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Formative assessment
- Principal focus of the project
This project explored supporting learners to take a more active role in the process of assessment by replacing the grading system with specific, targeted feedback.
Areas of learningModified: November 2020Created: September 2020 - Principal focus of the project
The aim of this project was to raise learner achievement and aspiration by developing a new progressive marking strategy across the English department.
Areas of learningModified: November 2020Created: September 2020 - Principal focus of the project
This project aimed to overcome learner confusion over study skills and exam technique, by identifying small, simple sentence starters for students to frame a response.
Areas of learningModified: November 2020Created: September 2020 - 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 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
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
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 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 - Principal focus of the project
This project's primary aim was to gather existing resources into a smartphone app to support efficient and effective delivery of apprenticeships to make savings in travel costs for assessors, while enhancing flexibility without compromising quality. The college worked with a developer to create an app for use across their various campuses and satellite sites, and then conducted research across app stores, in-house users (ie current staff and students), various LSIS projects, and other web resources such as the Excellence Gateway, in order to understand the key design issues around the app.
Areas of learningModified: September 2020Created: May 2013 - Principal focus of the project
After developing a group to lead the project, parents of learners on Btec courses were canvassed for interest in taking part in the project. Following delays outside the project, it was possible to develop a system for providing parents with further information on learner progress through online and paper-based means, engage in dialogue with parents to develop productive communication between all parties, and identify the importance of accurate and timely marking for learners to address weaknesses.
Areas of learningModified: September 2020Created: May 2013