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. |
|---|
Success in adult literacy, numeracy and ESOL provision in the prisons context means teachers...
| 2.9.1 | use formative assessment and the ILP to evaluate learners' progress. |
|---|
| 2.9.2 | provide feedback, which needs to be immediate because of organisational constraints. |
|---|
| 2.9.3 | provide feedback that promotes self-confidence for learners. |
|---|
'Checkpoint 2.9' in other guides:
