In effective self-assessment, achievement is evaluated by the extent to which...
| 1.3 |
the analysis of added value indicates that learners make at least the
progress expected of them. |
|---|
Success in adult literacy, numeracy and ESOL provision in the voluntary
and community sector context means...
| 1.3.1 |
learners’ levels of literacy, numeracy and language are identified
through initial assessment, irrespective of the duration of the course. |
| 1.3.2 |
diagnostic assessment is used appropriately to identify the further
literacy, numeracy and language needs of learners. |
| 1.3.3 |
learners’ progress is reviewed regularly against their individual
and group learning goals and targets. |
| 1.3.4 |
individual learning goals and targets are linked to the core curricula
in literacy, numeracy and ESOL. |
| 1.3.5 |
learners’ progress in literacy, language and numeracy that is
linked to achievement of a learning goal in another subject or context
is monitored and evaluated. |
'Checkpoint 1.3' in other guides:
