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that most people struggle setting SMART targets.

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I have started to use my i-Pad to take pictures of learners work.

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1. Name one way in which Adult Learning and Skills is improving to provide the best and most rewarding experience for learners in Cambridgeshire.

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1. Name one way in which Adult Learning and Skills is improving to provide the best and most rewarding experience for learners in Cambridgeshire.

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Encouraging tutors to share good practice

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More inclusive

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Communicate with learners directly

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Regular and thorough standardisation meetings

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Looking more at the full learner journey to ensure learners take the path that is right for them and progress

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By sharing good practice (we need a lot more of this)

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Comprehensive training through standardisation meetings, more informed tutors make for a better experience for learners.

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Through a more networking partnership amongst the different learning areas provided by AL&S

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2. Describe what you have done to capture and save digital evidence of learning.

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2. Describe what you have done to capture and save digital evidence of learning.

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I have used a digital device to record learners reading words containing the 'schwa' sound that they had researched for homework; I then played it back to them so they could assess their own pronunciation. It also served the purpose of getting them used to being recorded pre-assessment!

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Filming Learners , Playing back film as cafe training task. Filming learn star interviews as a learner reference to write their own star interview article

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Use of pictures with learner's consent

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Uploading digital copies of assessments to secure site

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Use a digital camera to record evidence for accredited courses. Used a voice recorder to record an assessed discussion

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Photographic evidence of work (without learners faces in them) for a virtual wall of achievement at the end of the course

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I have started to use my i-Pad to take pictures of learners work

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Videoing learners completing tasks & discussions. photographic evidence. encouraging learners to complete some work on computers - where available/able to

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3. From the carousel activity, provide one example of where an assessor has done something well and one example of where an assessor could have done have done something better.

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3. From the carousel activity, provide one example of where an assessor has done something well and one example of where an assessor could have done have done something better.

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One assessor had both marked the assessment criteria and written comment and ticks on the paper itself, making it easy for the IQA to find the evidence to support their marks. It was clear and accessible. The assessor who could have done better had written far too much as evidence for a speaking and listening assessment; they included so much unnecessary detail that it was difficult to pick out the information relevant to the assessment criteria.

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Clear feedback to the learner. Given less generalised feedback , make it more directed to the individual

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Good example when marking was clear, fair and feedback provided. Bad example when marking had been altered and not clear, no feedback.

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Notes added by assessor on the mark scheme are useful to support the IQA process and prompts to help with feedback to learner. Sound check the recording as couldn't hear the learner

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Good examples of ways to ensure folders are referenced clearly including an index page and page number. For one example the assessor hadn't provided written constructive feedback to the learner on the assessment which would have helped the learner progress further

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Directed, specific feedback was good. Vague/no feedback needs improvement

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When a tutor annotates the paper and clearly explains dropped/awarded marks - and on mark scheme - evidences clearly what the learner has achieved and probably makes it quicker for the IV/EV

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Assessor well - nice feedback to learners with suggested areas of improvements Assessor - not so well - recordings unclear to hear of learners discussion

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4. What did you learn from analysing SMART targets?

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4. What did you learn from analysing SMART targets?

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The need for specificity! The choice of language is crucial.

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To break them down to smaller specfic achievable goals

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Ensure the SMART are in the target.

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Need to spend time writing SMART targets as not always SMART

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That most of us need more training on how to write them.

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That they are really difficult to properly produce/describe!

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How hard it is to write a good one! Some ideas for improving the ones I write/ the ones we encourage learners to list as personal targets

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That most people struggle setting SMART targets

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5. What have learnt from this session which you did not know before?

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5. What have learnt from this session which you did not know before?

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When giving written feedback to the learner the tutor does not now need to sign and date it as before.

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I learnt about the rules surrounding the use of digital evidence and that ID needs to be checked at enrolment. I find analysing sample assessments very useful as it gives me ideas for my own practice. I was introduced to the magic whiteboard, and another tutor showed me a resource she uses which I used later that week!

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Reminding me of the importance of questioning and reflecting on your own practice and sharing it with others.

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Link to many helpful resources including the Learnheretoday site

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About what SMART targets really look like. Digital tools I wasn't aware of

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Name and details of other Tutors

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I met the person who IV'd my assessments, also how funding works. It was encouraging to talk through the recent City and Guilds changes to Level 2 in particular and how these have impacted learners.