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 prisons context means teachers...
| 2.7.1 | assess learners regularly and monitor their progress in relation to specific objectives set within their individual learning plans (ILPs). |
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| 2.7.2 | agree specific negotiated learning goals with prisoners that are to be achieved within a relevant timescale. |
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| 2.7.3 | use regular assessment to underpin the learning process. |
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| 2.7.4 | encourage learners to participate in their own assessment process and in the review of individual learning goals. |
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| 2.7.5 | encourage learners to monitor their progress through involvement in interim assessments. |
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| 2.7.6 | provide regular, sensitive feedback. |
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| 2.7.7 | record learners' progress and give clear and constructive feedback to enable learners to take responsibility for further learning. |
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'Checkpoint 2.7' in other guides:
