Help

completing self-assessment | about feedback | benchmarks | levels | scores and gradings

What if I change my job and need to change my email address?

Contact admin@learningtechnologies.ac.uk with details. It is possible to transfer your existing self-assessment criteria to an amended e-mail address.

Completing Self-Assessment

How do I complete ICT Skills self-assessment?

Step through the question set carefully. Ticking the box next to the question indicates 'I can do this'. Leaving the box unticked indicates 'I cannot do this'. You must also tick the 'yes' or 'no' option underneath the questions on each page to indicate that your 'I can do this' (ticked) or 'I cannot do this' (unticked) answers are the ones you want to submit. This is because some users may want to leave the boxes unticked and select the 'no' option in order to browse through certain sections before answering the topic. Leaving the boxes unticked and setting the option to 'yes' (meaning - accept my answers) would submit your answers as 'I cannot do this'. If you read carefully what it says on the questions page (whether you are browsing or answering) it is, hopefully, quite clear.

How do I complete e-learning CPD (eCPD) self-assessment?

The questions are based on the ePD framework. eCPD self-assessment merges units of the ePD framework together. See further information about the framework and hybrid framework.

For eCPD self-assessment area simply select one of the four options to answer each question. There is one question on each page. You must select one of the four options otherwise at the end of the topic you will be informed that you have not answered all the questions.

There are also reflective questions you can read which should help focus your thoughts when answering the questions.

Do I have to complete self-assessment at one sitting?

Certainly not. In fact, we recommend that you do not. There is a lot to think about. Answer all the questions in a chosen topic and then read the feedback. We urge you to take your time and think very carefully about your answers before submitting them.

As this is self-assessment, feedback is going to be meaningless unless you supply accurate answers to the all the questions in a topic. You can come back at any time to review a topic and amend your answers.

Do I have to answer all the topics?

No. You should only complete the topics which are relevant to your professional work.

Do I have to answer all the questions in a topic I choose to answer?

Yes, otherwise feedback will not be accurate.

About Feedback

Feedback for personal development profile, priority areas in eCPD, areas for development, strengths and total scores is available for a topic when you have answered all the associated questions. Review the feedback pages carefully and print the pages. You have taken the time to answer the questions carefully so we wanted to give you feedback which is detailed and meaningful. Please take time to study the different reports and don't be disheartened. There is probably more to a topic area than you realise and when you start getting into the fine detail many of the issues will be easily addressed. Don't be afraid to ask for help if you need it and look at the web resources listed for further information.

Why does it state that 'Feedback is not available'

You have not answered all the questions in the topic. Go through the related topic again to complete all the questions and review your answers.

Why does it state that I have not answered all questions?

one or more of the following applies

• you have set the radio button to 'no' at the bottom of the page relating to ICT skills questions
• you have not selected one of the four options in CPD - e-learning
• you have not stepped through every section of the topic
• you have clicked on a feedback link without answering all the questions in a topic

in each case, step through the topic from the beginning clicking 'next question' ensuring that your answers are as you want them.

Note: If you see an empty place holder in the feedback area for a topic you are not going to answer - don't worry - just ignore it.

Why does it state 'All questions in this topic should be answered for feedback to be complete and accurate'?

You have not answered all the questions in the related topic. Go through the related topic again to complete all questions and review your answers.

(Topics are divided into sub-sets. In ICT Skills questions are grouped in topic sub-sets for Level 1, 2 and 3. In eCPD questions are grouped in topic sub-sets for initial, applied and reflective experience.)

In the personal development profile (PDP) and total score feedback pages what does the chart represent?

example layout for personal development profile taken from ICT Skills

The above screenshot was taken from ICT skills PDP. The blue down-pointing arrow (only in ICT Skills PDP) indicates that you should read each column downwards, i.e. 'Setting up' (column 1) for level 1 (straightforward tasks), followed by level 2 (comprehensive tasks) in column 1 and then level 3 (substantial and complex tasks) in column 1. eCDP PDP uses a simpler layout with the scores for initial, applied and reflective experience laid out across the page.

The columns represent the topic sub-set. For example, in the topic 'Operating a Computer' column 1 refers to level 1 - straightforward tasks - 'Setting Up'. There is nothing in column 3 (i.e. Storage Media) because level 1 questions did not apply to that subset.

