Learner motivation is a key to learner success. Assessment
that is done “with learners” rather than “to them” helps
individuals better understand themselves and their learning, builds
self-esteem and helps unlock intrinsic motivation.
This collection of short guidance documents looks at how the
assessment process can best be managed at different stages in the
learner’s journey into and through further education sector
provision. It considers how tools to determine literacy and
numeracy abilities and needs can be used to best effect within a
learner centred process.
Although much of the information in the
guidance booklets is already available in other publications,
recent research has underlined the need to:
- support the continuous improvement of assessment processes
- reaffirm and repackage key messages as ‘quick reads’ that speak
to a broad readership
- signpost other guidance and resources that provide more
detailed information
The target audience includes:
- managers with a responsibility for curriculum, teaching and
learning and quality assurance (Booklet 1)
- frontline workers, helpline staff, Information, Advice and
Guidance (IAG) staff, Union Learning Representatives (ULRs), youth
workers
(Booklet 2)
- teachers, tutors, trainers, lecturers and instructors in the
Further Education (FE) sector and in the workplace
(Booklets 2-5)
Top Tips -
Extra Advice and Guidance of how to use the Assessment and Learning
Guidance Booklets.
Top Tips
Introduction
Top Tips 1. High
Quality Assessment Processes
Top Tips 2. Using
Skills Checks
Top Tips 3. Initial and
Diagnositc
Top Tips 4. Individual Learning Plans
(ILPs)
Top Tips 5.
Assessment for Learning