This document contains an organization's self-assessment report using the Common Assessment Framework (CAF). It includes scores and grades for the organization's leadership and management, teaching and learning practices, and learner outcomes. Across all sections, the organization identifies key areas that are excelling, developing or emerging, and discusses criteria that need improvement and their priorities. They also consider the potential impacts of developing different criteria on the organization, staff and disadvantaged learners.
Certified Change Management Professional CCMP Webinar 2015 Nov 4Jeff Skipper
ACMP is on track to release its first certification for change management professionals in 2016. This is a HUGE step forward for the profession of change management internationally! Is it right for you? Find out the latest as we provide an update on the certification process, eligibility requirements, exam development and a few interesting tidbits from our recent market readiness survey.
This presentation is for anyone in the change management community.
Overview of the Certified Change Management Professional (CCMP) designationJeff Skipper
The Association of Change Management Professionals (ACMP) has begun development of a new certification for change management professionals. The Certified Change Management Professional™ (CCMP™) will be released in 2016 in response to rising demand for a global, experience-based designation in change management.
For more info: myccmp.org
This is one approach in calculating the return of investment in training activities.
The nets benefits are calculated based on before and after training performance.
Calculating the costs of training is a matter of accumulating costs incurred on the relevant training activities.
Certified Change Management Professional CCMP Webinar 2015 Nov 4Jeff Skipper
ACMP is on track to release its first certification for change management professionals in 2016. This is a HUGE step forward for the profession of change management internationally! Is it right for you? Find out the latest as we provide an update on the certification process, eligibility requirements, exam development and a few interesting tidbits from our recent market readiness survey.
This presentation is for anyone in the change management community.
Overview of the Certified Change Management Professional (CCMP) designationJeff Skipper
The Association of Change Management Professionals (ACMP) has begun development of a new certification for change management professionals. The Certified Change Management Professional™ (CCMP™) will be released in 2016 in response to rising demand for a global, experience-based designation in change management.
For more info: myccmp.org
This is one approach in calculating the return of investment in training activities.
The nets benefits are calculated based on before and after training performance.
Calculating the costs of training is a matter of accumulating costs incurred on the relevant training activities.
What is CMMI ||
CMMI Maturity Levels ||
CMMI Process Areas ||
Introduction To ISO 9001:2015 ||
Structure of ISO 9001:2015 ||
ISO 9001:2015 Model ||
The Principals behind ISO 9001:2015 ||
Training Needs Assessment in Public Organisations, Helena Rato; David FerrazDavid Ferraz
David Ferraz and Helena Ratos' presentation on the IASIA 2008 international congress, Uganda, July, 2008.
The presentation focus on how to indetify Training Needs in Public Organisations and link them with the public administration strategy. MANFOP methodology
Everything you ever wanted to know about the Certified Meeting Professional (CMP) designation is covered in this session: its history, its structure and organization, and how the test is drafted. Included will be tips on the application process, studying, and how to survive test day.
This report forms part of Outcome 1 of the IMPADA project: to ascertain “criteria for measuring adult
education effectiveness on disadvantaged groups”.
The main goal of this research was therefore to explore and recognise what may form the key criteria for
measuring the effectiveness of adult education. These criteria will then be developed into a framework that
can be used by adult education providers to assess their current provision and further embed good practice, to
facilitate increased effectiveness of adult education for disadvantaged groups.
The research focused around two key questions:
1. What does “effectiveness of education” look like?
2. How can this be measured?
Answers to these questions will enable practitioners to better understand the challenges faced by
disadvantaged groups, ensure that interventions are put in place to improve its effectiveness, and ensure that
these are measured.
Planning by tasks or logical processes - Luciano Luján AntoniettiLuciano L. Antonietti
Método de planificación que se basa en seguir una secuencia lógica y razonada de las tareas o procesos a planificar. El mismo es una herramienta útil para la elaboración de planes de forma metódica y estandarizada.
What is CMMI ||
CMMI Maturity Levels ||
CMMI Process Areas ||
Introduction To ISO 9001:2015 ||
Structure of ISO 9001:2015 ||
ISO 9001:2015 Model ||
The Principals behind ISO 9001:2015 ||
Training Needs Assessment in Public Organisations, Helena Rato; David FerrazDavid Ferraz
David Ferraz and Helena Ratos' presentation on the IASIA 2008 international congress, Uganda, July, 2008.
The presentation focus on how to indetify Training Needs in Public Organisations and link them with the public administration strategy. MANFOP methodology
Everything you ever wanted to know about the Certified Meeting Professional (CMP) designation is covered in this session: its history, its structure and organization, and how the test is drafted. Included will be tips on the application process, studying, and how to survive test day.
This report forms part of Outcome 1 of the IMPADA project: to ascertain “criteria for measuring adult
education effectiveness on disadvantaged groups”.
The main goal of this research was therefore to explore and recognise what may form the key criteria for
measuring the effectiveness of adult education. These criteria will then be developed into a framework that
can be used by adult education providers to assess their current provision and further embed good practice, to
facilitate increased effectiveness of adult education for disadvantaged groups.
The research focused around two key questions:
1. What does “effectiveness of education” look like?
2. How can this be measured?
Answers to these questions will enable practitioners to better understand the challenges faced by
disadvantaged groups, ensure that interventions are put in place to improve its effectiveness, and ensure that
these are measured.
Planning by tasks or logical processes - Luciano Luján AntoniettiLuciano L. Antonietti
Método de planificación que se basa en seguir una secuencia lógica y razonada de las tareas o procesos a planificar. El mismo es una herramienta útil para la elaboración de planes de forma metódica y estandarizada.
TestBoard is a data science productivity tool. Designed and built by data scientists for data scientists to improve productivity by promoting collaboration and transparency between co-workers. www.testboard.ai
Name Student NumberCampusWorkshop TutorPlease .docxroushhsiu
Name: Student Number:Campus: Workshop Tutor:
Please delete all blue italic text prior to submitting the assessment.
1. Five Values
1.1 Five values grouping [5 marks]
Use the ‘Values Exercise’ resource in Theme 1 (Moodle) and record the values important to you and explain why.
Value group 1
Value group 2
Value group 3
Value group 4
Value group 5
Why are these important to you?
1.2 Five values ordered [5 marks]
Rank the top five values from above and justify your ranking.
Level of importance
Value
What is your justification?
1st
2nd
3rd
4th
5th
1.3 My job [10 marks]
Write detailed responses to the following questions.
(a) When I graduate, my perfect job would be a [insert the role you would like to work as e.g. project manager, civil engineer, website developer etc.] at [insert the specific organisation name and URL to their website 5 marks]
(b) I would like to work for them because [insert answer 2.5 marks]
(c) The value that I believe describes this organisation is [insert the value using the list from the values exercise 2.5 marks]
1.4 What would you like to achieve from this unit? [10 marks]
Write a detailed response to this question.
2. PMI Talent Triangle Self Audit
2.1 Technical Project Management [10 marks]
Rate your current competency against the capabilities listed by either placing a √ or highlighting the square using the shading option.You will be asked to compare and analyse your competency ranking here with those you complete at the end of the unit in the Reflective 2 Report.
Not competent
Somewhat competent
Uncertain
Competent
Highly Competent
How and where have you demonstrated this level of skill?
Agile practices
Data gathering and modelling
Earned Value Management
Governance
Lifecycle management
Performance management
Requirements management and traceability
Risk management
Schedule management
Scope management
Time, budget, and cost estimation
Other (Specify)
2.2 Strategic and Business Management [10 marks]
Rate your current competency against the capabilities listed by either placing a √ or highlighting the square using the shading option.You will be asked to compare and analyse your competency ranking here with those you complete at the end of the unit in Reflective 2 Report.
Not competent
Somewhat competent
Uncertain
Competent
Highly Competent
How and where have you demonstrated this level of skill?
Benefits management and realisation
Business acumen
Business models and structures
Competitive analysis
Customer relationship and satisfaction
Industry Knowledge and standards
Legal and regulatory compliance
Market awareness and conditions
Operational functions
Strategic planning, analysis, alignment
Other (specify)
2.3 Leadership [ 10 marks]
Rate your current competency against the capabilities listed by either placing a √ or highli ...
Name Student NumberCampusWorkshop TutorPlease .docxgemaherd
Name: Student Number:Campus: Workshop Tutor:
Please delete all blue italic text prior to submitting the assessment.
1. Five Values
1.1 Five values grouping [5 marks]
Use the ‘Values Exercise’ resource in Theme 1 (Moodle) and record the values important to you and explain why.
Value group 1
Value group 2
Value group 3
Value group 4
Value group 5
Why are these important to you?
1.2 Five values ordered [5 marks]
Rank the top five values from above and justify your ranking.
Level of importance
Value
What is your justification?
1st
2nd
3rd
4th
5th
1.3 My job [10 marks]
Write detailed responses to the following questions.
(a) When I graduate, my perfect job would be a [insert the role you would like to work as e.g. project manager, civil engineer, website developer etc.] at [insert the specific organisation name and URL to their website 5 marks]
(b) I would like to work for them because [insert answer 2.5 marks]
(c) The value that I believe describes this organisation is [insert the value using the list from the values exercise 2.5 marks]
1.4 What would you like to achieve from this unit? [10 marks]
Write a detailed response to this question.
2. PMI Talent Triangle Self Audit
2.1 Technical Project Management [10 marks]
Rate your current competency against the capabilities listed by either placing a √ or highlighting the square using the shading option.You will be asked to compare and analyse your competency ranking here with those you complete at the end of the unit in the Reflective 2 Report.
Not competent
Somewhat competent
Uncertain
Competent
Highly Competent
How and where have you demonstrated this level of skill?
Agile practices
Data gathering and modelling
Earned Value Management
Governance
Lifecycle management
Performance management
Requirements management and traceability
Risk management
Schedule management
Scope management
Time, budget, and cost estimation
Other (Specify)
2.2 Strategic and Business Management [10 marks]
Rate your current competency against the capabilities listed by either placing a √ or highlighting the square using the shading option.You will be asked to compare and analyse your competency ranking here with those you complete at the end of the unit in Reflective 2 Report.
Not competent
Somewhat competent
Uncertain
Competent
Highly Competent
How and where have you demonstrated this level of skill?
Benefits management and realisation
Business acumen
Business models and structures
Competitive analysis
Customer relationship and satisfaction
Industry Knowledge and standards
Legal and regulatory compliance
Market awareness and conditions
Operational functions
Strategic planning, analysis, alignment
Other (specify)
2.3 Leadership [ 10 marks]
Rate your current competency against the capabilities listed by either placing a √ or highli.
IDENTIFYING INFORMATION EMPLOYEE’S NAMEPOSITION FORMDR.docxsheronlewthwaite
IDENTIFYING INFORMATION
EMPLOYEE’S NAME
POSITION
FORMDROPDOWN
DEPARTMENT
CHOOSE DEPARTMENT
PERIOD COVERED
to
EVALUATION TYPE
FORMDROPDOWN
SCOPE OF RESPONSIBILITY
NOTE: This entry field has a maximum of 2000 characters.
· PART I: PERFORMANCE IN CORE MANAGEMENT COMPETENCIES
NOTE: ▪ Write a behaviorally based observation of manager performance for each competency.
▪ Please do not provide any attachments to the form.
CORE MANAGEMENT COMPETENCIES
PERFORMANCE
NOTE: Each of the entry fields below have a maximum of 1000 characters.
Results
Judgment / Decision Making
Effective Communication
Functional Expertise
Planning / Organizing
Collaboration / Team
Building
Supervision and/or
Leadership
For help, click on help icon
IDENTIFYING INFORMATION
EMPLOYEE’S NAME
· PART II: GOAL SETTING AND ACHIEVEMENT
a. Write goal one in the space provided. Describe how goal 1 supports the County and/or department’s goals.
b. Write goal two in the space provided. Describe how goal 2 supports the County and/or department’s goals.
c. The goals must be Specific, Measurable, Action-Oriented, Realistic, Time-bound.
MANAGER GOALS AND RESULTS
GOAL SUPPORTS (for both Goals 1 & 2):
NOTE: Each of the entry fields below have a maximum of 325 characters for Goals and 750 characters for Results.
NOTE: Each of the entry fields below have a maximum of 600 characters.
1. Goal
Results:
Goal Supports:
County Strategic Goal (describe):
Department/Agency Goal (describe):
2. Goal
Results:
Goal Supports:
County Strategic Goal (describe):
Department/Agency Goal (describe):
Professional Development Goal (describe):
IDENTIFYING INFORMATION
EMPLOYEE’S NAME
· PART III: OVERALL RATING
CORE MANAGEMENT COMPETENCY RATING CRITERIA
Exceptional Performance (4)
Continuously exhibits the competency behavior. Without exception, performance far exceeds competency expectation for the assignment.
Accomplishments make notable contributions to the organization and represent the County and agency/department in an exemplary fashion. Serves as an example for how others should effectively display the competency behavior. Qualified for position of significant responsibility.
Exceeds Expectations (3)
Consistently displays use of the competency behavior. Consistently contributes to the accomplishment of business objectives. Performance usually exceeds job requirements. Qualified for promotion to a position of additional responsibility.
Meets Expectations (2)
Frequently displays use of the competency behavior. Normally meets and sometimes exceeds performance expectations and competencies required for the job. Performance is what is expected of a qualified person for this job.
Needs Improvement (1)
Sometimes or less frequently, displays use of the competency behavior. Requires closer supervision than is necessary for the job. Needs intensive ...
Your organization deals with many challenges presented by internal and external accountability demands. You are always looking for ways to improve operations, to anticipate and be more responsive to competitive pressures, and to define meaningful performance goals that render your work concrete in stakeholders’ eyes. Creating a dashboard or scorecard can help. A dashboard can be an excellent tool for focusing board and CEO attention on what matters most. It can help overcome asymmetry between the precision of financial and mission measures. This lesson, developed by National Arts Strategies in partnership with Peter Frumkin, Ph.D., can be used to help you build a scorecard or dashboard for your organization.
Training & development evaluation is a continual and systematic process of assessing the value or potential value of a training program, course, activity or event. Results of the evaluation are used to guide decision-making around various components of the training (e.g. delivery, results) and its overall continuation, modification, or elimination.
I Can’t Measure the Result of My Training Efforts.
I Don’t Know What Information to Collect.
If I Cannot Calculate the ROI, the Evaluation Is Useless.
My HR Head Does not Require Evaluation, So, Why Should I Do It ?
There Are Too Many Variables Affecting the Behavior Change for Me to Evaluate the Impact of Training.
Evaluation Will Lead to Criticism.
I Don’t Need to Justify My Existence; I Have a Proven Track Record.
NTEA’s Member Verification Program (MVP) recognizes eligible companies in the work truck industry for outstanding business practices and successful implementation of quality standards. Learn about how to participate in this program.
Three challenges for informal learning in europe 2Andrea Ciantar
There are certainly loads of practical things we learn and knowledge we gain in informal ways.
But this is not really what I want to talk about now; I wish rather to discuss other types of learning
related to the profound significance of learning in the life of individuals and society. The ultimate
significance of learning, in fact, is closely related to the problem of knowledge – knowledge of
ourselves and the reality that surrounds us – to the pursuit of happiness and one’s place in society,
in the world…
Questo documento contiene una serie di idee e raccomandazioni generali per i provider di educazione degli adulti per migliorare la loro pratica inclusiva e il reclutamento, la retention e i risultati dei discenti appartenenti a "gruppi svantaggiati". Queste raccomandazioni sono nate da provider di educazione degli adulti in tutta Europa, che desideravano impegnarsi nel progetto IMPADA per migliorare l'efficacia dell'educazione degli adulti verso i discenti svantaggiati. Le raccomandazioni sono esempi di buone pratiche scelte da un vasto campo di provider che sono stati coinvolti sia nello sviluppo che nell’offerta e considerate efficaci nella pratica inclusiva.
Queste raccomandazioni forniscono ispirazioni e idee per i provider di educazione degli adulti per migliorare la loro pratica inclusiva. Per un impatto massimo, dovrebbero essere considerate in combinazione con gli altri documenti prodotti dal progetto IMPADA, in particolare la griglia di autovalutazione IMPADA: una risorsa fornita ai provider di educazione degli adulti per comprendere e valutare autonomamente la loro pratica inclusiva e pianificare sistematicamente i miglioramenti.
www.impada.eu
IMPADA Recommendations for adult learning providers to improve the effectiven...Andrea Ciantar
This document contains a series of general ideas and recommendations for adult learning providers to improve their inclusive practice and the recruitment, retention and outcomes for learners from ‘disadvantaged groups’. These recommendations arose from adult learning providers across Europe who were keen to engage in the IMPADA project to improve the effectiveness of Adult Education for disadvantaged learners. The recommendations are examples of current good practices across a wide field of providers who have been involved in both development and delivery and consider them to be effective in inclusive practice.
These recommendations provide inspiration and ideas for adult learning providers to improve their inclusive practice. For maximum impact, they should be viewed in conjunction with the other IMPADA Outputs, most especially the IMPADA Self-Assessment Framework: a resource provided for adult education providers to understand and self-assess their inclusive practice and systematically plan for improvement.
http://www.impada.eu/
Migration numbers and refugees emergency across the mediterreneanAndrea Ciantar
Migration numbers and refugees emergency across the Mediterrenean.
“Lampedusa Berlin, Travel journal” project
Europe for Citizens Program – Strand2: Democratic engagement and civic participation
First project meeting, January 16th 2017 – Palermo
I dati del fenomeno migratorio e l’emergenza rifugiati nel mediterraneoAndrea Ciantar
I dati del fenomeno migratorio e l’emergenza rifugiati nel mediterraneo
“Lampedusa Berlin, Travel journal” project
Europe for Citizens Program – Strand2: Democratic engagement and civic participation
Fondazione ForTeS -. Siena
This report presents a review of findings from studies and publications about the effectiveness of adult education for disadvantaged groups. The main goal of the study was to recognize key criteria for measuring the effectiveness of adult education. Therefore, we focused the review around two questions: (i) what does it mean that education is effective and (ii) what are the ways to measure it. Answering those questions will help to understand the challenges of adult education for disadvantaged groups and – in consequence – to develop proper solutions of improving effectiveness of this education.
This Common Assessment Framework focuses on challenges related to disadvantaged adults. Compared with similar tools, the Framework highlights the issues that are crucial for effective provision of adult education on disadvantaged groups and adds some aspects that are often omitted.
The Framework is a tool for both organisations and individual practitioners to self-assess the effectiveness of their adult education on disadvantaged groups against a common set of identified criteria. This Framework is supported by an implementation guide and methodology to enable practitioners to get best value from this tool.
The IMPADA Common Assessment Framework (CAF) is a tool designed for education providers (and practitioners) to self-assess the effectiveness of their adult education provision with disadvantaged groups.
An Implementation Guide supports the provider’s leadership team through understanding and overview of the process.
This Self-Assessment Methodology will guide the selected self-assessment team through the self-assessment process -with the following documents being produced:
- A completed self-assessment framework (CAF)
- A self-assessment report (SAR)
- A Quality Improvement Action Plan (QIAP)
The IMPADA Common Assessment Framework (CAF) is a tool designed for education organisations (and practitioners) to self-assess the effectiveness of their adult education provision with disadvantaged groups.
This Implementation Guide supports the provider’s leadership team through the process, including setting up the most effective Assessment Team.
The CAF is also supported by a Methodology, to enable the Assessment Team to self-assess, produce a Self-Assessment Report (SAR) and action plan identified improvements.
Focus_groups_data analysis; Intellectual Output realized within the project IMPADA - Improving the Effectiveness of Adult Education for Disadvantaged Groups. Erasmus Plus KA2 PROJECT. http://www.impada.eu/
Focus_groups_guidelines; Intellectual Output realized within the project IMPADA - Improving the Effectiveness of Adult Education for Disadvantaged Groups. Erasmus Plus KA2 PROJECT. http://www.impada.eu/
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Chapter 3 - Islamic Banking Products and Services.pptx
Impada O2_A3_Self-Assessment Report_template
1. Insert Name of Organisation here Insert Date here
IMPADA
Self-Assessment Report
2. Name of Organisation
Areaof disadvantage selected
Date the CAFwas completed
Completedby (name)
Section 1: Leadership and Management
Overall Self-
assessment score
Overall Self-
assessment grade
Overall Self-
assessment
descriptor
Leadershipand
Management
[inset score from
CAF Results cell B:4]
[insert grade from
CAF results cell C:4]
[insert descriptor
from CAF results cell
D:4]
Leadership and Management
Select from the completed CAF key areas for each of the self-assessment judgements.
