In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
| 2.9 | set, use and mark assignments and other tasks in a way that helps learners to progress. |
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Success in adult literacy, numeracy and ESOL provision in the juvenile secure estate context means teachers...
| 2.9.1 | mark and correct work in ways that are constructive, supportive and make clear what the young person or group needs to do in order to progress. |
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| 2.9.2 | ensure that all learning sessions finish with a plenary in which learners can reflect on their own and the group's progress. |
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| 2.9.3 | set work that allows each young person to progress in relation to the learning goals in their ILPs. |
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| 2.9.4 | assess and respond to work promptly. |
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| 2.9.5 | provide learning opportunities that are enthusiastically delivered at a suitable pace. |
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'Checkpoint 2.9' in other guides:
