First steps Developing Developed Outstanding (Emerging) (Established) (Enhanced) Good practice principle Track progress in Staff use digital tools Learners are able to All staff and learners Personal tutors can order to offer (eg spreadsheets) to view the digital record have access to a see all relevant appropriate keep a record of each of their progress single source of online information about a support learner's progress against learning data recording learner learner online in one against all assessment objectives for the progress against all place e.g. attendance criteria course assessment criteria and punctuality, marks and feedback, Learners are able to All staff and learners tutorial records, view the digital record have access to a learning targets, of their performance single source of online assessments as regards data showing all of a calendar, timetable, attendance, learner's feedback in additional support punctuality, meeting one place records etc deadlines etc Ongoing tracking The single source of supplies predicted online data recording grades which can be learner progress used to improve against all assessment individual learner criteria is integrated performance with the tools used for marking Learners are involved in monitoring and Learners have an reflecting on their online 'dashboard' to own learning through support tracking their individual learning own progress journals or Use digital tools to An action plan exists There is an online Digital tools provide a External verifiers have support quality to phase out record of every full audit trail of ready online access to assurance processes to assignment even marking and feedback all assignments and cut out hand-written where digital feedback Digital tools are used forms and rekeying of submission is not to audit staff marking Digital tools are used information as possible eg dance and the outcomes are to audit staff marking sources of error performance/sporting used in staff and feedback and the activity Learners and teachers development outcomes are used in are educated about The online record of staff development Monitoring and how to avoid an assignment is analysis of cases of Assessment is plagiarism in a digital mapped against the plagiarism is used to designed in such a world performance criteria support improved way as to make for a qualification unit There is a clear policy guidance for learners plagiarism extremely for identifying and Online scoring rubrics and improved difficult - the tasks dealing with are used where assessment design require learners to think for themselves plagiarism appropriate and the assessment Digital text matching itself surfaces the tools are used to process of learning support teachers (how they thought identifying where about it) work has been plagiarised
Good practice principle First steps Developing (Emerging) Developed (Established) Outstanding (Enhanced) Track progress in order to offer appropriate support Staff use digital tools (eg spreadsheets) to keep a record of each learner's progress against all assessment criteria Learners are able to view the digital record of their progress against learning objectives for the course Learners are able to view the digital record of their performance as regards attendance, punctuality, meeting deadlines etc All staff and learners have access to a single source of online data recording learner progress against all assessment criteria All staff and learners have access to a single source of online data showing all of a learner's feedback in one place Ongoing tracking supplies predicted grades which can be used to improve individual learner performance Learners are involved in monitoring and reflecting on their own learning through individual learning journals or Personal tutors can see all relevant information about a learner online in one place e.g. attendance and punctuality, marks and feedback, tutorial records, learning targets, assessments calendar, timetable, additional support records etc The single source of online data recording learner progress against all assessment criteria is integrated with the tools used for marking Learners have an online 'dashboard' to support tracking their own progress Use digital tools to support quality assurance An action plan exists to phase out processes to cut out hand-written forms and rekeying of information as sources of error Learners and teachers are educated about how to avoid plagiarism in a digital world There is a clear policy for identifying and dealing with plagiarism There is an online record of every assignment even where digital submission is not possible eg dance performance/sporting activity The online record of an assignment is mapped against the performance criteria for a qualification unit Online scoring rubrics are used where appropriate Digital text matching tools are used to support teachers identifying where work has been plagiarised Digital tools provide a full audit trail of marking and feedback Digital tools are used to audit staff marking and the outcomes are used in staff development Monitoring and analysis of cases of plagiarism is used to support improved guidance for learners and improved assessment design External verifiers have ready online access to all assignments and feedback Digital tools are used to audit staff marking and feedback and the outcomes are used in staff development Assessment is designed in such a way as to make plagiarism extremely difficult - the tasks require learners to think for themselves and the assessment itself surfaces the process of learning (how they thought about it)