Learner Achievement and
Success
Strategies for Improvement
New Measures of Success
1
Qualification success
rate (QSR)
5
Recognising and
Recording Progress and
Achievement (RARPA)
in non-accredited
learning
2
Value Added and
Distance Travelled
measures (VA/DT)
6
Learner satisfaction
3
Provider responsiveness
to employers
7
Improved information on
learner destinations
4
Value for Money
8
Staff measures
RARPA and REX
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A learner focussed measure
Core process for quality
assurance/improvement
Supports VA/DT measures
Planned end dates in the new
qualification success measure
RARPA – Five Elements
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Clearly stated learning aims for all
programmes
Initial assessment to establish
learner’s starting point
Identification of challenging and
appropriate learning outcomes
Review of learners’ progress and
achievements during the programme
End of programme assessment and
review of progress and achievement
Initial Assessment
“Provision of high quality initial
assessment and then planning
learning to meet individual needs is
an important part of the process to
ensure that learners receive a high
quality experience as they
progress….”
Clare Dodgson, chief operating officer, employment
service
Initial Assessment
“....How vital it is then, that we should
develop reliable techniques for
establishing each learners baseline of
knowledge, experience and skill through
improving initial assessment and
individual learning plans…”
David Sherlock, chief inspector, ALI
Key Features
•
All learners should undergo a period of
initial assessment
•
Initial assessment is the first stage in the
learning cycle
•
The learner lies at the heart of the
learning process and needs to be fully
involved in the initial assessment process
and in their learning plan
Key Features
•
Initial assessment involves the
collection of a wide range of
information
•
Every learner should have a
learning plan which is individualised
•
Effective learning plans are working
documents
Key Features
•
•
Learning plans should include
information on their learning
programme, goals/objectives,
targets, results of initial assessment,
induction, review, assessment and
feedback, work experience etc
Learning plans have both short term
and longer term targets
The Learning Cycle
Initial assessment and
Identification of learning goals
Monitor, review and
meet
Evaluate learning against
identified
Plans and needs
Programmes delivered in
Accordance with learning plan
planning to
needs
Appl.
Form
Quals
Career
choice
Learning
diff
Prior
learning
Work Exp
Basic/Key
skills
Interests
Learning
Styles
Personal
Attitude/
motivation
Reference
Interview
Practical
Tests
Diagnostic
Tests
induction
Learning Plans
Should show how the identified
needs of the learner and the
objectives of their learning
programme will be met.
The plan continually evolves to meet
new demands or when feedback
indicates that changes are required
Learning Plans
Common Features
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Information about the learner and
their learning programme
Results of initial assessment
Work experience
Progress review schedule
Assessment arrangements
Additional support
Learner comments
Target Setting
Target Setting and Bloom’s
Taxonomy
•
Useful tool for setting targets
•
Can help in identifying what needs
to be done first
•
Helps with learning and assessment
Target Setting SMART Objectives
Need to know about aims – a broad
statement of a goal, intention or purpose
Broad statements of intent
•
Are imprecise and can be explained in many
ways
•
Provide pointers to achieving strategies and
evaluation
•
Give a starting point and a direction
•
Concerned with intention rather than outcome
Target Setting SMART Objectives
(cont)
Need to know about objectives – an action
statement which describes what an
individual (or group of individuals) needs
to be able to do in order to achieve an aim
Need to know about being SMART
Target Setting – SMART
objectives
Specific
Measurable
Attainable
Relevant
Timebound
Evaluative
Realistic
Implications for Staff
To be effective staff involved in initial
assessment and the subsequent
production of learning plans require
a wide range of knowledge and
skills
SMART objectives
Attainable
• Ensure that the target/objective is
attainable but still challenging
Relevant
• Ensure the target/objective is
relevant to the activity or individual
depending upon why and for whom
the target is being set, prioritise
and ensure there is a focus
SMART objectives
TIMEBOUND
• Include milestones and timescales, ensure the
target/objective can be monitored and ensure they
can also be appraised/evaluated
EVALUATIVE
• Identify strengths and weaknesses and provide
measures of performance travelled
REALISTIC
• Are the targets/objectives realistic in terms of why
and for whom and can the target/objective be
revised?
Target Setting
You will also need to determine what
the long term goals/targets are and
what needs to be done to achieve
them
Target Setting
At the beginning set small achievable
targets. It is important that learners
experience success and identify that
they are making progress
Target Setting
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Is the learner capable of achieving the
target set?
Is it relevant?
Do they have the opportunity to learn or
practice it?
Has any support or resources been
identified that are necessary for the
target to be achieved and are they
available?
Does past experience lead you to believe
the learner will achieve?
Reviews
Effective Reviews Implications
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Learners receive regular feedback
•
Reviews take account of individual
development needs and not just
fixed to the assessment system
•
Initial assessment feeds directly
into ILP’s and used to inform
reviews
Effective Reviews Implications
•
Long term goals and short term
targets are agreed with learners
•
Reviews inform both learning and
assessment
•
Results of reviews feed an effective
recording and tracking progress
system
Reviewing
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Set goals and targets
Plan how they will be met
Identify what progress has been
made
Modify targets and methods so that
learners continue to learn
Plan for evidence and assessment
Recording and Tracking Progress
Recording Progress
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An overview of learning and progress
- What has been achieved since the last
Review
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Progress made against SMART targets
- Targets achieved, those not achieved and
The reasons
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Targets for the next review
Progress against long term goals
Identify any support or help needed
However, overall we
remember
20%
• 30%
• 40%
• 50%
• 90%
do
•
of
of
of
of
of
what
what
what
what
what
we
we
we
we
we
hear
say
see
do
see, hear, say and
Bloom’s Taxonomy
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Use as a ‘ladder of learning’ to plan
a differentiated approach
Check the ‘ladder’ to ensure
question techniques cover a range
of abilities
Use the ‘ladder’ to plan assignments
and ensure assessment schedules
also differentiate
Examples of Techniques to Use
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Writing frame
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Development task
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Assertive questioning