process. Learning outcomes are planned assessment in the lesson learners although at times these differentiated and opportunities to plan and scheme of work. may be a little vague. assess learners’ achievement are clearly signposted. Initial There is clear evidence of There are clear records of initial Initial assessment has taken place No or poor evidence of initial assessment systematic assessment of learners’ assessment to establish learners’ to establish the starting point of assessment. stages 2-3) prior skills, knowledge and starting points and different each learner and basic records are understanding to establish learning styles/needs. The available. However assessment learners’ starting points and information is used to negotiate may not be rigorous enough and different learning styles/needs. and effectively plan individual and the tasks planned do not fully These include learners’ starting group learning and assessment challenge learners. levels, experience and identified and set challenging tasks English and/or math skills required for the course. The information is used to negotiate and plan individual and group learning and and set challenging assessment tasks that are highly personalised for each learner according to their ability and needs. Record of Comprehensive range of A variety of ways of monitoring and There are records of individual Poor or no records of learner’s assessment methods takes into recording learners’ progress is learner’s progress and progress. Little or no evidence of progress and feedback account the profile of the group, used throughout the course. achievement in an appropriate, feedback to learners. (RARPA stages previous knowledge and results of Learners are set regular though rather simple format, 4-5) initial assessments. Learners are assessment tasks and receive although these do not necessarily set regular assessment tasks and feedback on their performance and inform planning and teaching. receive feedback on their advice on how to succeed. Learners are usually informed performance and advice on how to Formative and summative about their progress. succeed. This leads to high levels achievements are clearly recorded of learners’ engagement and and inform planning and teaching. interest. Progress, areas for development, support needs, formative and summative achievements are clearly recorded and inform the planning of a variety of activities that promote personalised learning.
process. Learning outcomes are differentiated and opportunities to assess learners’ achievement are clearly signposted. planned assessment in the lesson plan and scheme of work. learners although at times these may be a little vague. Initial assessment stages 2-3) There is clear evidence of systematic assessment of learners’ prior skills, knowledge and understanding to establish learners’ starting points and different learning styles/needs. These include learners’ starting levels, experience and identified English and/or math skills required for the course. The information is used to negotiate and plan individual and group learning and assessment and set challenging tasks that are highly personalised for each learner according to their ability and needs. There are clear records of initial assessment to establish learners’ starting points and different learning styles/needs. The information is used to negotiate and effectively plan individual and group learning and assessment and set challenging tasks Initial assessment has taken place to establish the starting point of each learner and basic records are available. However assessment may not be rigorous enough and the tasks planned do not fully challenge learners. No or poor evidence of initial assessment. Record of progress and feedback (RARPA stages 4-5) Comprehensive range of assessment methods takes into account the profile of the group, previous knowledge and results of initial assessments. Learners are set regular assessment tasks and receive feedback on their performance and advice on how to succeed. This leads to high levels of learners’ engagement and interest. Progress, areas for development, support needs, formative and summative achievements are clearly recorded and inform the planning of a variety of activities that promote personalised learning. A variety of ways of monitoring and recording learners’ progress is used throughout the course. Learners are set regular assessment tasks and receive feedback on their performance and advice on how to succeed. Formative and summative achievements are clearly recorded and inform planning and teaching. There are records of individual learner’s progress and achievement in an appropriate, though rather simple format, although these do not necessarily inform planning and teaching. Learners are usually informed about their progress. Poor or no records of learner’s progress. Little or no evidence of feedback to learners.