Keyareasexcelling:
Keyareasdeveloping
Keyareasemerging/pre-
emerging
3. Name of Organisation
Areaof disadvantage selected
Date the CAFwas completed
Completedby (name)
Inclusive Strategy Development
SubsectionSelf-
assessmentscore
SubsectionSelf-
assessmentgrade
SubsectionSelf-
assessment
descriptor
Inclusive Strategy
Development
[inset score from CAF
Results cell B:5]
[insert grade from CAF
results cell C:5]
[insertdescriptor from
CAF results cell D:5]
Are there any resultsthatare higherthan yourexpectations?Inwhatways?
Whichcriterianeedtobe improved/developed?
Whichcriteriaare a priorityforthe organisation,andwhy?
What will be the impacton the organisationof improvingthese criteria?
What will be the impacton the staff of improvingthese criteria?
What will be the impacton the selecteddisadvantagedlearners of youdevelopingthisarea?
Inclusive and Targeted Planning and Recruitment
SubsectionSelf-
assessmentscore
SubsectionSelf-
assessmentgrade
SubsectionSelf-
assessment
descriptor
Inclusive and Targeted
Planningand
Recruitment
[inset score from CAF
Results cell B:6]
[insert grade from CAF
results cell C:6]
[insertdescriptor from
CAF results cell D:6]
Are there any resultsthatare higherthan yourexpectations?Inwhatways?
Whichcriterianeedtobe improved/developed?
Whichcriteriaare a priority forthe organisation,andwhy?
What will be the impacton the organisationof improvingthese criteria?
What will be the impacton the staff of improvingthese criteria?
What will be the impacton the selecteddisadvantagedlearners of youdeveloping thisarea?
4. Name of Organisation
Areaof disadvantage selected
Date the CAFwas completed
Completedby (name)
Quality Improvement
SubsectionSelf-
assessmentscore
SubsectionSelf-
assessmentgrade
SubsectionSelf-
assessment
descriptor
Quality Improvement [inset score from CAF
Results cell B:7]
[insert grade from CAF
results cell C:7]
[insertdescriptor from
CAF results cell D:7]
Are there any resultsthatare higherthan yourexpectations?Inwhatways?
Whichcriterianeedtobe improved/developed?
Whichcriteriaare a priorityforthe organisation,andwhy?
What will be the impacton the organisationof improvingthese criteria?
What will be the impacton the staff of improvingthese criteria?
What will be the impacton the selecteddisadvantagedlearners of youdevelopingthisarea?
Learner Voice
SubsectionSelf-
assessmentscore
SubsectionSelf-
assessmentgrade
SubsectionSelf-
assessment
descriptor
Learner Voice [inset score from CAF
Results cell B:8]
[insert grade from CAF
results cell C:8]
[insertdescriptor from
CAF results cell D:8]
Are there any resultsthatare higherthan yourexpectations?Inwhatways?
Whichcriterianeedtobe improved/developed?
Whichcriteriaare a priorityforthe organisation,andwhy?
What will be the impacton the organisationof improvingthese criteria?
What will be the impacton the staff of improvingthese criteria?
What will be the impacton the selecteddisadvantagedlearners of youdevelopingthisarea?
5. Name of Organisation
Areaof disadvantage selected
Date the CAFwas completed
Completedby (name)
Section 2: Teaching, Learning and Assessment Practice
Overall Self-
assessment score
Overall Self-
assessment grade
Overall Self-
assessment
descriptor
Teaching, learning,
and assessment
practice
[inset score from
CAF Results cell
B:11]
[insert grade from
CAF results cell C:11]
[insert descriptor
from CAF results cell
D:11]
Criteria Score Descriptor
C.T.1
Initial assessmentpractice isfullyinclusiveandmeetsthe needsof all
learners,includingDL.
[insertCAF
teachingand
learningcell
G:4]
[emerging,
developingor
excelling]
C.T.2
Diagnosticassessmentpractice isfullyinclusive andmeetsthe needsof
all learners,includingDL.
[insertCAF
teachingand
learningcell
G:7]
[emerging,
developingor
excelling]
C.T.3
Teachersetappropriate,individualizedandfitforpurpose learning
outcomes tomeetthe needsof all learners.
[insertCAF
teachingand
learningcell
G:10]
[emerging,
developingor
excelling]
C.T.4
Teachersuse evidence basedeffective pedagogicalapproacheswith
theirlearners,withparticularregardtoDL.
[insertCAF
teachingand
learningcell
G:13]
[emerging,
developingor
excelling]
C.T.5
Teacherseffectivelydifferentiatetheirteaching,learningand
assessmentpractice tomeetindividuallearnerneeds,particularly
regardingDL.
[insertCAF
teachingand
learningcell
G:19]
[emerging,
developingor
excelling]
C.T.6
Summative assessmentisappropriate andinclusive toaddressthe
needsof all learners,particularlyregardingDL.
[insertCAF
teachingand
learningcell
G:22]
[emerging,
developingor
excelling]
C.T.7
As a resultof theirlearningprogramme,DLmove intopositive
destinations.The providertracksandrecords thisto ensure thatDL
destinationsare equal tothatof any learner.
[insertCAF
teachingand
learningcell
G:25]
[emerging,
developingor
excelling]
6. Name of Organisation
Areaof disadvantage selected
Date the CAFwas completed
Completedby (name)
Teaching, learning, and assessment practice
Select from the completed CAF key areas for each of the self-assessment judgements.
Keycriteriaexcelling:
Keycriteriadeveloping
Keycriteriaemerging/pre-
emerging
Are there any resultsthatare higherthan yourexpectations?Inwhatways?
Whichcriterianeedtobe improved/developed?
Whichcriteriaare a priorityforthe organisation,andwhy?
What will be the impacton your/the organisation’steaching,learningandassessmentpractice
What will be the impacton the selecteddisadvantagedlearners of youdevelopingthisarea?
7. Name of Organisation
Areaof disadvantage selected
Date the CAFwas completed
Completedby (name)
Section 3: Learner Outcomes
Overall Self-
assessment score
Overall Self-
assessment grade
Overall Self-
assessment
descriptor
Learner
Outcomes
[inset score from
CAF Results cell
B:14]
[insert grade from
CAF results cell C:14]
[insert descriptor
from CAF results cell
D:14]
Learner Outcomes
Select from the completed CAF key areas for each of the self-assessment judgements.
Keyareasexcelling:
Keyareas developing
Keyareasemerging/pre-
emerging
Skills and Qualifications
SubsectionSelf-
assessmentscore
SubsectionSelf-
assessmentgrade
SubsectionSelf-
assessment
descriptor
Skillsand
Qualifications
[inset score from CAF
Results cell B:15]
[insert grade from CAF
results cell C:15]
[insertdescriptor from
CAF results cell D:15]
8. Name of Organisation
Areaof disadvantage selected
Date the CAFwas completed
Completedby (name)
Are there any resultsthatare higherthan yourexpectations?Inwhatways?
Whichcriterianeedtobe improved/developed?
Whichcriteriaare a priorityforthe organisation,andwhy?
What will be the impacton the organisationof improvingthese criteria?
What will be the impacton the staff of improvingthese criteria?
What will be the impacton the selecteddisadvantagedlearners of youdevelopingthisarea?
Socio-Economic Benefits of Learning
SubsectionSelf-
assessmentscore
SubsectionSelf-
assessmentgrade
SubsectionSelf-
assessment
descriptor
Socio-Economic
BenefitsofLearning [inset score from CAF
Results cell B:16]
[insert grade from CAF
results cell C:16]
[insertdescriptor from
CAF results cell D:16]
Are there any resultsthatare higherthan yourexpectations?Inwhatways?
Whichcriterianeedtobe improved/developed?
Whichcriteriaare a priorityforthe organisation,andwhy?
What will be the impacton the organisationof improvingthese criteria?
What will be the impacton the staff of improvingthese criteria?
What will be the impacton the selecteddisadvantagedlearners of youdevelopingthisarea?
9. Name of Organisation
Areaof disadvantage selected
Date the CAFwas completed
Completedby (name)
Destinations
Self-assessmentscore Self-assessmentgrade
Self-assessment
descriptor
Destinations [inset score from CAF
Results cell B:16]
[insert grade from CAF
results cell C:16]
[insertdescriptor from
CAF results cell D:16]
Are there any resultsthatare higher than yourexpectations?Inwhatways?
Whichcriterianeedtobe improved/developed?
Whichcriteriaare a priorityforthe organisation,andwhy?
What will be the impacton the organisationof improvingthese criteria?
What will be the impacton the staff of improvingthese criteria?
What will be the impacton the selecteddisadvantagedlearners of youdevelopingthisarea?