The container shows your skills level - see the links to areas of development and strengths for the detail followed by your score and grading. The eCPD reports also include priority areas.

The benchmarking figures (explained fully below) show the score for all responses and, if applicable, the score from the staff in your organisation.

The bar chart is another representation of all these figures. The blue line is your score. The orange line is the overall score, the brown line is your organisation score and 'max' indicates the total possible. So, for example, if the blue line is higher than the orange line then you are above the level of the average score from all other users. Organisation scores do not show if your organisation is recorded as 'other' in your profile. Also see information about benchmarking, levels and scores and gradings.

The containers and bar charts can be switched off if you don’t want these to show. You should choose this option at login.

In ICT Skills a higher score at level 2 (where level 1 is lower), or a higher score at level 3 (where level 2 is lower), may indicate that you need to review your overall skill-set for this topic.

A lower score at level 2 (where level 1 is higher) or a lower score at level 3 (where level 2 is higher) might be expected and indicates that you need to develop further your overall skill-set for this topic looking, in particular, at more advanced skills.

In eCPD a higher score for applied experience (where initial experience is lower), or a higher score for reflective experience (where applied experience is lower), may indicate that you need to review your overall competences in this topic. A lower score for applied experience (where initial experience is higher) or a lower score for reflective experience (where applied experience is higher) might be expected and indicates that you need to develop further your overall competences in this topic.

The total score pages follow a similar layout with the addition of an 'aim for' figure. This figure gives you a target to aim for to improve your score and grade. There are three targets urging you to reach Grade A.

It's all in the detail, so be sure to read the suggested areas for development (and priority areas report in eCPD).

My score and grading is low. How do I improve them?

Firstly, ensure that you have answered all questions accurately. Review the topic if necessary.

First, in eCPD, look through the Priority Areas Report reviewing the initial experience.

Next, in eCDP areas for development, carefully look through the initial experience.

For example

attract and inform prospective learners and widen participation?

Are you involved in preparing information for learners through e-learning?

The feedback is based on the answers you supplied, so how could you become involved with preparing information for learners? Perhaps you could prepare an induction course relating to general aspects and information about your subject on the college's virtual learning environment (VLE) or general information in the VLE about your subject available to all prospective students.

When you have considered how all the initial experience questions can be rectified, go through the applied and reflective experience.

To help you assess the priority level in eCPD the following colour codes are used

indicates an area which may not be relevant or you have little or no knowledge. These areas are listed in your Priority Areas Report.

indicates a lesser priority - although you have some understanding or application of this area you need to develop it further.

indicates that you are reasonably competent but need to further develop your expertise.

In eCPD the Priority Areas Report lists all the high priority areas for the topic you have answered.

In ICT Skills areas for development look through all the level 1 comments.

When you have considered how all the level 1 feedback can be rectified, go through levels 2 and 3.

Try and set target dates for improvement and completion. Update the self-assessment tools when you have made progress.

Benchmarking

What does the symbol indicate?

The symbol indicates the scores from all users who have answered that particular topic or topic sub-set. You can benchmark yourself against these total scores. In ICT Skills the questions form sub-sets at three levels. As this is a 'overall benchmark' (up-to-the-minute) this will change as users add to or amend their answers. See further information about benchmarks.

What does the symbol indicate?

The symbol indicates the scores from all users in your organisation who have answered that particular topic or topic sub-set. You can benchmark yourself against these total scores. In ICT Skills the questions form sub-sets at three levels. As this is an 'organisation benchmark' - this will change as users add to or amend their answers. Data is accurate up to 2am GMT. The organisation benchmark does not shower for users where their organisation is recorded as ‘other’. See further information about benchmarks.

What is a 'static benchmark' ?

At various points data will be analysed and statistics provided online indicating the current scores for each topic across the sector. This will help to form training needs and publications for the sector relating to the development of e-learning, ICT skills and continuing professional development. See further information about benchmarks.

Levels

What do the levels indicate in ICT Skills

Self-assessment for ICT Skills is based on the national occupational standards for IT Users at Levels 1, 2 and 3. The levels relate to staff competence in the use of IT in the workplace.

Level 1 - demonstrating competence at an introductory level through the completion of straightforward tasks

Level 2 - demonstrating competence at an intermediate level through the completion of comprehensive tasks

Level 3 - demonstrating competence at an advanced level through the completion of substantial and complex tasks

A higher score at level 2 than 1, or 3 than 2, may indicate that you need to review your overall skill-set for this topic

LSN believes that it is necessary to have at least level 2, grade B, as a pre-requisite for using e-learning for teaching and learning.

A lower score at level 3 than 1 indicates that you need to develop further your overall skill-set for this topic looking at more advanced skills. Also see gradings.

Scores and Gradings

What do the scores and gradings in ICT Skills mean?

General Information regarding your scores and grades
0-16%	Grade E: Don't panic! Many staff will have significant areas for development in some areas. At least you have been honest! It is suggested that you attend relevant staff development events or talk to the staff in your organisation about in-house training relating to the development of IT and ICT Skills. The areas for development feedback details topics for your attention.
17-33%	Grade D: Many skills areas could be developed but there are some strengths. areas for development feedback may help point you in the right direction. Devise an action plan for the areas you need to develop further. Some ICT skills are quite specific e.g. Spreadsheets. However, development of skills in this area, for example, would enable you to devise interactive learning content. You are competent with straightforward tasks.
34-66%	Grade C: There are several strengths and some areas for development. You are competent with more comprehensive tasks. See your suggested areas for development.
67-86%	Grade B: There are many strengths. Areas for development feedback may help you to focus on the areas to which you should now turn your attentions to. Devise an action plan for the ICT Skills areas you need to develop further. You are competent with more complex tasks.
87-100%	Grade A: (SUBJECT LEARNING COACH STATUS when Grade A is across all three competence levels (introductory, intermediate and advanced) or your overall grade is A). There are mostly strengths relating to ICT Skills. Any areas for development you do have should be easily addressed by research or attendance at appropriate staff development events. You may need to concentrate on analysing and evaluating the benefits and drawbacks of using IT and ICT in different settings. You are competent with complex and substantial tasks.

What do the scores and gradings in eCPD mean?

General Information regarding your scores and grades
0-16%	Grade E: Don't panic! Many staff will have significant areas for development in some areas. At least you have been honest! It is suggested that you attend relevant staff development events or talk to the staff in your organisation about in-house training and how you can become more involved with e-learning. The web links on the feedback in areas for development feedback may help point you in the right direction. Give particular attention to Initial Experience (you can expect a lower score in Applied and Reflective Experience). The areas for development section also lists the reflective statements from the common inspection framework on which you should focus. In particular, consider how you can embed e-learning in your teaching and how your subject can be enhanced by supporting learners on-line. Make a list of the areas you need to develop further. Concentrate on Initial and Applied Experience at this time.
17-33%	Grade D: Many of the areas could be developed but there are some strengths. The web links in the areas for development feedback may help point you in the right direction. Give particular attention to Applied Experience. Your initial experience may be good but you should give further consideration to the application of e-learning. Give particular consideration to the selection, development and adoption of interactive resources for your subject. Devise an action plan for the areas you need to develop further.
34-66%	Grade C: There are some strengths and some areas for development. The web links in areas for development feedback may help point you in the right direction. Give particular attention to Applied and Reflective Experience. Explore the potential of e-learning tools. Devise an action plan for the areas you need to develop further. Give particular attention to Applied Experience.
67-86%	Grade B: There are many strengths. The web links in areas for development feedback may help point you in the right direction and help you to focus on the areas on which you should now turn your attentions to. Devise an action plan for the areas in Applied and Reflective Experience.
87-100%	Grade A: (SUBJECT LEARNING COACH STATUS when Grade A is across all three experience levels (initial, applied and reflective) or your overall grade is A). You are embedding and implementing e-learning systematically. There are mostly strengths. Any areas for development you do have should be easily addressed. Explore the full potential of e-learning tools and the evaluation of e-learning with your students. Devise an action plan for the areas you need to develop further particularly with reference to Reflective Experience.

We would welcome your feedback on the questions used for this e-learning self-assessment tool and any resources that you know of that would help colleagues to develop skills in related areas. Please contact admin@learningtechnologies.ac.uk