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  • Introduction
    • Introduction to our Standards of Student Supervision and Assessment
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    • The student at the centre of learning
    • What to expect from your learning and assessment
      • What to expect from your learning and assessment - overview
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Student empowerment 10 Guides

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The student at the centre of learning

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What to expect from your learning and assessment

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)
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Raising concerns

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Complaints or appeals

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  • Last updated: 23/07/2018

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
        • 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

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