Online: Perfecting Self-Assessment Writing

Understanding why it so often goes wrong – and how to put it right       

Typical inspection issues

  • Leaders’ and managers’ evaluation of the college’s performance is inaccurate and does not focus sharply enough on the long-standing weaknesses.

Duration

3.25 hour interactive online training session.

Information for event organisers

The Live Self Assessment model challenges the traditional approach to self assessment – the annual look back at the quality of last year’s provision. Typified by the need to justify one’s self to senior management, funding organisations or inspectorates, traditional self assessment can often feel overly bureaucratic. Writing with a third party in mind leads many staff to make mistakes that have significant consequences for the effectiveness of their quality improvement activities. Using their own self-assessment reports, staff will be guided through a process of identifying five categories of commonly made mistakes. Then through a series of carefully designed collaborative tasks, delegates will practise a formula for writing effective judgements that collectively will produce a roadmap to outstanding for every aspect of their provision.

This session will enable delegates to:

  • use their understanding of Live Self Assessment to challenge their status quo
  • identify the five most common SAR-writing traps in their own reports
  • use the formula for writing judgements to produce impact-focused text
  • rework incorrectly written judgements
  • avoid bureaucracy and develop a new culture in which self assessment can thrive.

Next steps

This session is the first of a series of five online workshops to help delegates perfect their self-assessment work:

  1. Perfecting self-assessment writing
  2. Perfecting development plan writing & The Data Springboard
  3. Introduction to the CCQI Self-Assessment Strategy
  4. Using the CCQI Self-Assessment Strategy

The Data Springboard is designed to challenge the perceived data hierarchy in education and training. Retention and achievement rates simply tell the story of learners who have left. Any quality improvement information derived from this analysis cannot benefit the learners on whom the data was collected. Using the Data Springboard, staff will drill down through progressively more reactive layers of data to find their most suitable hair-trigger indicators of underperformance – the very first signs that a learner is becoming at risk of underachieving or quitting. The session will help staff to articulate the difference between indicators and causes. This information will enable them to precisely identify the weakest aspects of their provision and develop SMART actions that will impact on learners who are on programme now.

Perfecting development plan writing looks at the four key issues that typically undermine development plans. In this session, delegates will be given a new lens with which to look at their own plans. They will be able to make a judgement within minutes about whether their plan is fit for purpose, or whether the plan’s format and content will severely undermine their ability to resolve their issues and become outstanding. As with the Perfecting Self-Assessment Writing session, this is a practical online workshop guaranteed to improve delegate’s understanding and writing skills. It may well also fundamentally challenge their approach to development planning.

The CCQI Self-Assessment Strategy takes all of this work one stage further. Full details can be found here: www.ccqi.org.uk/sa-strategy.

What the delegates say

  • I finally understand self assessment which has never been correctly explained. I understand how and why.  Bexley College
  • Thoroughly enjoyed an outstanding session. 4½ hours seemed like 30 mins!  Cambridge Regional College
  • Finally, SAR writing seems worthwhile!  New College Nottingham
  • How you have always done something may not always be right!  Babcock International
  • I have grown an extra finger on my hand.  Birmingham Metropolitan College
  • Keeping a firm grasp of the two pointers – ‘so what’ and ‘however’ – will help me to think more clearly.  The College of Richard Collyer
  • Peeling back layers of bureaucracy to get to the kernel of the self-evaluation process.  People 1st (Northern Ireland)

Contact

To discuss your requirements in detail, please phone or drop us a line.