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 learning difficulties and/or disabilities context means teachers...
| 2.9.1 | continuously monitor learners’ progress as they undertake activities and tasks and note any significant progress as part of their evaluation of lessons or sessions. |
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| 2.9.2 | use formative assessment to evaluate the progress learners make towards the literacy, numeracy and language goals in their ILPs. |
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| 2.9.3 | set new goals as an integral part of the learning process. |
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'Checkpoint 2.9' in other guides:
