Date 17 August 2018
View All Dates
Location London Central  
Cost £299 + VAT  
Lunch Included in the Fee  
Arrival 09.15 for Registration and Refreshments  
Start 09.30  
Finish 16.30  

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Meeting the Learning Assessment Requirements of the CIF  (WS7860)


Understanding & meeting the inspection requirements for outstanding assessment of learners in accredited and non-accredited learning

Achieving Grade 1 “outstanding” for overall provision is heavily dependent on the providers’ ability to deliver “outstanding teaching learning and assessment”.  There is significant guidance and advice on what constitutes outstanding teaching and learning but less on what constitutes outstanding assessment.   Almost all providers will have some form of initial assessment in place and will be carrying out regular reviews of student/learner progress but, to achieve Grade 1, a far more comprehensive and integrated approach is needed.

Providers need to develop systems and approaches which work with identified individual need that can actively support and inform individual learning during each lesson and training session. This level of personalisation is far from easy to achieve but there are ways to enable this level of assessment to be in place in a cost effective and productive manner: the benefits for learner achievement and progression are significant - as are the contributions towards an ‘outstanding’ grade at inspection.

This one-day workshop explores the various elements of assessment and demonstrates how they link together to support and enable improved teaching, training and learning.  It highlights the types of approaches inspectors are looking for and provides guidance enabling participants to identity when their own systems are not producing optimal results. 

For Whom

This one-day workshop is for managers, teachers and trainers working within FE & Skills provision in both accredited and non-accredited contexts.  It will also prove of significant interest and use to those responsible for or involved with observing grading and reporting on assessment practice.

The workshop uses the Common Inspection Framework for FE & Skills as a basis. Much of the information and guidance given is also applicable for those working with other frameworks, including schools, independent provision and longer term DWP/work programmes and has relevance to longer term, internal staff development programmes.

Aims and Objectives

By attending this workshop participants will better understand:

  • the Assessment Requirements of the Common Inspection Framework for FE & Skills
  • what Ofsted Inspectors are likely to expect in terms of assessment during inspection
  • valid, relevant and personalised initial diagnostic assessment
  • individualised planning for learning
  • ways to use diagnostic, formative and summative assessment to improve success
  • ways to use highly effective questioning to drive learner self assessment
  • the importance of tracking progression and linking back to assessment
  • ways to improve the capture of destination data

Delegate Feedback

'A very thorough account - knowledgeable presenter.'
Assistant Principal, Greenhead College

'Excellent! Very good activities.
Teaching & Learning Manager, Stockport College

'A thorough examination of the current ofsted focus on assessment within the CIF. The facilitator seemed to tailor the content to the individual settings of each attendee.'
Senior Lecturer, York St John University


1.  Assessment, the CIF and Ofsted Inspection

  • The ways in which the term “assessment” is interpreted and used
  • Areas and aspects that have greatest relevance to CIF FE & Skills
  • The key areas that Ofsted Inspectors will typically focus on, during inspection
2. Initial Diagnostic Assessment
  • The signs of effective systems and the symptoms of ineffective ones
  • Moving towards ‘Outstanding’
    • Ensuring ‘Best Fit’
    • Course specific initial diagnostic assessment (CSIDA)
  • Benefits for Management
  • Benefits for Students
  • Benefits for Students
  • What to assess
  • Spiky Profiling
  • Developing Effective CSIDAs
  • Using APL
  • Special Needs

3. Assessment for Learning

3.1 Overview

  • Transfering initial assessment into classroom practice
  • Assessing progress
    • learning outcomes
    • target-setting
    • individual learning plans
    • individual versus group learning
    • in-session progress tracking
      • one-to-one sessions
      • group or classroom setting
  • Delivering Progress
  • meeting all learners’ needs
  • stretching, challenging & supporting learners
  • creating independence

3.2  Developing and Using Learner Self-Assessment (IPSATIVE)

  • Understand the concept
  • Benefits & Advantages v Disadvantages 

3.3  Formative Assessment

  • Bloom’s Taxonomy
  • Questioning Techniques and Practice

3.4. Summative Assessment

  • Techniques that work
  • Ofsted Expectations

4. Tracking Student Progress

  • What, where, when, why and how
  • Evidencing for Inspection
  • Using progression outputs to measure effectiveness of assessment
  • Improving Progression Opportunities
  • Improving destination data

5. Summary and Action Planning

  • What Inspectors want to know and see
  • What teachers, trainers and managers need to focus on
  • Agreeing clear benchmarks of what ‘good’ and ‘better’ assessment looks like
  • Analysing and evaluating own practice and action-planning
  • Ensuring good practice is shared and used throughout the organisation

Delivery Style

Learning will be facilitated through

  • presentation of examples of good practice
  • group and individual problem-solving exercises
  • tutor feedback to individuals
  • participants’ critical evaluation of their own skills and knowledge
  • comparative analysis of the skills and knowledge demonstrated by other workshop participants

Internal Staff Training and Development

This training workshop, along with most of our other best practice training workshops, can be delivered as an internal training course at your premises. Even with groups as small as 6-8 delegates, the course fees per person for internal training workshops can be lower than for open events. The potential savings are even greater, if the travel time and the travel costs of the delegates are included.

Running training workshops internally is very convenient and it allows the participants to explore how key issues will impact on them and their organization. Then as a team they can begin to agree upon a development action plan, with priorities. This approach is favoured by many of our clients as it combines a high quality service with excellent value for money and is a highly effective route for staff development.

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Related Teaching - Improving Quality Workshops

Certificates of Professional Development.

This course is recognised for CPD purposes by most professional institutes and associations including the Law Society, the CIM, the CMI, the ICAEW, the Institute of Learning and the CIPD. Formal Certificates of Professional Development will be issued by email to participants who successfully complete this course. These certificates will enable participants to evidence the update of their CPD records. The workshop will consider how to best apply the knowledge gained by the delegates upon their return to the workplace. This element of the programme is designed to maximise the benefits of attending and enable participants to make valued judgments when recording CPD activities

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