First steps Developing Developed Outstanding (Emerging) (Established) (Enhanced) Good practice principle Support the All assessment is Diagnostic testing is Predicted grades All students have an personalised needs designed with used to support from online tracking e-PLP (personalised of learners accessibility and planning for individual systems are used to learning plan) or e-ILP inclusivity in mind learners set appropriate (individual learning targets for individual plan) enabling them Learners with special All learners can learners eg minimum to share reflections on needs can submit provide evidence of target and achievements, and work and receive achievement in a aspirational grade action plans with feedback in formats variety of formats teachers and peers adapted to their All learners receive Most learners receive needs feedback in a variety Where possible feedback in a variety of formats including learners are offered formats audio, video and text the opportunity to negotiate aspects of Learners are offered the timing, topic and the opportunity to format of assessed select a topic for work assessed work that meets a particular Adaptive testing is learning outcome used to set appropriate targets Learners are for individual learners supported and encouraged to use At the end of their their own course all learners technologies, such as have digital literacy smart phones, to skills appropriate to enhance their the level and context learning of study Digital tools are used to motivate learners appropriately - sometimes this means making learning more fun eg games, competitions etc Ensure feedback Timing of Feedback is available Learners are offered The grade for an leads to assessments supports online so learners can the opportunity to assignment is not improvement effective learning by easily store it and identify specific released until the enabling feedback on refer to it in future aspects of their work learner has given a a previous they would like response to the Feedback contains assessment to be feedback on feedback pointers for action to used subsequently to improve future Learners are asked to Learners self-assess good effect performance (feed find examples of their own work and Feedback is prompt, feedback they found teachers provide forward) constructive and useful and explain feedback on the Feedback is clearly supportive, how they acted on it as well as linked to the stated identifying the assignment. learning outcomes Learners use class achievements as well time to identify action Teaching staff use as failings Learners have points for the next analytical tools to opportunities to gain Generic feedback eg assessed task based reflect on the feedback by means 'frequently occurring on their feedback feedback they give other than their problems' is given in teacher eg Acquisition of badges advance of a task peer activities and motivates further
Good practice principle First steps Developing (Emerging) Developed (Established) Outstanding (Enhanced) Support the personalised needs of learners All assessment is designed with accessibility and inclusivity in mind Learners with special needs can submit work and receive feedback in formats adapted to their needs Diagnostic testing is used to support planning for individual learners All learners can provide evidence of achievement in a variety of formats Most learners receive feedback in a variety formats Predicted grades from online tracking systems are used to set appropriate targets for individual learners eg minimum target and aspirational grade All learners receive feedback in a variety of formats including audio, video and text Learners are offered the opportunity to select a topic for assessed work that meets a particular learning outcome Learners are supported and encouraged to use their own technologies, such as smart phones, to enhance their learning Digital tools are used to motivate learners appropriately - sometimes this means making learning more fun eg games, competitions etc All students have an e-PLP (personalised learning plan) or e-ILP (individual learning plan) enabling them to share reflections on achievements, and action plans with teachers and peers Where possible learners are offered the opportunity to negotiate aspects of the timing, topic and format of assessed work Adaptive testing is used to set appropriate targets for individual learners At the end of their course all learners have digital literacy skills appropriate to the level and context of study Ensure feedback leads to improvement Timing of assessments supports effective learning by enabling feedback on a previous assessment to be used subsequently to good effect Feedback is prompt, constructive and supportive, identifying achievements as well as failings Generic feedback eg 'frequently occurring problems' is given in advance of a task Feedback is available online so learners can easily store it and refer to it in future Feedback contains pointers for action to improve future performance (feed forward) Feedback is clearly linked to the stated learning outcomes Learners have opportunities to gain feedback by means other than their teacher eg activities and Learners are offered the opportunity to identify specific aspects of their work they would like feedback on Learners are asked to find examples of feedback they found useful and explain how they acted on it Learners use class time to identify action points for the next assessed task based on their feedback Acquisition of badges motivates further The grade for an assignment is not released until the learner has given a response to the feedback Learners self-assess their own work and teachers provide feedback on the as well as the assignment. Teaching staff use analytical tools to reflect on the feedback they give peer
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