Video Case Studies
Skills Progression Chart.pdf
Excellence in Teaching, Learning & Assessment.pdf
An improvement in monitoring processes leads to a reduction in early leavers, improved overall retention and higher learner success
Following a review Profile found that learners were not making the required progress, there was too much variability between the standards of lead providers leading to student under-achievement and that there was inaccurate reporting of student progress.
To address these issues, staff recruitment and induction was redeveloped to ensure that there was a clear focus on the learner and their journey, and staff were trained to deploy monitoring tools more effectively. CPD was refocused on TLA skills, while making teachers and tutors experience more relevant to employer and learner needs. Initial diagnostic assessment of the skills of learners were used as a baseline to allow more accurate monitoring of their development throughout the course. Staff induction was focused on the needs of learners.
Profile identified ‘at-risk’ learners at the start of their programme while a skills progression chart which identified training needs of individual learners was created. Progress was monitored at the start, mid-term, and end of training. Profile also developed a monitoring mechanism that would allow the assessor/tutor to monitor, with the learner and the employer, the progress of the learner using assessments submitted.
Improve Learner outcomes through robust assessment monitoring.
What Worked Well:
Benefits for Learners: More rapid and more accurate feedback on progress, Fewer premature leavers, Improved progression, Improved learner success:
Provider Achieved %
National Average %
Supporting Teaching and Learning
Benefits for Staff:
Benefits for Organisation:
The skills diagnostic could be adapted to monitor any project or situation which requires progression over time to be evaluated
For Further Information: Andrea.firstname.lastname@example.org
Who is it for?
Other ITPs and providers of vocational learning
Assessment for Learning
Other (please specify)