High integrity software engineer

This document explains the requirements for end-point assessment (EPA) for the high integrity software engineer degree-apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.

High integrity software engineer apprentices, their employers and training provider should read this document.

A degree-apprenticeship awards a degree with the achievement of the apprenticeship. The degree learning outcomes must be aligned with the knowledge, skills and behaviours (KSBs) in the apprenticeship. The degree must be completed, passed and awarded alongside the high integrity software engineer degree-apprenticeship.

The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.

A degree-apprenticeship must be delivered by a Higher Education Provider (HEP) that is on the apprenticeship providers and assessment register (APAR). The selected HEP must be the training provider and the EPAO. The apprentice's employer must select a HEP from this register.

If the HEP is using a credit framework, the EPA must contribute to the total credit value, and must be delivered in line with this EPA plan. However, the number of credits devoted to EPA may vary across HEP’s. The recommended EPA contribution is a 12th of the total credit value.

A full-time high integrity software engineer apprentice typically spends 48 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.

This EPA should be completed within an EPA period lasting typically 9 months.

Occupational competence is outlined by the EPA grade descriptors and determined, when assessed in line with this EPA plan, by an independent assessor who is an occupational expert and confirms the overall EPA grade.

This EPA has 2 assessment methods.

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 degree-apprenticeship grade. The following grades are available for the degree-apprenticeship:

• fail

• pass

• distinction

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 9 months.

The EPAO should confirm the gateway requirements have been met and the EPA should start as quickly as possible.

The apprentice’s employer must confirm that they think their apprentice is working at or above the occupational standard as a high integrity software engineer (degree). 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 following gateway requirements before starting their EPA.

These are:

• achieved English and maths qualifications in line with the apprenticeship funding rules.

• achieved all modules of a bachelor honours degree in software engineering (BEng), computer science (BSc), or other degree that directly aligns to the KSBs in the degree-apprenticeship, except those that form the EPA

• for the project report and presentation with questions, the apprentice must submit the project’s subject, title and scope

• 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 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:

• examples of on-programme work, work-based training, development activities and performance reviews
• details of the work, tasks or projects undertaken including a high-level overview, key objectives, deliverables, time periods for the work and a detailed description of the activities and the apprentice’s contributions
• workplace documentation and records
• 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 professional discussion. The independent assessors should review the portfolio of evidence to prepare questions for the professional discussion. They are not required to provide feedback after this review.

Apprentices must submit all gateway evidence to their EPAO as required, including any relevant organisation specific 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.

Overview

The project assessment method 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 gateway.

The project report and presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment to the highest available grade. The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.

This assessment method has 2 components:

• a project report

• a presentation with questions and answers

Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.

Rationale

This assessment 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 high integrity software 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

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 must start the project after the gateway. The employer should ensure the apprentice has the time and resources, within the project period, to plan and complete their project.

The apprentice may work as part of a team to complete the project, which could include internal technical experts or external support. The apprentice must however, complete their project report and presentation unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the report, presentation slides and any supporting materials are submitted.

The apprentice's project can be based on any of the following:

• a specific problem
• a recurring issue
• an idea or opportunity

The project must cover the following themes:

• software design analysis: analysis using software engineering data to select the design approach in line with the project plans and requirements
• software design development: development of software designs using the correct methods and tools in line with project demands
• software development testing: development and execution of test plans, analysis of results must be in line with project requirements
• implementation: creation and building of a software solution using the correct methods, solution configured to meet project requirements
• project management and communication: project management techniques and communications following project requirements

To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO must sign-off the project’s title and scope at the gateway to confirm it is suitable.

Assessment and grading decisions

The project report and presentation with questions must be assessed by two assessors - an independent academic assessor and an independent occupational assessor. The project report and presentation with questions must be assessed holistically to decide the grade for this assessment method. The independent academic assessor must assess the project report and presentation with questions against the EPA grading descriptors. The independent occupational assessor must review the EPA grading decisions. In the case of differing EPA grading decisions between the two assessors, the independent occupational assessor’s decision is final.

The independent assessors must keep accurate records of the assessment. They must record:

• the KSBs demonstrated in the report and presentation with questions
• the apprentice’s answers to questions
• the KSBs demonstrated in answers to questions
• the grade achieved

Component 1: Project report

The apprentice must produce a report.

The apprentice must submit the report to the EPAO by the end of week 26 of the EPA period.

The report must include at least:

• a maximum of 200-words 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 and 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

• background research or literature review findings

• project methodology

• project outcomes

• discussion of findings

• recommendations and conclusions

• references

• appendix containing mapping of KSBs to the report

The project report must have a word count of 6000 words. A tolerance of 10% above or below is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The apprentice must produce and include a mapping in an appendix, showing how the report evidences the KSBs mapped to this assessment method.

