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SSSA
Introduction
Introduction to our Standards of Student Supervision and Assessment
Practice supervision
Who are practice supervisors and how are they prepared?
Who are practice supervisors and how are they prepared?
Who can be a practice supervisor?
Practice supervisor preparation
What is current knowledge and experience?
Who identifies who the practice supervisors are?
What do practice supervisors do?
What do practice supervisors do?
Upholding public protection
Inclusive and tailored learning experiences
Tailored learning
‘Continuous’ learning
Giving feedback
Contributing to recommendations for progression
Raising concerns
Support for the practice supervisor role
Support for the practice supervisor role
What our standards say
What can ‘support’ mean?
Equality and diversity needs
Practice assessment
Who are practice assessors and how are they prepared?
Who are practice assessors and how are they prepared?
Who can be a practice assessor?
A practice assessor for a placement or a series of placements
Practice assessor preparation
Current knowledge and experience
Who identifies the practice assessors
Who identifies the practice assessors
The relevant standards
What do practice assessors do?
What do practice assessors do?
Assessment of practice
Upholding public protection
Managing a student not meeting the progress expected
Handing over to the next assessor
Assessment for progression
Support for the practice assessor role
Support for the practice assessor role
What our standards say
What can ‘support’ mean?
Equality and diversity needs
Academic assessment
Who are academic assessors and how are they prepared?
Who are academic assessors and how are they prepared?
Who can be an academic assessor?
What it means to have a nominated assessor for 'each part'
Academic assessor preparation
Current knowledge and experience
Who identifies the academic assessors
Who identifies the academic assessors
The relevant standards
What do academic assessors do?
What do academic assessors do?
Collation and confirmation of academic learning
Assessment for progression
Upholding public protection
Managing a student not meeting the progress expected
Handing over to the next academic assessor (if relevant)
Support for the academic assessor role
Support for the academic assessors role
What our standards say
What can ‘support’ mean?
Equality and diversity needs
Learning environments and experiences
Safe and effective learning
Safe and effective learning - overview
Safe learning experiences
Effective learning experiences
Designing and reviewing a safe and effective learning environment and experience
Designing and reviewing a safe and effective learning environment and experience - overview
Upholding quality
What must be in place
Individual responsibilities
Types of learning experiences
Types of learning experiences - overview
Different types of learning environments
Different learning opportunities
Equality and diversity considerations
Support for those who deliver education
Raising concerns
Student empowerment
The student at the centre of learning
What to expect from your learning and assessment
What to expect from your learning and assessment - overview
Relevant inductions and information
A safe and effective learning experience
Support from the right people
Supernumerary and protected learning time
Evidence based, objective and fair assessments
Reasonable adjustments (if applicable)
Raising concerns
Complaints or appeals
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Learning environments and experiences
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Learning environments and experiences
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Safe and effective learning
Safe learning experiences
Effective learning experiences
Designing and reviewing a safe and effective learning environment and experience
Upholding quality
What must be in place
Individual responsibilities
Types of learning experiences
Different types of learning environments
Different learning opportunities
Equality and diversity considerations
Support for those who deliver education
Raising concerns
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Last updated: 23/07/2018
SSSA
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Introduction
Introduction to our Standards of Student Supervision and Assessment
Practice supervision
Who are practice supervisors and how are they prepared?
Who are practice supervisors and how are they prepared?
Who can be a practice supervisor?
Practice supervisor preparation
What is current knowledge and experience?
Who identifies who the practice supervisors are?
What do practice supervisors do?
What do practice supervisors do?
Upholding public protection
Inclusive and tailored learning experiences
Tailored learning
‘Continuous’ learning
Giving feedback
Contributing to recommendations for progression
Raising concerns
Support for the practice supervisor role
Support for the practice supervisor role
What our standards say
What can ‘support’ mean?
Equality and diversity needs
Practice assessment
Who are practice assessors and how are they prepared?
Who are practice assessors and how are they prepared?
Who can be a practice assessor?
A practice assessor for a placement or a series of placements
Practice assessor preparation
Current knowledge and experience
Who identifies the practice assessors
Who identifies the practice assessors
The relevant standards
What do practice assessors do?
What do practice assessors do?
Assessment of practice
Assessment of practice
Evidenced based assessment
Objective and fair assessments
Upholding public protection
Managing a student not meeting the progress expected
Handing over to the next assessor
Assessment for progression
Support for the practice assessor role
Support for the practice assessor role
What our standards say
What can ‘support’ mean?
Equality and diversity needs
Academic assessment
Who are academic assessors and how are they prepared?
Who are academic assessors and how are they prepared?
Who can be an academic assessor?
What it means to have a nominated assessor for 'each part'
Academic assessor preparation
Current knowledge and experience
Who identifies the academic assessors
Who identifies the academic assessors
The relevant standards
What do academic assessors do?
What do academic assessors do?
Collation and confirmation of academic learning
Collation and confirmation of academic learning
Evidenced based decisions
Assessment for progression
Upholding public protection
Managing a student not meeting the progress expected
Handing over to the next academic assessor (if relevant)
Support for the academic assessor role
Support for the academic assessors role
What our standards say
What can ‘support’ mean?
Equality and diversity needs
Learning environments and experiences
Safe and effective learning
Safe and effective learning - overview
Safe learning experiences
Effective learning experiences
Designing and reviewing a safe and effective learning environment and experience
Designing and reviewing a safe and effective learning environment and experience - overview
Upholding quality
What must be in place
Individual responsibilities
Types of learning experiences
Types of learning experiences - overview
Different types of learning environments
Different learning opportunities
Equality and diversity considerations
Support for those who deliver education
Raising concerns
Student empowerment
The student at the centre of learning
What to expect from your learning and assessment
What to expect from your learning and assessment - overview
Relevant inductions and information
A safe and effective learning experience
Support from the right people
Supernumerary and protected learning time
Evidence based, objective and fair assessments
Reasonable adjustments (if applicable)
Raising concerns
Complaints or appeals
Contact us
