Student Assessment - A Model For Success

Transcription

1 Hadlow College Teaching, Learning and Assessment Policy Version Date May 10 Oct 11 Aug 13 Jun 14 Written By LVP LVP LVP LVP Authorised by LB LVP LVP Review Date Oct 12 Aug 14 Aug 15 1

2 Contents Page 1. Purpose of this Document/Statement Planning for Learning and Meeting Learners Needs Managing Learning The Quality of Learning Resourcing Learning Monitoring and Assessing Learning Support and Guidance of Learners Equality and Diversity Evaluation of Teaching and Learning and Curriculum Evaluation Implementation

3 Teaching, Learning and Assessment Policy 1. Purpose of this Document/Statement Hadlow College is committed to providing excellence in FE and HE education and training that meets individual need and strategic priorities for change and improvement. The quality of teaching and learning should continue to improve so that all learners have the best possible opportunities to succeed on their courses. Hadlow College will provide a high quality learning experience by means of the promotion of working relationships that foster learning, provision of a safe environment conducive to learning, development of independent learning and employability skills, the effective use of new technology and e-learning, an emphasis on self improvement, and the implementation of the national strategy for teaching and learning. 2. Planning for Learning and Meeting Learners Needs a) Every learner should have a personalised experience that meets their needs. Assessment of needs at the start of their programme inform the teaching and learning and curriculum support delivered using the group profile. In FE the assessment of needs must include a Skills for Life initial assessment through Mindset. b) Learning should be carefully planned and prepared at lesson, tutorial and scheme level, with clear and realistic learning outcomes and recorded using College agreed documentation. c) Planning should reflect information gained about individual learners through application forms, interviews and induction. d) Schemes of Work, Lesson Plans and outcomes should be explicitly shared with learners. e) Learning material is expected to reflect the appropriate level of the qualification and it is expected that activities stretch and challenge learners. f) HE sessions should ensure that planned activities meet the Framework for Higher Education Qualifications (FHEQ) standards and are appropriately challenging. g) A rich variety of learning activities must be planned to enhance the learning experience, develop independent learners and ensure high levels of engagement and enthusiasm. h) Learning outcomes and activities should be differentiated to meet the needs of learners and to ensure that all learners have the opportunity to progress and achieve. 3

4 i) Learning outcomes should reflect the development of English and maths skills, employability and independent skills supporting all students to be work ready. j) Teaching staff should be well prepared and should undertake appropriate staff development to ensure that their subject knowledge and teaching strategies are up to date. k) Teaching staff, where appropriate must be aware of national strategies e.g. Skills for Life, Skills Pledge, Functional Skills, e-learning, blended learning, subject sector benchmarks, HE Greenwich Graduate Attributes, English and maths agenda, promotion of Equality, Diversity and Inclusion and l) The College is committed to students becoming expert learners, knowing how to learn has a positive impact on retention, achievement and learners attitudes to learning. 3. Managing Learning a) Registers should be marked at the start of each lesson. b) Lessons should have a clear structure and start and finish promptly. c) Lesson starts should include explicit sharing of lesson outcomes and a brief recapitulation of previous learning. d) Teaching should be creative, energising, motivational, varied and appropriate for the intended outcomes. e) Lessons should sequence learning activities so they build on each other and maintain a good pace; there should be no time-wasting breaks in the sequence so the students gain a good quality of learning from the lesson. f) Each lesson should include methods to assess and reinforce learning at regular intervals. g) All learners should be enabled to contribute to the lesson and demonstrate their understanding and knowledge. h) An atmosphere of mutual respect free from discrimination should be created and discrimination of any sort should be actively challenged. i) Teachers should make every effort to find opportunities in their materials and resources to promote the equality strands and embed Equality, Diversity and Inclusion. j) Lesson conclusions should summarise the learning outcomes. 4. The Quality of Learning a) All learners are expected to attend lessons on time and be prepared for learning. b) Learners are expected to be attentive, engaged and participate in sessions as directed by the teacher. 4

5 c) New learning should build on previous learning and be related to short, medium and long-term goals. d) Opportunities for individual, small groups, paired and whole group learning tasks should be encouraged and developed where possible. e) Learners should be supported in developing their abilities to work independently and to understand their own learning processes and styles. f) HE learners should be supported to develop their Greenwich Graduate Attributes throughout their learning activities. g) Learning tasks should be differentiated according to the abilities of the learner. h) Learners should be encouraged to make maximum use of both resources and time. i) FE learners should be enabled to keep track of their own progress in and out of lessons through the use of value added. j) Teachers should strive to add value to their learners careers in a variety of ways. k) Teaching, learning support and pastoral staff work closely together to focus on achievement. Performance indicators linked to the Lesson Observation framework: Scheme of Work Learning Log Learning Environment should be interesting, educational and motivational including: o Layout o Tidy and clean o Wall displays including students work, tutorial rotas, course reps Introduction, aims and objectives Pace and structure of learning Identification and support of individual learning needs Skills for Life basic skills/study skills identified and cross-referenced E-learning (where appropriate) Learning methods Checks on learning/questioning skills Links in the learning Learning materials/resources Inclusive learning strategies Promotion of Equality, Diversity and Inclusion Assessment for learning Achievement Teaching style of communication skills 5

6 Teacher knowledge Management of learning Review/recap/summary of learning Learner involvement and response Attendance and punctuality Standard of learning Health and Safety Safeguarding 5. Resourcing Learning a) A range of accessible resources should be used, in a variety of media including differentiated activities which enable all learners to be stretched and challenged. b) Full use of the College practical resources must be made to enhance learning and create experiences where appropriate that are similar to real life. c) Highly effective use of technology including interactive whiteboards, IT and the VLE should be incorporated into teaching and learning as appropriate to enhance the teaching experience. d) Health and Safety regulations should be observed at all times and learners must be aware of their responsibilities for the Health and Safety of themselves and others. Learners should be individually risk assessed as appropriate. 6. Monitoring and Assessing Learning a) Learning should be rigorously checked and monitored. b) Appropriate and varied assessment activities should be embedded into all teaching sessions and other activities e.g. homework and self directed study on the VLE. c) Formative assessment tasks should be used to develop learning throughout the course or programme. d) Assessment for learning and assessment of learning should be used within sessions to support learners to reflect and develop their knowledge and skills. e) Formal assessment activities and criteria should be linked to learning schemes and made explicit to learners. f) Teachers should provide constructive oral and written feedback which is appropriate for each individual learner and accessible to that learner. g) Each learner s progress should be recorded in line with College procedures i.e. ProMonitor, RAPRA and examination board and accreditation body requirements. h) HE and FE Learners should be made fully aware of the assessment policies and procedures and all assessed work must be returned within 4 weeks. 6

7 i) Learners should be fully aware of their target grade and their current progress. They should also be aware of what they need to do to improve. j) All assessed work including examinations and assignments must be the candidate s own work. The passing off of work of others as the work of the candidate is plagiarism. Any quotation from published or unpublished works of other persons including other candidates must be duly acknowledged. All instances of plagiarism within the learning environment must be challenged. 7. Support and Guidance of Learners a) Learners should be provided with individual support through individual learning plans and regular, planned reviews and tutorials. b) Support should be readily and regularly accessible and sensitive to individual needs. c) Learners, who require support other than from their immediate teacher, should be provided with access to College or external support agencies. d) Tutors should ensure that they are aware of core support services provided by the College and of key outside agencies where appropriate. 8. Equality, Diversity and Inclusion a) All learners should receive an equality of service with regard to the equality strands; gender, race, disability, sexual orientation, religious belief, nationality, employment status, social class, age, caste, size, HIV status or marital status. b) Each learner should be treated as an individual in their own right with their own unique profile of learning needs which may require extended time for achievement. c) All instances of discrimination within the learning environment must be challenged. d) Delivery methods and materials should encourage the widest possible access and participation. e) Positive promotion of and action on Equality, Diversity and Inclusion should be practiced and preached. 9. Evaluation of Teaching and Learning and Curriculum Evaluation a) Teaching will be subject to regular observations to ensure that the quality of learning, teaching and achievement is of a good professional standard. b) Each course should be evaluated regularly by learners and by teaching staff through the Course Review/Programme Monitoring Reports and the Self- Assessment Review (SAR). 7

8 c) The evaluation of teaching and learning will inform the continuous curriculum review process. d) Teaching staff are to maintain a portfolio of 30hrs of Continuous Professional Development (CPD) to show evidence of industrial/subject updating, including membership of appropriate professional bodies, development of skills in subject teaching, including the effective application of e-learning techniques, application of diversity and equal opportunity principles and use of learner feedback to improve performance. 10. Implementation The Associate Principal for Quality and Staff Development (APofQ) in association with the Senior Management Team is responsible for driving up quality within the College and supporting the development of the workforce. The APofQ will ensure that: a) A climate of innovation and creativity in teaching and learning is promoted, resourced and fostered. b) Teaching staff teach to the policy objectives set out above and which are explicit in: i. The College observation of teaching, learning and assessment procedures. ii. The current inspection regime. iii. QAA Quality Code B3. c) Heads of Faculty (HoF) in co-operation with the APofQ ensure that a regular and comprehensive programme of observations are carried out to transform teaching and learning in practice from satisfactory to good or outstanding. d) HoF are to ensure effective recruitment and deployment of suitably and competent qualified staff. e) The APofQ provides a range of opportunities for teachers to: i. Improve and update their professional teaching skills in line with the national CPD framework for Further Education. ii. Access and achieve initial teacher training qualification on commencement of employment. iii. Reflect on their own development through the engagement with Peer Observations. f) The framework for teaching and learning at Hadlow College is extended through the deployment of the Advanced Practitioners (AdvP) and Subject Learning Coaches (SLC), monitored and supported by the APofQ. g) Resourcing of AdvPs and SLCs continues to enable utilisation of their expert practice and experience proven to be valuable and effective. 8

9 h) Learning support to be monitored and evaluated for impact by the Associate Principal for Student Support Services and APofQ. 9