In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
| 2.4 | use forms of assessment that are suitable for the courses and programmes being followed. |
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Success in adult literacy, numeracy and ESOL provision in the learning difficulties and/or disabilities context means teachers...
| 2.4.1 | ensure that forms of assessment are suitable for measuring the progress learners make towards the literacy, numeracy and language goals prioritised in their individual learning plans (ILPs). |
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| 2.4.2 | ensure that the requirements of assessment enhance, and do not inhibit, effective learning and that learners are not asked to carry out irrelevant or meaningless tasks for the purpose of keeping evidence of assessment. |
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| 2.4.3 | use suitable methods of recording which describe the progress learners are making towards the literacy, numeracy and language goals prioritised in their ILPs and enable progress to be recorded across the extended curriculum in residential provision. |
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'Checkpoint 2.4' in other guides:
