Effective practice that secures continuous improvement is evidenced by:
- how well teaching, training and resources are used to meet individuals’ needs and course or programme requirements
- the suitability and rigour of assessment in planning and monitoring learners’ progress
- the diagnosis of, and provision for, additional learning needs
and, where appropriate, by:
- the involvement of parents and carers in their children’s learning and development.
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In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
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| 2.1 |
show knowledge, technical competence and up-to-date expertise at a level consistent with effective teaching and training on the course or programme |
| 2.2 |
use initial assessment to provide an accurate basis on which to plan an appropriate programme of work |
| 2.3 |
plan effectively with clear objectives that all learners understand |
| 2.4 |
use forms of assessment that are suitable for the courses and programmes being followed |
| 2.5 |
use methods and styles of teaching and training that are consistent with the aims of their programmes and learners’ personal objectives |
| 2.6 |
ensure that learners use learning resources that are appropriate for effective independent study |
| 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 |
| 2.8 |
challenge and inspire learners |
| 2.9 |
set, use and mark assignments and other tasks in a way that helps learners to progress |
| 2.10 |
work with learners to develop individual learning plans informed by initial assessment that are reviewed and updated regularly |
| 2.11 |
use materials and teaching methods that promote equality of opportunity |
| 2.12 |
promote good working relationships that foster learning |
| In effective self-assessment, teaching, training and learning are evaluated by the extent to which learners... |
| 2.13 |
acquire new knowledge and skills, while developing in confidence and self-knowledge about how they are progressing and what they need to do to improve |
| 2.14 |
have their achievements towards learning goals recognised, recorded and accredited |
| 2.15 |
apply effort to succeed with their work, work productively and make effective use of their time |
| 2.16 |
are stimulated and show interest in their work |
| 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 |
| 2.18 |
ensures that assessment, verification and moderation procedures follow regulatory body requirements |
| 2.19 |
regularly and clearly informs those with legitimate interest, such as employers or parents, about learners’ progress |
'How effective are teaching, training and learning?' in other guides:
