In effective self-assessment, teaching, training and learning are evaluated by the extent to which teachers...
| 2.4 | use forms of assessment that are suitable for the courses and programmes being followed. |
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Success in adult literacy, numeracy and ESOL provision in the work-based learning context means trainers in the training centre and in the workplace...
| 2.4.1 | assess learners for progress towards their goals in literacy, numeracy and ESOL as well as their vocational goals. |
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| 2.4.2 | ensure there are clear links between assessment activity and targets set in ILPs and in progress reviews. |
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| 2.4.3 | use assessment methods that are suited to the particular programme requirements, for example key skills requirements in Apprenticeships. |
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| 2.4.4 | use assessment methods that are efficient, so that valuable time during workplace visits or during off-the-job training is not wasted. |
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| 2.4.5 | use imaginative methods that capture the practical, competence-based ethos of work-based learning. |
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'Checkpoint 2.4' in other guides:
