The E4E programmes outcomes model

1. All learners already have an LPS score 2. All learners complete an Individual Learning Plan (ILP) 3. All learners sit the Starting Points listening assessment (or alternative)

New learners are given an LPS level at registration (0.0, 1.0, 2.0 etc) Returning learners “roll over” their final LPS score from their last E4E course The score is recorded on the database and class register

Learning Goal Learning stepsCheck 1 (date): Learning steps achieved Check 2 (date): Learning steps achieved Check 3 (final) Date Learning steps achieved Goal achieved No Partly Yes I have made progress in (circle one) Reading None a little a lot Writing None a little a lot Speaking None a little a lot Listening None a little a lot Using Numbers None a little a lot Teacher to complete LPS level at registration = LPS score at end of course = Reasons for score (this evidence is drawn from the following sources: 1.Learner feedback form (My English has improved ) 2.ILP: learner progress towards goals, learner progress in self assessment question 3.Teacher observation of learner in class 4.Naturally occurring evidence (if available) English for Employees ILP template Centre ______________ Student name_________________________ Tutor _______________________ Date _________________

I have made progress in (circle one) Reading None a little a lot Writing None a little a lot Speaking None a little a lot Listening None a little a lot Using Numbers None a little a lot Teacher to complete LPS level at registration = LPS score at end of course = Reasons for score (this evidence is drawn from the following sources: 1.Learner feedback form (My English has improved ) 2.ILP: learner progress towards goals, learner progress in self assessment question 3.Teacher observation of learner in class 4.Naturally occurring evidence (if available )

1. Starting Points Listening – first year of implementation The information provided by our learners this year is important in setting the level of difficulty of the items. 2. (Starting Points Reading) - First year of implementation. The information provided by our learners this year is important in setting the level of difficulty of the items. 3. LNAAT Reading (writing, numeracy, vocabulary) Levels of difficulty already set by L1 test takers.

 Completing online assessment  Learner feedback  Final LPS score

If you want to use the LPS that’s OK. Use the snapshot version for preference this year. Recommended method = use professional judgement to calculate an overall final LPS score, based on evidence: L self assessment on the ILP form your reading of the ILP form(L’s achievement of goals) The initial LPS level Your observations of the L in class Samples of L work (e.g. phoning you to say they can’t come, writing s etc)