Contents
Contents
- Introduction and overview
- EPA summary table
- Duration of end-point assessment period
- EPA gateway
- Order of assessment methods
- Professional discussion underpinned by portfolio
- Project with presentation, and questioning
- 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 digital learning designer apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.
Digital learning designer 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 Education and Skills Funding Agency’s Register of end-point assessment organisations (RoEPAO).
A full-time apprentice typically spends 24 months on-programme (this means in training before the gateway) working towards competence as a digital learning designer. 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 - professional discussion underpinned by portfolio:
- fail
- pass
- distinction
Assessment method 2 - project with presentation, and questioning:
- fail
- pass
- distinction
The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the apprenticeship:
- fail
- pass
- merit
- distinction
EPA summary table
Duration of end-point assessment period
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 4 months.
The EPAO should confirm the gateway requirements have been met and the EPA should start 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
- for the professional discussion underpinned by portfolio the apprentice must submit Portfolio of evidence
The portfolio underpins the professional discussion and therefore is not directly assessed
- for the project with presentation, and questioning the apprentice must submit project’s title and scope
The EPA needs to sign off the project’s title and scope at gateway.
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 8 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 photographsvideo 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.
Professional discussion underpinned by portfolio
Overview
In the discussion, an independent assessor and apprentice have a formal two-way conversation.
The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence. It gives the apprentice the opportunity to demonstrate their competency across the KSBs mapped to this EPA method.
Rationale
This assessment method was selected as a valid way to draw out KSBs, in particular, the behaviours, which would be less likely to naturally occur in the project with presentation and questioning. It is commonplace for people in this occupation to engage in detailed technical discussions, so this assessment method mirrors their day to day work.
A professional discussion is a well-recognised method and is widely used within the digital sector. It allows for knowledge, skills and behaviours that may not naturally occur as part of another assessment method to be assessed and more easily discussed. • It allows for testing of responses where there are a range of potential answers • It is cost-effective as it can be conducted remotely to reduce travelling time.
Delivery
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 give the digital learning designer apprentice the best opportunity to cover all of the KSB assigned to this assessment method.
Giving the opportunity for the apprentice to make detailed contributions to confirm their competency across the knowledge, skills and behaviours.
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 is however the portfolio of evidence is not directly assessed.
The professional discussion will typically last for 60 minutes. A tolerance of 10% above or below the duration is allowed at the independent assessor discretion They can flex the duration of professional discussion dependent on apprentice need. This time is to allow the apprentice to respond to a question, if necessary, take into account different accessibility needs and give best chance of achieving correct grading.
The independent assessor must ask at least 8 questions. Follow-up questions are allowed where clarification is required. The independent assessor must use the questions from their EPAO’s question bank or create their own questions in-line with the EPAO’s training.
The independent assessor must make the grading decision. The independent assessor must keep accurate records of the assessment. They must record:
- the apprentice’s answers to questions
- the KSBs demonstrated in answers to questions
- the grade achieved
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
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 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 portfolio:
- 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 the employer
The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.
Project with presentation, and questioning
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 assessment method is being used because:
Digital Learning designer work in a project-based environment and are responsible for producing, analysing, and presenting products to a range of stakeholders. The project will address a digital learning designer task tailored to the organisational requirements of the apprentice’s employer which reflects the normal working practices within the role. As part of the role they will be expected to complete project reports and the project will reflect the areas their report would cover within their industry. By using this assessment method, the apprentice will be able to demonstrate not only their digital learning skills but also their use of varied methods of presenting digital learning design outputs and their ability to distil key design outputs into a presentation. The questioning element allows the apprentice an opportunity to provide further detailed evidence to support their demonstration of the mapped KSBs to this method. Both the presentation and the questioning element will reflect their day-to-day duty of working with, and communicating effectively with key stakeholders.
Component 1: Project with a product output
Delivery
The project with presentation, and questioning 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
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 product.
The apprentice must start the project after the gateway. They must complete and submit the product to the EPAO by the end of week 12 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 product must include at least: The apprentice’s project can be based on any of the following:
- an idea or opportunity that addresses a new need in their workplace.
- a redesign of an existing programme.
- a digital learning output that addresses a recurring issue in their workplace.
Example 1: Corporate - Design or redesign and development of an induction programme or mandatory compliance training programme
Example 2 : HE - Design or redesign of a blended learning programme
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 digital learning product.
The digital learning product can take the form of
- a Multimedia eLearning course
- a range of learning Aids – Podcasts, Infographics etc
- a Virtual Classroom
- a Video series – Instructional video, screencast, animated video etc.
- a Social learning experience
- a software simulation
The apprentice must start the project after the gateway. They must complete and submit the digital learning product to the EPAO by the end of week 12 of the EPA period. The employer should ensure the apprentice has the time and resources, within this period, to plan and complete their project and product.
The apprentice may work as part of a team to complete the project which could include technical internal or external support. However, the product 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 product output is the apprentice’s own work when it is submitted.
The project must include at least:
- A project report
- A final product output
1: The project report
As a minimum all project reports outputs must include:
- The scope of the project (including key performance indicators, learning objectives, and technical scope)
- A high-level project plan (Gantt/ Kanban/ etc)
- Evidence of research and findings with analysis (Consideration of legislation, regulation, industry and organisational policies, procedures,user requirements and constraints)
- Recommendations and conclusions based on the research and findings (referencing learning theories and frameworks)
Design Process
- Explanation of the design process to include rationale and constraints (to include supporting evidence e.g different iterations of the design throughout the process)
Development Process
- Method of development and description of development process
- Details of the internal evaluation and quality control process before implementation.
Summary
- Particulars of the implementation of the project output
- Self and/ or employer evaluation of the final project output and outcomes.
The project report should acknowledge sources.
The project report has a maximum word limit of 5,000. A tolerance of plus or minus 10% is allowed.
Appendices, references, diagrams etc. will not be included in this total.
The project must map, in an appendix, how it evidences the relevant KSBs for this assessment method.
The apprentice will need to consider the availability of company and external resources required to complete the project. They must also ensure they are fully aware of the KSBs the project is intended to assess as that is what the grading of the project will be based on.
The apprentice may work as part of a team which could include technical internal or external support. however, the report will be the apprentice’s own work and will be reflective of their own role and contribution. When the project is submitted, the employer and the apprentice should verify the submitted work is that of the apprentice.
2.The final product output
As a minimum all product output must:
- Be developed in a suitable software program/authoring tool. Ideally, a tool that is used in their role. For example: Articulate Storyline, Moodle etc
- Be equivalent to a minimum of 15 mins learning time for an end user
- Demonstrate the apprentices' visual design skills Be accessible, as per regulations or organisational policies (eg Closed captions, alt text etc)
- Evidence the apprentices' technical and digital production skills
- Be published in a relevant format for review, i.e: Review link (for authoring tools), MP4 (videos and multimedia packs), Hyperlink etc.
- Be accessible to the assessor for the full-time required.
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 presentation with questions and answers. The independent assessor must ask questions after the presentation. The presentations 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 product by the end of week 12 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 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 2 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 questions is:
To give the digital learning designer apprentice the opportunity to cover all the KSB asigned to this assessment method.
The presentation and questions will typically last 60 minutes. This will usually include a presentation of 20 minutes and questioning lasting 40 minutes. A tolerance of 10% above or below the duration is allowed at the independent assessor discretion. They can flex the duration of presentation and questions dependent on apprentice need. This time is to allow the apprentice to complete thier last point, respond to a question, if necessary, take into account different accessibility needs and give the apprentice the best chance of achieving correct grading.
The independent assessor must ask at least 8 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 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 product 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 with presentation, and questioning:
- 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.
Grading
Overall EPA grading
Performance in the EPA determines the apprenticeship grade of:
- fail
- pass
- merit
- distinction
An independent assessor must individually grade the: professional discussion underpinned by portfolio, project with presentation and and questioning 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 merit, the apprentice must achieve a pass in the either assessment method and a distinction in the other assessment method.To achieve an overall EPA distinction, the apprentice must achieve a distinction in both assessment methods.
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
If the apprentice fails one or more assessment methods they 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.
The 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 1 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 4 months of the EPA outcome notification.
If the apprentice fails the project assessment method, they must to amend the project output in line with the independent assessor’s feedback. The apprentice will be given 12 weeks to rework and submit the amended product.
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.
The 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 the EPAO ensures valid, consistent and reliable EPA decisions. The EPAO must adhere to the requirements within the roles and responsibilities section:
The EPAO must also:
- have 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 4 gained in the last 3 years or significant experience of the occupation or sector
- hold, or are working towards, an assessor qualification
- have professional body membership with:
The Association for Learning Technology or RITTech or similar.
- 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.
Value for money
Affordability of the EPA will be aided by using at least some of the following:
- completing applicable assessment methods online (for example computer-based assessment)
- utilising digital remote platforms to conduct applicable assessment methods
Professional recognition
This apprenticeship aligns with:
Association for Learning Technology (ALT) for Associate Certified Member (ACMALT).
RITTech the registration for IT technicians for Advanced RITTech
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 | 25/05/2023 | Not set |
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