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. |
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Success in adult literacy, numeracy and ESOL provision in the work-based learning context means...
| 1.3.1 | achievement is judged by the standard of learners’ skills and competence compared with the level they had at the start. |
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| 1.3.2 | each learner’s starting point is accurately identified and the ‘distance travelled’ is captured. |
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| 1.3.3 | E2E learners improve their literacy, numeracy or language skills by at least one level. |
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| 1.3.4 | learners’ destinations are recorded. |
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| 1.3.5 | achievements in the workplace are analysed, as well as achievement of qualifications. |
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'Checkpoint 1.3' in other guides:
