This college-wide approach to CPD encouraged practitioners across three sites and nine vocational and subject areas to trial improvements in their classroom and workshop practice. Led and supported by a teacher-educator, staff identified personal improvement priorities and then met in action learning sets to share their investigations into their teaching challenges and possible solutions. A key benefit of their self and peer-assessment “change activities” has been the practitioners’ roll-out of successful approaches to more challenging classes. Practitioners often designed simple activities which challenged learners to record their own judgements about their progress over a number of sessions. This led to learners and teachers changing their assessment practices and relationships.