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We take into consideration a student’s entering skill level when measuring how much the student grows over time as opposed to measuring student proficiency on an assessment.
We consider equally all students tailoring growth expectations to each student’s context.
Target setting processes are useful to all learners to achieve a prescribed learning goal, whether that goal is expressed in examination grades, or defined competency outcomes.
We ensure the targets set are:
We are not driven by the norms and framework of a particular discipline. We encourage critical thinking, assessment, and alternative views. This model draws on multiple disciplines to acquire thorough understanding of complex issues and challenges.
That is what we offer..