Prompt questions and criteria to support the Quality Assurance visit How did the UBM support the SBM? What activities are undertaken on a UBM visit? What is the quality of the feedback and does it relate directly to the criteria in the lesson observation guidance and the grade descriptors? Are targets SMART? The following table is helpful in considering the impact for different aspects of support: Aspect High impact Low impact Highly effective identification of Insufficient or no the trainees’ individual learning Good identification of individual Some identification of individual identification of individual needs through use of observation, training needs through observation learning needs through trainees’ learning needs. dialogic feedback and and dialogic feedback analysis observation. Little evidence of effective Identification comprehensive evaluative techniques. Some evidence of Some individual support evident observation analysis or use and support of assessment techniques e.g. other assessment techniques. through feedback. of dialogic assessment individual checking marked work against e.g. Marked work. Good individual A more didactic approach rather techniques. Insufficient or no learning needs progress. Excellent support support evident through work with than a discussion. Support is support of learning needs in provided through guidance to SBM, SBM. sufficient to enable learners to lesson support for SBM – clear target setting, customised Most trainees making better than make progress not necessarily insufficiently developed and – – support (as appropriate).Trainees expected progress as a result of to match their potential. insufficient training enabled to discuss and debate, support opportunities highlighted evaluate and reflect and therefore even though clearly needed make better than expected progress.
Prompt questions and criteria to support the Quality Assurance visit How did the UBM support the SBM? What activities are undertaken on a UBM visit? What is the quality of the feedback and does it relate directly to the criteria in the lesson observation guidance and the grade descriptors? Are targets SMART? The following table is helpful in considering the impact for different aspects of support: Aspect High impact Low impact Identification and support of individual learning needs Highly effective identification of the trainees’ individual learning needs through use of observation, dialogic feedback and comprehensive evaluative assessment techniques e.g. checking marked work against progress. Excellent support provided through guidance to SBM, – clear target setting, customised support (as appropriate).Trainees enabled to discuss and debate, evaluate and reflect and therefore make better than expected progress. Good identification of individual training needs through observation and dialogic feedback analysis techniques. Some evidence of other assessment techniques. e.g. Marked work. Good individual support evident through work with SBM. Most trainees making better than expected progress as a result of support Some identification of individual learning needs through observation. Some individual support evident through feedback. A more didactic approach rather than a discussion. Support is sufficient to enable learners to make progress – not necessarily to match their potential. Insufficient or no identification of individual trainees’ learning needs. Little evidence of effective observation analysis or use of dialogic assessment techniques. Insufficient or no support of learning needs in lesson – support for SBM insufficiently developed and insufficient training opportunities highlighted even though clearly needed
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