Contents
Contents
- Introduction and overview
- EPA summary table
- Duration of end-point assessment period
- EPA gateway
- Order of assessment methods
- Project report and presentation with questions
- Professional discussion underpinned by a portfolio of evidence
- Grading
- Overall EPA grading
- Re-sits and re-takes
- Roles and responsibilities
- Reasonable adjustments
- Internal quality assurance
- Value for money
- Professional recognition
- KSB mapping table
- Mapping of KSBs to grade themes
- Version log
End-point assessment plan
V1.0
Introduction and overview
This document explains the requirements for end-point assessment (EPA) for the space systems engineer apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Space systems engineer apprentices, their employers and training providers should read this document.
An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the register of end-point assessment organisations (RoEPAO).
A full-time apprentice typically spends 48 months on-programme (this means in training before the gateway) working towards competence as a space systems engineer. 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 - project report and presentation with questions:
- fail
- pass
- distinction
Assessment method 2 - professional discussion underpinned by a portfolio of evidence:
- fail
- pass
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
- fail
- pass
- distinction
EPA summary table
Duration of end-point assessment period
The EPA will be taken within the EPA period. The EPA period begins when the EPAO confirms the gateway requirements are met and is typically 7 months.
The expectation is that the EPAO will confirm the gateway requirements are met and the EPA begins as quickly as possible.
EPA gateway
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:
- achieved English and maths qualifications in line with the apprenticeship funding rules
- achieved a space engineering or space science degree or other space degree that fully aligns to the KSBs on the apprenticeship
- for the project report and presentation with questions the apprentice must submit a brief summary or abstract for the proposed project, including project title and scope
The apprentice must agree the subject, title and scope for their project with their employer and EPAO.
- for the professional discussion underpinned by a portfolio of evidence the apprentice must submit a portfolio of evidence.
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 6 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:
- workplace documentation and records, for example:
- workplace policies and procedures
- witness statements
- annotated photographs
- video clips (maximum total duration 10 minutes); the apprentice must be in view and identifiable
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.
Order of assessment methods
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.
Project report and presentation with questions
Overview
A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project must start after the apprentice has gone through the gateway. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship. The EPAO must confirm that it provides the apprentice with the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.
This assessment method has 2 components:
- project with a project output
- presentation with questions and answers
Rationale
This EPA method is being used because
• it is a holistic assessment method, allowing the apprentice to demonstrate KSBs in an integrated way
• it allows for a range of space systems engineering activities to be demonstrated
• it provides a cost-effective assessment, as it minimises independent assessor time and makes use of the apprentice’s employer’s workplace, equipment and resources, and should contribute to workplace productivity.
Component 1: Project with a project output
Delivery
The project report and presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.
The apprentice’s project can be based on any of the following:
- a specific problem
- a recurring issue
- an idea or opportunity
- top-level analysis of the requirements of a specific programme and generation of standard space project management constructs such as work package breakdowns and descriptions, project plans (for example Gantt charts with critical path), organograms and risk registers
- research to establish the characteristics of the operating environments within which the system must operate, resulting in quantitative specifications that drive system design (for example, establishing orbital requirements and subsequent thermal limits, particle radiation levels)
- undertaking detailed trade-off studies to identify the optimum design of mechanical components, mechanical and electronic assemblies and subsystems, control systems and mission architectures (for example communications link budgets, spacecraft radiator design)
- using appropriate mathematical models and commercial analysis packages to carry out detailed analysis of particular aspects of a space mission, system, sub-system or instrument. For example, application of finite element analysis to determine thermally-induced stress and deformation in a mechanical component as a result of exposure to the expected environment, documenting outputs and recommendations
- devising test plans and procedures in compliance with the relevant standards adopted by the business, necessary to verify the expected operation and performance of a subsystem (e.g. prescribing vibration testing of a mechanical assembly with levels appropriate to the intended launch vehicle and model philosophy)
- leading practical test and verification activities in the workshop or laboratory (for example, a vibration test of a structure, or functional test of an electronic subsystem that the apprentice has been involved in designing), including comparison with expected performance, analysis of deviations from expected performance, and documentation of results and recommendations
- management of a small design and build project to include budget and schedule control (for example, designing and building a mechanical sub-assembly, element of ground support equipment, or rapid-prototyping proof-of-concept model, which provides the apprentice with the opportunity to demonstrate knowledge, skills and behaviours relating to project management)
- reviewing previous projects and missions delivered by the business, including analysis of overall systems engineering and management approaches, critical assessment of lessons learned and rationale for subsequent implementation of changes to processes to improve quality and efficiency
- undertaking manufacture and assembly of mechanical or electrical and electronic subsystems followed by integration and functional testing with the wider system
- desk based research into new technologies and practices being adopted in the sector (e.g. New Space approaches to access space, increased adoption of off the shelf solutions, increased onboard autonomy), and applications or implications for future programmes within the business
- maintenance and operation of ground support equipment including vacuum, cryogenic and electronic systems as a means of improving understanding of the design and role of GSE in mission development and the importance of interfaces in a system of systems
The project must require:
- apprentices to utilise each of the following: experimental approaches, numerical approaches, and drawing on existing data through desk studies
- a literature review to develop a thorough understanding of the problem, to firm up proposed aims and objectives, to develop a suitable methodology for the project and, if undertaking a desk-based study identify suitable datasets to underpin data analysis. However, a literature review alone cannot meet the needs of the project assessment due to the lack of data interpretation and engineering decision making
- data collection phase (for example, from site-based operations, laboratory sourced data, numerically sourced data or data from the literature, if undertaking a desk-based study)
- analysis and interpretation of data to develop an engineering understanding for the basis of engineering decisions
- application of practical skills including working with ground support equipment, and components in the space segment
- application of practices relating to Health and Safety considerations such as risk assessment prior to an activity, followed by implementation of necessary procedures and precautions during the practical activity
To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO should sign-off the project’s title and scope at the gateway to confirm it is suitable.
The project output must be in the form of a report.
The apprentice must start the project after the gateway. They must complete and submit the report to the EPAO by the end of week 32 of the EPA period. The employer should ensure the apprentice has the time and resources, within this period, to plan and complete their project. The apprentice must complete their project and the production of its components unaided.
The apprentice may work as part of a team to complete the project which could include technical internal or external support. However, the project output must be the apprentice’s own work and reflective of their own role and contribution. The apprentice and their employer must confirm that the project output(s) is the apprentice’s own work when it is submitted.
The report must include at least:
- no more than a 500-word executive summary (or abstract)
- an introduction
- the scope of the project (including key performance indicators, aims and objectives)
- a project plan that includes:
- a Gantt chart
- a brief commentary on how the research method will be implemented and the aims and objectives met
- the required administrative forms, which can be stored within an appendix (for example: risk assessments, ethical reviews, budgetary requirements)
- research outcomes
- data analysis outcomes
- literature review findings
- discussion and reflections on practical laboratory or workshop activities
- project outcomes
- discussion of findings
- recommendations and conclusions
- references (cited using one of the standard referencing styles)
- appendix containing mapping of KSBs to the report.
The project report has a word count of 10000 words. A tolerance of 10% above or below the word count is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The project report must map, in an appendix, how it evidences the KSBs mapped to this assessment method.
Component 2: Presentation with questions
Delivery
In the presentation with questions the apprentice delivers a presentation to an independent assessor on a set subject. The independent assessor must ask questions following the presentation. This gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.
The apprentice must prepare and submit their presentation speaker notes and supporting materials. The independent assessor must ask questions after the presentation. The presentation must include:
- an overview of the project
- the project scope (including key performance indicators)
- summary of actions undertaken by the apprentice
- project outcomes and how these were achieved
The apprentice must prepare and submit their presentation speaker notes and supporting materials to the EPAO at the same time as the report by the end of week 32 of the EPA period.
The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation. During the presentation, the apprentice must have access to:
- Audio-visual presentation equipment
- Flip chart or whiteboard and writing and drawing materials
- Computer.
The independent assessor must have at least 2 weeks to review the project output(s) and presentation speaker notes and supporting materials, to allow them to prepare questions.
The EPAO must give the apprentices at least 4 weeks notice of the presentation with questions.
The apprentice must deliver their presentation to the independent assessor on a one-to-one basis.
The independent assessor must ask questions after the presentation.
The purpose of the independent assessor's questions will be to allow the apprentice the opportunity to evidence occupational competence at the highest level available.
The presentation and questions must last 60 minutes. This will typically include a presentation of 30 minutes and questioning lasting 30 minutes. The independent assessor can increase the total time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.
The independent assessor must ask at least 5 questions. They 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 use the full time available for questioning. The independent assessor must make the grading decision. The project components must be assessed holistically by the independent assessor when they are deciding the grade.
The independent assessor must keep accurate records of the assessment. They must record:
- the KSBs demonstrated in the report and presentation
- the apprentice’s answers to questions
- the KSBs demonstrated in answers to questions
- the grade achieved
Assessment location
The presentation with questions must take place in a suitable venue selected by the EPAO (for example the EPAO’s or employer’s premises).
The presentation with questions should take place in a quiet room, free from distractions and influence.
The presentation with questioning 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.
Question and resource development
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 should maintain the security and confidentiality of EPA materials when consulting 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.
EPAO must produce the following materials to support the project report and presentation with questions:
- independent assessor EPA materials which include:
- training materials
- administration materials
- moderation and standardisation materials
- guidance materials
- grading guidance
- question bank
- EPA guidance for the apprentice and the employer
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.
Professional discussion underpinned by a portfolio of evidence
Overview
In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate their competency across the KSBs as shown in the mapping.
Rationale
- the professional discussion offers an efficient, cost-effective method of assessing those KSBs that are not likely to occur in the post gateway project
- it can be carried out in person or remotely, and it is representative of the way a space systems engineer would work in practice. The professional discussion will draw on the content of the portfolio of evidence to support reviews, discuss findings and results of work-based tasks in detail within a formal setting
- it allows for assessment of KSBs that do not occur on a predicable or regular basis and may not naturally be assessed as part of the project
- it allows for testing of responses where there are a range of potential answers
Delivery
The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method to the highest available grade.
The purpose of the independent assessor's questions will be to assess the following topics:
- knowledge of the space environment
- engineering principles in the specific context of the space application and the demands for quality
- analysis and design solutions for space applications
- project management
- teamwork and communication
- continued professional development (CPD)
The EPAO must give an apprentice 2 weeks notice of the professional discussion.
The independent assessor must have at least 2 week(s) 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 90 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.
For the professional discussion, the independent assessor must ask at least 9 questions. Follow-up questions are allowed. 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. The professional discussion must allow the apprentice the opportunity to demonstrate the KSBs mapped to this EPA method at the highest possible grade.
The independent assessor conducts and assesses the professional discussion.
The independent assessor must keep accurate records of the assessment. The records must include the KSBs met, the grade achieved and answers to questions.
The independent assessor will make all grading decisions.
Assessment location
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.
Question and resource development
EPAOs must write an assessment specification and question bank. The specification must be relevant to the occupation and demonstrate how to assess the KSBs shown in the mapping. It is recommended this is done in consultation with employers of this occupation. EPAOs should maintain the security and confidentiality of EPA materials when consulting employers. The questions must be unpredictable. A question bank of sufficient size will support this. The assessment specification and questions must be reviewed at least once a year to ensure they remain fit-for-purpose.
EPAOs will develop purpose-built question banks and ensure that appropriate quality assurance procedures are in place, for example, considering standardisation, training and moderation. EPAOs will ensure that questions are refined and developed to a high standard.
EPAOs must ensure that apprentices have a different set of questions in the case of re-sits or re-takes.
EPAOs must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:
- independent assessor assessment materials which include:
- training materials
- administration materials
- moderation and standardisation materials
- guidance materials
- grading guidance
- question bank
- EPA guidance for the apprentice and employer
Grading
Overall EPA grading
Performance in the EPA determines the apprenticeship grade of:
- fail
- pass
- distinction
An independent assessor must individually grade the: project report and presentation with questions 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. In order to achieve an overall EPA ‘distinction’, apprentices must achieve a pass in the 'Professional Discussion underpinned by a portfolio of evidence' assessment method, and a distinction in the 'Project: report and presentation with questions' assessment method.
Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.
Re-sits and re-takes
Apprentices who fail one or more EPA method(s) can take a re-sit or a re-take at the 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.
Apprentices 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 6 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 6 months of the EPA outcome notification.
Failed EPA 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 apprentices 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 and responsibilities
Reasonable adjustments
The EPAO must have reasonable adjustments arrangements for the EPA.
This should include:
- how an apprentice qualifies for reasonable adjustment
- what reasonable adjustments may be made
Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.
Internal quality assurance
Internal quality assurance refers to how EPAOs ensure valid, consistent and reliable EPA decisions. EPAOs must adhere to the requirements within the roles and responsibilities section and:
- have effective and rigorous quality assurance systems and procedures that ensure fair, reliable and consistent EPA regardless of employer, place, time or independent assessor
- appoint independent assessors who are competent to deliver the EPA and who:
- have recent relevant experience of the occupation or sector to at least occupational level 6 gained in the last 3 years or significant experience of the occupation or sector
- operate induction training for anyone involved in the delivery or assessment of the EPA
- provide training for independent assessors in good assessment practice, operating the assessment tools and making grading decisions
- provide ongoing training for markers and invigilators
- provide standardisation activity for this apprenticeship standard for all independent assessors:
- before they conduct an EPA for the first time
- if the EPA is updated
- periodically as appropriate (a minimum of annually)
- conduct effective moderation of EPA decisions and grades
- conduct appeals where required, according to the EPAO’s appeals procedure, reviewing and making final decisions on EPA decisions and grades
- have no direct connection with the apprentice, their employer or training provider. In all instances, including when the EPAO is the training provider (for example a higher education institution)
Value for money
Affordability of the EPA will be aided by using at least some of the following:
- utilising digital remote platforms to conduct applicable assessment methods
- assessing multiple apprentices simultaneously where the method of assessment permits this
- using the employer’s premises
- conducting assessment methods on the same day
Professional recognition
This apprenticeship standard is designed to prepare successful apprentices to meet the requirements for registration as a:
The Institute of Engineering & Technology (IET) for Incorporated Engineer (IEng)
Royal Aeronautical Society for Incorporated Engineer (IEng)
KSB mapping table
Mapping of KSBs to grade themes
Version log
Version | Change detail | Earliest start date | Latest start date |
---|---|---|---|
1.0 | Approved for delivery | 23/02/2023 | Not set |
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