Assess for Success is a programme created by Manchester College that aims to improve the assessment of learners resitting GCSE English.Â
This pilot was funded by the Education Endowment Foundation as part of a joint initiative with J.P. Morgan to explore how to improve outcomes for disadvantaged 16- to 18-year-old students who are required to resit GCSE English.
Teachers were provided with a paper-based diagnostic assessment to establish students’ strengths and weaknesses in key English skills; progress assessments for teachers to monitor student development over the year; a skills profile sheet that describes the eight key English skills; and two learner tracking tools, that allowed students to track their own progress.
These resources were supported by a programme of CPD, including 4 days of training and practice sharing, peer mentoring from staff at Manchester College, and a ‘community of practice’ within each participating college which encouraged teachers to reflect on their current practice and review progress.
Overall, the pilot found some evidence of promise, but recommended significant development and further piloting before the programme would be ready for a further trial.
Check out the Skills for Life Network E-News Update November 2023 for a round up of what’s new and what’s happening in maths, English, ESOL and digital skills in the FE and Training sector.
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Starting this January, you can now book your place on the ETF’s Level 5 online maths, English and ESOL courses, including their newest ‘Teaching for Mastery in FE Maths’.
Check out the Skills for Life Network E-News Update September 2023 for a round up of what’s new and what’s happening in maths, English, ESOL and digital skills in the FE and Training sector.
Assess for Success
Assess for Success is a programme created by Manchester College that aims to improve the assessment of learners resitting GCSE English.Â
This pilot was funded by the Education Endowment Foundation as part of a joint initiative with J.P. Morgan to explore how to improve outcomes for disadvantaged 16- to 18-year-old students who are required to resit GCSE English.
Teachers were provided with a paper-based diagnostic assessment to establish students’ strengths and weaknesses in key English skills; progress assessments for teachers to monitor student development over the year; a skills profile sheet that describes the eight key English skills; and two learner tracking tools, that allowed students to track their own progress.
These resources were supported by a programme of CPD, including 4 days of training and practice sharing, peer mentoring from staff at Manchester College, and a ‘community of practice’ within each participating college which encouraged teachers to reflect on their current practice and review progress.
Overall, the pilot found some evidence of promise, but recommended significant development and further piloting before the programme would be ready for a further trial.
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