In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
| 2.7 | carry out regular assessments that are fair, accurate and used effectively to plan an appropriate programme of work and inform learners of their progress. |
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Success in adult literacy, numeracy and ESOL provision in the learning difficulties and/or disabilities context means teachers...
| 2.7.1 | regularly assess and record learners’ progress in relation to the literacy, numeracy and language goals in their ILPs. |
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| 2.7.2 | use information gathered from the initial assessment process to write a profile of a learner’s strengths and needs which will serve as a baseline against which his or her progress in literacy, numeracy and language can be measured. |
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| 2.7.3 | set clear objectives against which progress can be measured. |
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| 2.7.4 | use the outcomes of assessment to determine future goals for literacy, numeracy and language. |
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'Checkpoint 2.7' in other guides:
