Effective Practice Guidelines


Getting assessment right is critical at all stages of the learning journey. These guidelines for assessment and tracking in maths and English were co-created with the sector. They set out clear expectations of effective practice in assessment for learning, providing a framework for organisations as well as individual teachers and trainers.


01

PROMOTE RELEVANCE OF MATHS AND ENGLISH

Who? – Everyone with responsibility for learners actively promotes the relevance and value of maths and English in relation to vocational learning and assessment.


02

ENGAGE ALL RELEVANT PROFESSIONALS

Who? – All relevant professionals (e.g. vocational, specialist and support practitioners) are actively engaged to support assessment including feedback from those in the workplace where possible and appropriate.


03

ENGAGE LEARNERS

Who? – Practitioners support learners to monitor and evaluate their learning as it happens, through reviewing, guiding and supporting learning activity both individually or in groups.


04

ACCESS SPECIALIST EXPERTISE

Who? – Relevantly qualified and experienced education practitioners review (and/or validate) a learner’s strengths and learning support needs through direct interaction, particularly as a supplement to paper-based, or IT-supported, testing.


05

CONSIDER ALL ASSESSMENT AS AN AFL PROCESS

What? – Consider all assessment, whether initial, diagnostic or formative, as fundamentally the same process, with the same purpose (namely, Assessment for Learning).


06

LIMIT ASSESSMENT TO WHAT IS NECESSARY

What? – Limit the amount and level of assessment to that which is essential or current goal setting, particularly in the initial stage of the learner’s journey.


07

ASSESS FOR SELF-BELIEF AND MOTIVATION

What? – Ensure that assessment and regular reviews address learners’ self-belief and motivation alongside their subject knowledge and abilities in maths and English.


08

SAFEGUARD CONFIDENCE AND INDEPENDENCE

What? – Safeguard learners’ self-confidence and independence in learning by identifying capability and strengths, and provide scaffolded guidance on the next steps to build on this foundation.


09

ALLOCATE SUFFICIENT TIME

How? – Allocate time in sessions for learners to: record and reflect on the purpose and personal implications of their learning
goals; monitor and evaluate their own progress and to seek help when needed; update personal progress records. Allocate time for practitioners to review and validate these.


10

USE AUTHENTIC CONTEXTS

How? – Embed or contextualise assessment in authentic/realistic, real-work/ life contexts.


11

ENSURE RECORDS ARE ‘LIVING DOCUMENTS’

How? – Facilitate learners to use their personal progress records to support and record regular reviews, as a ‘living’ and continually evolving ‘plan for learning’ that is learner-led, but teacher-supported and validated.


12

USE PERSONAL PROGRESS RECORDS EFFECTIVELY

How? – Use personal progress records to: review and agree learners’ individual learning goals; review own delivery strategies for individuals or groups of learners; identify learners at risk of falling behind, support referrals and to aggregate progress and achievement data for MIS purposes.