Completion is a starting question
A finished task does not tell the whole story. A learner may have needed considerable support, copied an example or worked independently with confidence. The useful question is what the activity shows about understanding. Brief discussion and observation can make the evidence more meaningful.
Use a clear starting point
Choose suitable baseline activities and explain their purpose. They should help identify strengths and the next teaching priority, rather than feel like a judgement of the learner. Adapt communication and task demands so the learner has a fair opportunity to show what they know.
Keep targets specific
A target such as “improve maths” is hard to review. A more focused goal identifies the skill, the context and what successful use would look like. Targets should be manageable and reviewed when evidence suggests the level or support needs to change.
Include the learner’s experience
A learner’s description of the session can reveal what adults might miss. Ask what helped, which task felt easier than before and what they would change. Record views accurately, including disagreement. Learner voice should inform planning rather than be collected only at the end of a programme.
Connect evidence with teaching
A work sample, explanation, observation or practical project should lead to a decision. Continue practising, introduce a new challenge, change the materials or revisit an earlier step. In progress conversations, show a small number of relevant examples and explain what they mean for the next stage of learning.