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Assessment and tracking progress — Kendal College and HMP Haverigg | North Tyneside Council Adult Learning Alliance

Kendal College and HMP Haverigg, and North Tyneside Council Adult Learning   Alliance (NTCALA)   developed two related projects in 2017/18 with similar origins and objectives as part of the Outstanding Teaching, Learning, and Assessment (OTLA 3) programme. They built on a previous Education and Training Foundation (ETF) project piloting effective practice guidelines (EPGs) for assessment and tracking. Each project produced separate case studies with appendices, which are included in the resource file below. Kendal College and HMP Haverigg tested approaches recommended in the EPGs, such as ‘limiting assessment to what is necessary’ and ‘assessing for self-belief and motivation’. They focused on GCSE maths progress (or lack of it) at a microscopic level to enable learners to recognise, record and ‘own’ their progress. They used ‘Expectancy Value’ measures through which learners expressed belief in their ability to make progress and the value they attached to it. The project team compared these values with actual progress. The project was effective in changing teachers' knowledge, skills and attitudes. The college achieved significantly improved GCSE maths results in 2017: its high-grade rate increased from 21% to 31% and was maintained in 2018. GCSE English scores, where AfL strategies were not yet being used, were lower. Post-implementation, in 2018, they improved from 20% to 41%. Focused on assessing and tracking the communication skills of learners on two employability programmes the  NTCALA  project sought to identify and develop AfL methods to promote learners’ self- belief and capacity on mandated DWP employability programmes. The team designed, trialled and piloted two new individual learning plans. As a result of the project, tutors made adjustments to the entire assessment process so that it was limited to what was necessary and assessing for self-belief and motivation. Technical accessibility note: The ETF has edited and reformatted the case studies for accessibility with screen readers. The final reports included in the resource file below are as they were supplied to the ETF by the projects and may not be fully accessible.