Component 2: Presentation with questions

In the presentation with questions, the apprentice must deliver a presentation to both independent assessors on their project at the same time. The independent assessors must ask questions following the presentation. The presentation should cover:

• 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 slides and any supporting materials to the EPAO at the same time as the report - by the end of week 26 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
• any other requirements as previously notified to the EPAO

The independent assessor must have at least 2 weeks to review the project report and any presentation materials, to allow them to prepare questions.

The apprentice must be given at least 2 weeks’ notice of the presentation with questions.

The purpose of the independent assessors' questions will be to assess the following themes:

• software design analysis
• software design development
• software development testing
• implementation
• project management and communication

The purpose of the independent assessors' questions will also be to:

• verify that the project is the apprentice’s own work
• seek clarification on the report or presentation
• assess the depth and breadth of knowledge, skills and behaviour
• allow the apprentice the opportunity to evidence occupational competence at the highest level available, unless the apprentice has already achieved the highest grade available

The presentation with questions must last 60 minutes. This will typically include a presentation of 25 minutes and questioning lasting 35 minutes. The independent assessors must use the full time available for questioning. The independent assessors can increase the 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 assessors must ask at least 6 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 apprentice may choose to end the presentation early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessors must ensure the apprentice is fully aware of all assessment requirements. The independent assessors cannot suggest or choose to end the assessment methods early, unless in an emergency. The independent assessors are responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessors may suggest the assessment continues. The independent assessors must document the apprentice’s request to end the assessment early.

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. It should take place in a quiet room, free from distractions and influence.

The presentation with questions 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 and professional engineering institutions (PEI) 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.

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 and moderation.

Overview

In the professional discussion, independent assessors and the apprentice have a formal 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 the KSBs mapped to this assessment method.

Rationale

This assessment method is being used because:

• it can assess those KSBs that are not likely to occur in the post gateway project

• it allows for testing of responses where there are a range of potential answers

• it is cost effective, as apart from a venue, it does not require additional resources

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 academic assessor and an independent occupational assessor must conduct the professional discussion.

The purpose of the independent assessors' questions will be to assess the following themes:

• software engineering requirements and architecture
• software design and test methodologies
• software implementation
• problem solving and continuous improvement
• software certification and licencing
• data and information technology
• communication, teamwork, professional and leadership behaviours
• continuous professional development

The EPAO must give an apprentice 2 weeks notice of the professional discussion.

The independent assessors 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, it is not directly assessed.

The professional discussion must last for 60 minutes. The independent assessors 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 assessors must ask at least 8 questions. Follow-up questions are allowed where clarification is required. The independent assessors must use the questions from their EPAO’s question bank or create their own questions in-line with the EPAO’s training.

Assessment and grading decisions

The professional discussion underpinned by a portfolio of evidence must be assessed by an independent occupational assessor and an independent academic assessor.

The independent occupational assessor assesses the professional discussion underpinned by a portfolio of evidence against the EPA grading descriptors. The independent academic assessor must review the EPA grading decisions. In the case of differing EPA grading decisions between the two assessors, the independent occupational assessor’s decision is final.

The independent assessors 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 and professional engineering institutions (PEI) 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.

The EPAO 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 the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation, training, and moderation.

Performance in the EPA determines the apprenticeship grade of:

• fail

• pass

• distinction

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 both assessment methods. To achieve an overall distinction, the apprentice must achieve a distinction in the project report and presentation with questions and a pass in the professional discussion underpinned by a portfolio of evidence.

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 3 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.

If the apprentice fails the project assessment method, they must amend the project output in line with the independent assessors' feedback. The apprentice will be given 4 weeks to rework and submit the amended report.

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.

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 refers to the strategies, policies and procedures that EPAOs must have in place to ensure valid, consistent and reliable end-point assessment decisions.

EPAOs for this EPA must adhere to the requirements within the roles and responsibilities table and:

• appoint independent academic assessors who:
  • are competent to conduct academic reviews and assessments at level 6

• appoint independent occupational assessors who:
  • hold relevant professional engineering institution recognition (through a suitable professional engineering institution) or equivalent industry experience to at least occupational level 6 gained in the last 3 years

Apprentices seeking to achieve IEng recognition, following completion of the EPA, must also be assessed by an occupational assessor who holds the relevant PEI qualification.

Affordability of the EPA will be aided by using at least some of the following:

• utilising digital remote platforms to conduct applicable assessment methods

• using the employer’s premises

• conducting assessment methods on the same day

This apprenticeship aligns with:

• The Royal Aeronautical Society for Incorporated Engineer (IEng). This degree-apprenticeship standard aligns with the Engineering Council’s learning outcomes, indicated in ‘Accreditation of Higher Education Programmes’ (AHEP) and the competence framework detailed in UK-SPEC for Incorporated Engineer (IEng). The experience gained and responsibility held by the apprentice on completion of the degree-apprenticeship will either wholly or partially satisfy the requirements for registration at this level.

• The Chartered Institute for IT (BCS) for Registration for IT Technicians (RITTech). The experience gained and responsibility held by the apprentice on completion of the degree-apprenticeship will either wholly or partially satisfy the requirements for registration at this level.