In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
| 2.10 | work with learners to develop individual learning plans informed by initial assessment that are reviewed and updated regularly. |
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Success in adult literacy, numeracy and ESOL provision in the learning difficulties and/or disabilities context means teachers...
| 2.10.1 | use the outcomes of initial assessment to inform the development of ILPs. |
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| 2.10.2 | identify the literacy, numeracy and language skills learners need to develop to enable them to progress towards their long-term goals. |
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| 2.10.3 | ensure that the literacy, numeracy and language goals in learners’ ILPs are sufficiently specific to enable their progress to be measured. |
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| 2.10.4 | review regularly and systematically the progress learners are making towards the literacy, numeracy and language goals in their ILPs. |
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| 2.10.5 | update and amend the literacy, numeracy and language goals in learners’ ILPs to reflect the outcomes of assessments. |
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'Checkpoint 2.10' in other guides:
