In effective self-assessment, teaching, training and learning are evaluated by the extent to which learners...
| 2.13 |
acquire new knowledge and skills, while developing in confidence and
self-knowledge about how they are progressing and what they need to do
to improve. |
Success in adult literacy, numeracy and ESOL provision in the context of
offenders on community supervision means learners...
| 2.13.1 |
develop transferable skills in literacy, numeracy and ESOL that build
on existing skills. |
| 2.13.2 |
demonstrate the confidence to apply skills in literacy, numeracy and
ESOL in an increasing range of contexts. |
| 2.13.3 |
have an ILP that they own and understand. |
| 2.13.4 |
are involved in setting and reviewing learning targets and priorities,
as expressed in their ILP. |
| 2.13.5 |
have their progress regularly assessed and recorded to underpin the
learning process. |
| 2.13.6 |
are encouraged to participate in their own assessment process and in
the review of individual learning goals. |
| 2.13.7 |
receive regular, sensitive, constructive verbal and written feedback. |
| 2.13.8 |
are encouraged to participate in the assessment process in order to
foster their responsibility for further learning. |
'Checkpoint 2.13' in other guides:
