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Formative assessment
- Principal focus of the project
The project aimed to refine the outcomes and measures used to track progress for those on apprenticeships, develop capabilities to embed the application formally and systematically across the provider's organisation, develop a robust communications plan to support this, and identify outstanding features of teaching, learning and assessment within the project
Areas of learningModified: March 2020Created: January 2016 - Principal focus of the project
This project focussed on analysing the effects of peer feedback at 6th form colleges on the levels of independent thinking among learners, and the established literature that promotes independent thinking among learners.
Areas of learningModified: March 2020Created: October 2011 - Principal focus of the project
The primary focus of of the project was to reduce environmental impact of visits to employers using video conferencing and digital communications instead. At the time, video conferencing was not widespread so discussions with stakeholders took place to ascertain their feelings towardfs web-based technology and guidance on approaching future training. Data from these conversations and guidance from web-based services were developed into a training manual.
Areas of learningModified: September 2020Created: May 2013 - Principal focus of the project
The focus was to assess whether the students were team players, how they interacted with other students and how they interacted with staff – as well as doing literacy and numeracy assessments.
Areas of learningModified: September 2020Created: April 2012 - Principal focus of the project
Researchers focused on how the nature of immigration into the UK raises issues around employment and education, specifically that an inability to spell correctly leads to failure in exams and progression through ESOL qualifications, which in turn inhibits vocational qualifications and thus employment. The researchers focused on spelling as research suggested this was the most difficult qualification to achieve, and also explored methods of improving spelling within the cohort with literacy issues that could be resolved by phonetic based learning.
Areas of learningModified: September 2020Created: August 2012 - Principal focus of the project
The project's focus was to evaluate how well Access tutors could work together with HE staff to improve pedagogy with a specialist art and design college. The case study aims to illustrate the benefits and challenges of working with other sectors in art and design education. Access tutors observed arts critique sessions where students presented work and received feedback in the studio, and a group of students also observed an HE critique taking place.
Areas of learningModified: September 2020Created: August 2012 - Principal focus of the project
The project drew on academic literature, tutor and learner feedback to examine three issues: how to identify learners at risk, how to identify adjustments which can be made, and how to enable learners to become active and purposeful learners. From analysis of the responses and in conjunction with the literary reviews, they developed three strategies to apply with a sample of learners identified as having one or more barriers to learning illustrated through three case studies.
Areas of learningModified: September 2020Created: July 2013 - Principal focus of the project
The focus was on identifying techniques/approaches to improving skills for employability within English and Maths courses, identifying the needs and expectations of partner organisations, and the needs and expectations of students. It also aimed to develop a useful strategy for Assessment for Learning, and a meaningful assessment method.
Areas of learningModified: September 2020Created: July 2013 - Principal focus of the project
Advanced practitioner support helped each tutor to plan the introduction of new activities according to student profile. For example, relevant YouTube videos were used to acquire and practice difficult techniques, research the implications of materials used before starting practical work and to find real world examples to test and justify their decisions enabling the tutor to develop a facilitative role channelling each learner’s interests.
Areas of learningModified: September 2020Created: January 2016 - Principal focus of the project
The focus for this project was to provide learners with the skills of a successful independent learner by identifying their current understanding and setting effective targets to improve their achievement. This was done through the implementation of a holistic approach to inducting students, teaching study skills, and the development of effective independent learning plans with a tutorial support program in the form of workshops. The authors also note the importance of establishing a coherent approach to planning these activities, instead of planning them independently of one another as had previously been the default approach.
Areas of learningModified: September 2020Created: May 2013