In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
| 2.2 | use initial assessment to provide an accurate basis on which to plan an appropriate programme of work. |
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Success in adult literacy, numeracy and ESOL provision in the learning difficulties and/or disabilities context means teachers...
| 2.2.1 | take account of learners’ prior skills, knowledge and experience. |
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| 2.2.2 | carry out comprehensive and accurate initial assessments of learners to determine the level at which they are working, their strengths and their needs in relation to literacy, numeracy and language. |
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| 2.2.3 | use the outcomes of initial assessments to provide a starting point for the development of literacy, numeracy and language goals in learners’ ILPs. |
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| 2.2.4 | ensure that learners with specific learning difficulties and disabilities can, where necessary, have their needs assessed by specialists. |
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'Checkpoint 2.2' in other guides:
