Assessing vocational learners, usually on a one-to-one basis, in a range of learning environments.
This occupation is found in the public, private and voluntary sectors in national and multinational organisations. The role of the learning and skills assessor can be found in all sectors where learning, training and development is required. For example, but not limited to, healthcare, military, manufacturing, production, business and professional, education, leisure, construction, creative, technology.
The broad purpose of this occupation is to assess candidates against agreed standards of competence using a range of assessment methods. The learning and skills assessor will plan, conduct assessment activities and record and report on assessment decisions to the learner and other relevant stakeholders. They will support the progression of the learner through feedback of assessment decisions, setting of ongoing realistic learning goals and referral to other professionals if required. They will contribute to the quality cycle of the organisation and actively contribute to standardisation and moderation of assessment decisions. The learning and skills assessor will be committed to their own continual professional development to maintain occupational competency in their sector. They will typically work in an environment in their organisation where they are assessing competency. They will work in a variety of locations and environments including practical vocational settings where activity may be undertaken face to face or remotely.
In their daily work the learning and skills assessor will interact with learners, quality assurance practitioners, teaching and delivery professionals and other relevant stakeholders where necessary. A learning and skills assessor will be responsible for ensuring they are occupationally competent in the sector they are assessing in. They will be responsible for completing their own work to specification, with minimal supervision, ensuring they meet set deadlines. They will report to relevant stakeholders and are responsible for meeting quality requirements.
This is a summary of the key things that you – the apprentice and your employer need to know about your end-point assessment (EPA). You and your employer should read the EPA plan for the full details. It has information on assessment method requirements, roles and responsibilities, and re-sits and re-takes.
An EPA is an assessment at the end of your apprenticeship. It will assess you against the knowledge, skills, and behaviours (KSBs) in the occupational standard. Your training will cover the KSBs. The EPA is your opportunity to show an independent assessor how well you can carry out the occupation you have been trained for.
Your employer will choose an end-point assessment organisation (EPAO) to deliver the EPA. Your employer and training provider should tell you what to expect and how to prepare for your EPA.
The length of the training for this apprenticeship is typically 12 months. The EPA period is typically 3 months.
The overall grades available for this apprenticeship are:
When you pass the EPA, you will be awarded your apprenticeship certificate.
The EPA gateway is when the EPAO checks and confirms that you have met any requirements required before you start the EPA. You will only enter the gateway when your employer says you are ready.
The gateway requirements for your EPA are:
Observation with questions
You will be observed by an independent assessor completing your work. It will last at least 2 hours. They will ask you at least 5 questions.
Professional discussion underpinned by a portfolio of evidence
You will have a professional discussion with an independent assessor. It will last 75 minutes. They will ask you at least 12 questions. The questions will be about certain aspects of your occupation. You need to compile a portfolio of evidence before the EPA gateway. You can use it to help answer the questions.
The EPAO will confirm where and when each assessment method will take place.
You should speak to your employer if you have a query that relates to your job.
You should speak to your training provider if you have any questions about your training or EPA before it starts.
You should receive detailed information and support from the EPAO before the EPA starts. You should speak to them if you have any questions about your EPA once it has started.
If you have a disability, a physical or mental health condition or other special considerations, you may be able to have a reasonable adjustment that takes this into account. You should speak to your employer, training provider and EPAO and ask them what support you can get. The EPAO will decide if an adjustment is appropriate.
This occupation is found in the public, private and voluntary sectors in national and multinational organisations. The role of the learning and skills assessor can be found in all sectors where learning, training and development is required. For example, but not limited to, healthcare, military, manufacturing, production, business and professional, education, leisure, construction, creative, technology.
The broad purpose of this occupation is to assess candidates against agreed standards of competence using a range of assessment methods. The learning and skills assessor will plan, conduct assessment activities and record and report on assessment decisions to the learner and other relevant stakeholders. They will support the progression of the learner through feedback of assessment decisions, setting of ongoing realistic learning goals and referral to other professionals if required. They will contribute to the quality cycle of the organisation and actively contribute to standardisation and moderation of assessment decisions. The learning and skills assessor will be committed to their own continual professional development to maintain occupational competency in their sector. They will typically work in an environment in their organisation where they are assessing competency. They will work in a variety of locations and environments including practical vocational settings where activity may be undertaken face to face or remotely.
In their daily work the learning and skills assessor will interact with learners, quality assurance practitioners, teaching and delivery professionals and other relevant stakeholders where necessary. A learning and skills assessor will be responsible for ensuring they are occupationally competent in the sector they are assessing in. They will be responsible for completing their own work to specification, with minimal supervision, ensuring they meet set deadlines. They will report to relevant stakeholders and are responsible for meeting quality requirements.
| Duty | KSBs |
|---|---|
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Duty 1 Plan and conduct inclusive assessment using a range of assessment methods and approaches working within organisational, legal, and ethical frameworks, including confidentiality and safeguarding. |
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Duty 2 Use a range of communication methods to provide timely constructive feedback on assessment decisions to learners and where relevant, other stakeholders. |
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Duty 3 Participate in standardisation, moderation and quality assurance of assessment decisions to contribute to the quality assurance of own and others assessment practice and the organisations quality cycle. |
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Duty 4 Develop and maintain current and accurate records of assessment plans and tracking of assessment decisions, using agreed communication methods to share with relevant stakeholder, recognising confidentiality and privacy. |
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Duty 5 Use assessment outcomes and data to support the ongoing setting of individual learning goals and progression toward timely achievement of intended outcomes. |
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Duty 6 Provide information, advice and guidance, working within own professional boundaries and recognising requirements for referral to other professional services where required. |
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Duty 7 Recognise the role of holistic assessment in supporting the development of wider skills for the learner. |
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Duty 8 Make sustainably informed decisions in approaches used to plan, conduct, record and evaluate assessment activities. |
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Duty 9 Undertake and maintain records of continual professional development activities in their sector to maintain occupational competency, including sustainable practice and digital literacy. |
K1: The role of the assessor working within organisational, legal, and ethical frameworks, including confidentiality and safeguarding.
Back to Duty
K2: How to plan inclusive assessment.
Back to Duty
K3: Types of and methods of assessment.
Back to Duty
K4: The principles of assessment to include validity, authenticity, currency, sufficiency, and reliability.
Back to Duty
K5: Methods of verbal and non-verbal communication to support assessment practice, including questioning techniques.
Back to Duty
K6: How to give constructive feedback for the purpose of progress and achievement.
Back to Duty
K7: Standardisation, moderation and quality assurance procedures relevant to the assessment.
Back to Duty
K8: The purpose and process of the quality cycle.
Back to Duty
K9: Organisational and legal requirements for recording, storing and sharing personal information.
Back to Duty
K10: Types and methods of recording and tracking assessment decisions, including the use of digital technology.
Back to Duty
K11: Sources of and how to access accurate and relevant vocational/pastoral advice and guidance to meet learner needs, including points of referral.
Back to Duty
K12: The role and importance of holistic assessment to support wider skill development.
Back to Duty
K13: Approaches to sustainable assessment practice.
Back to Duty
K14: Opportunities for continuing professional development in own sector to maintain occupational competency, including sustainable practice and digital literacy.
Back to Duty
S1: Conduct sustainable assessment practice working within organisational, legal, and ethical frameworks, including confidentiality and safeguarding.
Back to Duty
S2: Produce a plan for assessment.
Back to Duty
S3: Select method(s) to assess learner(s) in line with organisational and regulatory requirements.
Back to Duty
S4: Make accurate assessment judgments against agreed standards.
Back to Duty
S5: Communicate with learner and relevant stakeholders to support assessment practice.
Back to Duty
S6: Provide constructive feedback to support the learner to progress.
Back to Duty
S7: Contribute to standardisation, moderation and quality assurance procedures.
Back to Duty
S8: Develop and maintain records of assessment, complying with quality, confidentiality and data protection requirements.
Back to Duty
S9: Facilitate access to relevant, current information advice and guidance.
Back to Duty
S10: Apply holistic assessment in practice to support wider skills development.
Back to Duty
S11: Identify and implement professional development opportunities to maintain occupational competency, including sustainable practice and digital literacy.
Back to Duty
B1: Operate at all times to ethical and legal standards within professional boundaries, maintaining an impartial approach.
Back to Duty
B2: Take personal responsibility for sustainable outcomes in how they carry out the duties of their role by reference to environmental good practice .
Back to Duty
B3: Demonstrate and encourage mutual respect, displaying a deep understanding of inclusive practice to support the individual(s) in the assessment process.
Back to Duty
B4: Be committed to improving their own professional practice in relation to the assessment standards.
Back to Duty
B5: Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control.
Back to Duty
Apprentices without level 2 English and maths will need to achieve this level prior to taking the End-Point Assessment. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL.
V1.1
This document explains the requirements for end-point assessment (EPA) for the Learning and skills assessor apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Learning and skills assessor apprentices, their employers and training providers should read this document.
An approved EPAO must conduct the EPA for this apprenticeship. Each employer should select an approved EPAO from the apprenticeship providers and assessment register (APAR).
A full-time apprentice typically spends 12 months on-programme (this means in training before the gateway) working towards competence as a learning and skills assessor. All apprentices must spend at least 12 months on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.
This EPA has 2 assessment methods.
The grades available for each assessment method are:
Assessment method 1 - observation with questioning:
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
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On-programme - typically 12 months
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The apprentice must complete training to develop the knowledge, skills and behaviours (KSBs) of the occupational standard. The apprentice must complete training towards English and maths qualifications in line with the apprenticeship funding rules. The apprentice must compile a portfolio of evidence. |
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End-point assessment gateway
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The employer must be content that the apprentice is working at or above the occupational standard. The apprentice’s employer must confirm that they think the apprentice:
The apprentice must have achieved English and maths qualifications in line with the apprenticeship funding rules. For the professional discussion underpinned by a portfolio of evidence the apprentice must submit a portfolio of evidence. The apprentice must submit any policies and procedures as requested by the EPAO. |
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End-point assessment - typically 3 months
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Grades available for each assessment method: Observation with questioning
Professional discussion underpinned by a portfolio of evidence
Overall EPA and apprenticeship can be graded:
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Re-sits and re-takes
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The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 3 months.
The expectation is that the EPAO will confirm the gateway requirements have been met and the EPA starts as quickly as possible.
The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard. The apprentice will then enter the gateway. The employer may take advice from the apprentice's training provider(s), but the employer must make the decision.
The apprentice must meet the gateway requirements before starting their EPA.
These are:
Portfolio of evidence requirements:
The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 15 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.
Evidence sources may include:
This is not a definitive list; other evidence sources can be included.
The portfolio of evidence should not include reflective accounts or any methods of self-assessment. Any employer contributions should focus on direct observation of performance (for example, witness statements) rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.
The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.
The apprentice must submit any policies and procedures as requested by the EPAO.
The assessment methods can be delivered in any order.
The result of one assessment method does not need to be known before starting the next.
In the observation with questions, an independent assessor observes the apprentice in their workplace and asks questions. The apprentice completes their day-to-day duties under normal working conditions. Simulation is not allowed. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
This assessment method is being used because: it is a valid assessment as it is the observation of live assessment practice that can be followed up by question and answer. The questioning by the assessor ensures the accuracy of the assessment decision made by the apprentice during the observation. The assessor can clarify elements of the observation, add context to what was observed, and reinforce evidence against KSBs not fully evidenced during the observation.
The observation with questioning must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the observation with questioning.
The independent assessor must only observe one apprentice at a time to ensure quality and rigour. They must be as unobtrusive as possible.
The EPAO must give the apprentice 3 weeks' notice of the observation with questions.
The observation with questioning must take 1.5 hours.
The independent assessor can increase the time of the observation with questions by up to 10%. This time is to allow the apprentice to complete a task or respond to a question if necessary.
The observation may be split into discrete sections held on the same working day to cover:
The EPAO must manage invigilation of the apprentice during the assessment, to maintain security of the EPA, in line with their malpractice policy. This includes breaks and moving between locations.
The independent assessor must explain to the apprentice the format and timescales of the observation with questions before it starts. This does not count towards the assessment time.
The independent assessor should observe the following during the observation:
Two 30-minute observations of assessment practice that must be undertaken in a live assessment environment. This may include where the apprentice is assessing recorded evidence provided by the candidate being assessed by the apprentice, as required by the employer.
These activities provide the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method.
The independent assessor must ask questions.
The purpose of the questions is to clarify information observed during the assessment, and to allow the apprentice to add depth and detail to their evidence against the KSBs.
Questions must be asked after the observation. The total duration of the observation assessment method is 1.5 hours and the time for questioning is included in the overall assessment time. The total time for the observation element is 60 minutes, split into two 30 minute sections. The time allocated for questioning is 30 minutes. The independent assessor must ask at least 5 questions. Follow-up questions are allowed where clarification is required. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must ask questions about KSBs that were not observed to gather assessment evidence. These questions are in addition to the set number of questions for the observation with questions and should be kept to a minimum.
The independent assessor must make the grading decision. The independent assessor must assess the observation and responses to questions holistically when deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
In exceptional circumstances, where the independent assessor does not have the relevant sector experience, the EPAO should appoint a technical expert. Where an external technical expert cannot be appointed, the EPAO can appoint someone from the employer's organisation. The technical expert will have no direct connection or conflict of interest with the apprentice or training provider.
The observation with questioning must take place in the apprentice’s normal place of work for example, their employer’s premises or a customer’s premises. Equipment and resources needed for the observation must be provided by the employer and be in good and safe working condition.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must produce the following materials to support the observation with questioning:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.
This assessment method is being used because: this will allow the assessment of KSBs which may not naturally occur in all live assessment practice. This method gives the apprentice the opportunity to demonstrate their depth of understanding of the KSBs and engages the apprentice in detailed and technical discussions. It is authentic as the apprentice will discuss assessment practice undertaken in their workplace.
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
An independent assessor must conduct and assess the professional discussion.
The purpose of the independent assessor's questions will be to assess the following 6 themes:
The EPAO must give an apprentice 14 days' notice of the professional discussion.
The independent assessor must have at least 2 weeks to review the supporting documentation.
The apprentice must have access to their portfolio of evidence during the professional discussion.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.
The professional discussion must last for 75 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.
The independent assessor must ask at least 12 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.
The independent assessor must make the grading decision.
The independent assessor must keep accurate records of the assessment. They must record:
The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.
The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.
The professional discussion should take place in a quiet room, free from distractions and influence.
The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. The EPAO must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.
The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.
The EPAO must ensure that the apprentice has a different set of questions in the case of re-sits or re-takes.
The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
APPRENTICES MUST DEMONSTRATE ALL THE PASS DESCRIPTORS
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Distinction
APPRENTICES MUST DEMONSTRATE ALL THE PASS DESCRIPTORS AND ALL OF THE DISTINCTION DESCRIPTORS
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Assessing
K3 S1 S3 S4 S10 B3 |
Identifies and uses method(s) to assess learner(s) in line with organisational, regulatory requirements and the principles of assessment (K3, S3, S10) Makes accurate assessment judgements whilst working in a sustainable and respective manner within organisational, legal, and ethical frameworks, including confidentiality and safeguarding when undertaking assessment practice (S1, S4, B3)
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Combines information from a range of sources to implement methods of assessment in a justified and inclusive manner to meet individual learner needs. (K3, S1, S3, B3)
Justifies the accuracy of assessment judgements made against agreed standards (S4) |
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Communication
K5 S5 |
Selects and uses appropriate methods of verbal and non-verbal communication, including effective questioning, with learners and relevant stakeholders to support assessment practice (K5, S5) |
Adapts chosen communication methods taking into account the changing needs of those being assessed (K5, S5) |
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Planning
S2 B2 |
Produces a plan for assessment that takes account of the needs of the learner and the requirements of the sector, and sustainable approaches to assessment practice (S2, B2) |
Modifies the plan of assessment to account for differing learner needs whilst assessing (S2) |
Fail - does not meet pass criteria
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Theme
KSBs
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Pass
APPRENTICES MUST DEMONSTRATE ALL THE PASS DESCRIPTORS
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Key concepts
K1 K11 S9 B1 |
Describes role of the assessor working within organisational, legal, and ethical frameworks, including confidentiality and safeguarding (K1, B1) Outlines the sources of relevant vocational/pastoral advice and guidance to meet learner needs, including points of referral and how they have facilitated access to these (K11, S9) |
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Assessment practice
K2 K4 K12 K13 |
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Communication
K6 S6 |
Describes how they have given constructive feedback to support the learner progress (K6, S6) |
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Quality assurance
K7 K8 S7 |
Describes the standardisation, moderation and quality assurance procedures relevant to their assessment practice and how they have contributed to this (K7, S7)
Explains the purpose and process of the quality cycle (K8)
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Recording
K9 K10 S8 |
Describes how records of assessment have been developed and maintained and how they adhere to organisational and legal requirements for recording, storing and sharing personal information (K9, S8)
Identifies the types and methods of recording and tracking assessment decisions, including the use of digital technology that have been used in assessment practice (K10)
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Professional development
K14 S11 B4 B5 |
Explain how you have identified and committed to undertaking opportunities for continuing professional development in own sector to maintain occupational competency, including sustainable practice and digital literacy (K14, S11, B4) Explain how you have shown resilience and adaptability when dealing with challenge and change, maintaining focus and self-control (B5) |
Performance in the EPA determines the apprenticeship grade of:
An independent assessor must individually grade the: observation with questioning and professional discussion underpinned by a portfolio of evidence in line with this EPA plan.
The EPAO must combine the individual assessment method grades to determine the overall EPA grade.
If the apprentice fails one or more assessment methods, they will be awarded an overall fail.
To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall EPA ‘distinction,’ the apprentice must achieve a pass in the professional discussion and distinction in the observation.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
| Observation with questioning | Professional discussion underpinned by a portfolio of evidence | Overall Grading |
|---|---|---|
| Any grade | Fail | Fail |
| Fail | Any grade | Fail |
| Pass | Pass | Pass |
| Distinction | Pass | Distinction |
An apprentice who fails one or more assessment method(s) can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does.
An apprentice should have a supportive action plan to prepare for a re-sit or a re-take.
The employer and EPAO agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 3 months of the EPA outcome notification.
Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.
Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.
An apprentice will get a maximum EPA grade of pass for a re-sit or re-take, unless the EPAO determines there are exceptional circumstances.
| Roles | Responsibilities |
|---|---|
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Apprentice |
As a minimum, the apprentice should:
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Employer |
As a minimum, the apprentice's employer must:
Post-gateway, the employer must:
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EPAO |
As a minimum, the EPAO must:
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Independent assessor |
As a minimum, an independent assessor must:
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Training provider |
As a minimum, the training provider must:
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Technical expert |
As a minimum, the technical expert should:
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The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance refers to how the EPAO ensures valid, consistent and reliable EPA decisions. The EPAO must adhere to the requirements within the roles and responsibilities section and:
Affordability of the EPA will be aided by using at least some of the following:
Professional body recognition is not relevant to this occupational apprenticeship.
| Knowledge | Assessment methods |
|---|---|
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K1
The role of the assessor working within organisational, legal, and ethical frameworks, including confidentiality and safeguarding. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K2
How to plan inclusive assessment. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K3
Types of and methods of assessment. Back to Grading |
Observation with questioning |
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K4
The principles of assessment to include validity, authenticity, currency, sufficiency, and reliability. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K5
Methods of verbal and non-verbal communication to support assessment practice, including questioning techniques. Back to Grading |
Observation with questioning |
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K6
How to give constructive feedback for the purpose of progress and achievement. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K7
Standardisation, moderation and quality assurance procedures relevant to the assessment. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K8
The purpose and process of the quality cycle. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K9
Organisational and legal requirements for recording, storing and sharing personal information. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K10
Types and methods of recording and tracking assessment decisions, including the use of digital technology. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K11
Sources of and how to access accurate and relevant vocational/pastoral advice and guidance to meet learner needs, including points of referral. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K12
The role and importance of holistic assessment to support wider skill development. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K13
Approaches to sustainable assessment practice. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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K14
Opportunities for continuing professional development in own sector to maintain occupational competency, including sustainable practice and digital literacy. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Skill | Assessment methods |
|---|---|
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S1
Conduct sustainable assessment practice working within organisational, legal, and ethical frameworks, including confidentiality and safeguarding. Back to Grading |
Observation with questioning |
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S2
Produce a plan for assessment. Back to Grading |
Observation with questioning |
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S3
Select method(s) to assess learner(s) in line with organisational and regulatory requirements. Back to Grading |
Observation with questioning |
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S4
Make accurate assessment judgments against agreed standards. Back to Grading |
Observation with questioning |
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S5
Communicate with learner and relevant stakeholders to support assessment practice. Back to Grading |
Observation with questioning |
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S6
Provide constructive feedback to support the learner to progress. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S7
Contribute to standardisation, moderation and quality assurance procedures. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S8
Develop and maintain records of assessment, complying with quality, confidentiality and data protection requirements. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S9
Facilitate access to relevant, current information advice and guidance. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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S10
Apply holistic assessment in practice to support wider skills development. Back to Grading |
Observation with questioning |
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S11
Identify and implement professional development opportunities to maintain occupational competency, including sustainable practice and digital literacy. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| Behaviour | Assessment methods |
|---|---|
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B1
Operate at all times to ethical and legal standards within professional boundaries, maintaining an impartial approach. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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B2
Take personal responsibility for sustainable outcomes in how they carry out the duties of their role by reference to environmental good practice . Back to Grading |
Observation with questioning |
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B3
Demonstrate and encourage mutual respect, displaying a deep understanding of inclusive practice to support the individual(s) in the assessment process. Back to Grading |
Observation with questioning |
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B4
Be committed to improving their own professional practice in relation to the assessment standards. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
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B5
Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control. Back to Grading |
Professional discussion underpinned by a portfolio of evidence |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
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Assessing
K3 S1 S3 S4 S10 B3 |
Types of and methods of assessment. (K3) |
Conduct sustainable assessment practice working within organisational, legal, and ethical frameworks, including confidentiality and safeguarding. (S1) Select method(s) to assess learner(s) in line with organisational and regulatory requirements. (S3) Make accurate assessment judgments against agreed standards. (S4) Apply holistic assessment in practice to support wider skills development. (S10) |
Demonstrate and encourage mutual respect, displaying a deep understanding of inclusive practice to support the individual(s) in the assessment process. (B3) |
|
Communication
K5 S5 |
Methods of verbal and non-verbal communication to support assessment practice, including questioning techniques. (K5) |
Communicate with learner and relevant stakeholders to support assessment practice. (S5) |
None |
|
Planning
S2 B2 |
None |
Produce a plan for assessment. (S2) |
Take personal responsibility for sustainable outcomes in how they carry out the duties of their role by reference to environmental good practice . (B2) |
| KSBS GROUPED BY THEME | Knowledge | Skills | Behaviour |
|---|---|---|---|
|
Key concepts
K1 K11 S9 B1 |
The role of the assessor working within organisational, legal, and ethical frameworks, including confidentiality and safeguarding. (K1) Sources of and how to access accurate and relevant vocational/pastoral advice and guidance to meet learner needs, including points of referral. (K11) |
Facilitate access to relevant, current information advice and guidance. (S9) |
Operate at all times to ethical and legal standards within professional boundaries, maintaining an impartial approach. (B1) |
|
Assessment practice
K2 K4 K12 K13 |
How to plan inclusive assessment. (K2) The principles of assessment to include validity, authenticity, currency, sufficiency, and reliability. (K4) The role and importance of holistic assessment to support wider skill development. (K12) Approaches to sustainable assessment practice. (K13) |
None |
None |
|
Communication
K6 S6 |
How to give constructive feedback for the purpose of progress and achievement. (K6) |
Provide constructive feedback to support the learner to progress. (S6) |
None |
|
Quality assurance
K7 K8 S7 |
Standardisation, moderation and quality assurance procedures relevant to the assessment. (K7) The purpose and process of the quality cycle. (K8) |
Contribute to standardisation, moderation and quality assurance procedures. (S7) |
None |
|
Recording
K9 K10 S8 |
Organisational and legal requirements for recording, storing and sharing personal information. (K9) Types and methods of recording and tracking assessment decisions, including the use of digital technology. (K10) |
Develop and maintain records of assessment, complying with quality, confidentiality and data protection requirements. (S8) |
None |
|
Professional development
K14 S11 B4 B5 |
Opportunities for continuing professional development in own sector to maintain occupational competency, including sustainable practice and digital literacy. (K14) |
Identify and implement professional development opportunities to maintain occupational competency, including sustainable practice and digital literacy. (S11) |
Be committed to improving their own professional practice in relation to the assessment standards. (B4) Be resilient and adaptable when dealing with challenge and change, maintaining focus and self-control. (B5) |
Contact us about this apprenticeship
| Version | Change detail | Earliest start date | Latest start date | Latest end date |
|---|---|---|---|---|
| 1.1 | End-point assessment plan revised | 12/09/2023 | Not set | Not set |
| 1.0 | Approved for delivery | 31/03/2023 | 11/09/2023 | Not set |
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