online tools/quizzes achievement First steps Developing Developed Outstanding (Emerging) (Established) (Enhanced) Good practice principle Develop Learning tasks are Education about Opportunities for self Learners are autonomous structured so they formative and and assessment supported to assess learners have a progressive summative are offered their performance level of difficulty assessment and against their own Learners keep a feedback is integrated learning goals rather Learning tasks are digital learning into routine study than the performance aligned so learners journal or e-portfolio skills for all learners of others (ipsative have adequate using digital images approaches) opportunities to Learners are aware of and audio as well as / practice skills before risk factors such as instead of text to Learners draw up work is graded falling attendance record progress their own work plan and missing deadlines for a complex task A wide variety of and have online tools defining milestones assessment methods, to help them track and deliverables including using digital their own (marks can be tools, motivates performance in these awarded for learners and areas delivering according encourages to the plan) improvement Learners are able to Learners have access use digital tools for to online quizzes and academic integrity other self-assessment checking to support tools that give development of feedback on their writing skills and answers avoid plagiarism Manage staff and Staff use online Learners can see all of Good use is made of A full online overview learner workload schedules to help their assignment self-assessment in of assessment effectively avoid 'assessment details online to help learners’ own time eg schedules is used to bunching' them plan their time by use of online tools help manage staff and and quizzes and learner workload and Good use is made of Feedback to learners online competitions avoid unmanageable generic is sufficiently timely peaks on between learners feedback/FAQs to inform the next administrative task Learner response support and IT systems are used to systems provide dynamic feedback in class and Peer review is used to help staff focus their give learners timely teaching feedback Detailed marking and Administrative tasks feedback is are automated supplemented by wherever possible other forms of (see principle on recognition such as efficient business badges processes)
online tools/quizzes achievement Good practice principle First steps Developing (Emerging) Developed (Established) Outstanding (Enhanced) Develop autonomous learners Learning tasks are structured so they have a progressive level of difficulty Learning tasks are aligned so learners have adequate opportunities to practice skills before work is graded A wide variety of assessment methods, including using digital tools, motivates learners and encourages improvement Learners have access to online quizzes and other self-assessment tools that give feedback on their answers Education about formative and summative assessment and feedback is integrated into routine study skills for all learners Learners are aware of risk factors such as falling attendance and missing deadlines and have online tools to help them track their own performance in these areas Opportunities for self and assessment are offered Learners keep a digital learning journal or e-portfolio using digital images and audio as well as / instead of text to record progress Learners are supported to assess their performance against their own learning goals rather than the performance of others (ipsative approaches) Learners draw up their own work plan for a complex task defining milestones and deliverables (marks can be awarded for delivering according to the plan) Learners are able to use digital tools for academic integrity checking to support development of writing skills and avoid plagiarism Manage staff and learner workload effectively Staff use online schedules to help avoid 'assessment bunching' Good use is made of generic feedback/FAQs Learners can see all of their assignment details online to help them plan their time Feedback to learners is sufficiently timely to inform the next task Good use is made of self-assessment in learners’ own time eg by use of online tools and quizzes and online competitions between learners Learner response systems are used to provide dynamic feedback in class and help staff focus their teaching Detailed marking and feedback is supplemented by other forms of recognition such as badges A full online overview of assessment schedules is used to help manage staff and learner workload and avoid unmanageable peaks on administrative support and IT systems Peer review is used to give learners timely feedback Administrative tasks are automated wherever possible (see principle on efficient business processes)