impact of teaching and support on learners' progress is evaluated. |
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'Checkpoint 1.3' in other guides:
