Session title: The CCQI Self-Assessment Strategy

Creating and capturing the right learning conversations.


Half- or full-day session.

Information for event organiser

Traditional, historical self assessment can often be distorted by staff feeling they need to overly focus on ‘what they do well’, at the expense of discovering what is holding them back from delivering outstanding, transformational learning experiences to all their students. This distortion is often present in the whole library of reports, from course level to whole-college.

At the heart of The CCQI Self-Assessment Strategy is one simple question that should help staff purge their system of bureaucracy. Of everything they write, they should ask:

What have we learnt from what we’ve just written?

With this at the heart of their work, staff should produce invaluable analysis of the difference they make to students and a comprehensive guide for their onward journey to outstanding.

The CCQI Self-Assessment Strategy is a process for choreographing the right learning-conversations, supported by forms to simply to guide and capture the learning.

Ideally, this session should be preceded by Preparing for Live Self Assessment, which teaches delegates the writing skills required for any self-assessment system, and establishes the need for change.

In this session, delegates are inducted into the ideas and practices of self assessment using captured learning-conversations. They will understand why it is important never to attempt to resolve a ‘symptom’ directly, and practice the identification of the root-cause issues that are causing them.

With root-cause issues established, delegates will go on to define the negative, missing or unintended impact they are having on learning; the essential starting point for any development plan.

Finally, delegates will look ahead to the most creative part of the self assessment process, the production of the implementation plans that will move their provision forward.


No comments yet

The comments are closed.