End-Point Assessment

We are almost at the end of our blog series on the apprenticeship standard reform, so we thought it would be a good idea to do a mini round-up of the methods of assessments. There are quite a few common themes in assessment methods within End-Point Assessments; so let’s take a quick look at these.

Introduction To EPA

By now you are probably fully aware of what an End-Point Assessment (EPA) is, but just for clarity we will run through this. Every apprentice aiming for the new apprenticeship standard will be required to pass an EPA at the end of their programme. In the older style, framework-based apprenticeship, assessments were carried out continuously throughout the duration of the apprenticeship. With the new standard, on-programme assessments are still carried out to check the apprentice is making good progress. They then have to pass through the Gateway phase which confirms they are ready for the EPA.

Time-Sensitive Parts of the EPA

The full details of what needs to be covered within the EPA will be set out in the individual assessment plan for the apprenticeship being assessed. However, there are a few standard timescales that you need to be aware of as an Assessor.

Firstly, the EPA itself must be completed within a maximum of 6 months. The countdown begins when the apprentice has met the EPA Gateway requirements. All apprentices must spend a minimum of 12 months on the on-programme part of the apprenticeship. Typically, full-time apprentices spend around 24 months on this phase before entering the Gateway. 20% of the training they receive should be off-the-job.

With regards to the EPA itself, the Assessor has the discretion to increase or decrease the duration of the assessment by 10% to allow the apprentice time to complete their answer. If you are not sure how long the apprentice has to complete their assessment, this will be clearly stated in the assessment plan.

The apprentice will conduct their assessments and submit any written assignments or portfolio of evidence to the EPAO within 15 weeks of passing through the Gateway. It’s important that the employer understands the apprentice may require several days to complete the written part of the assessment; and this needs to be taken into account.

Similarities In Assessment Methods

All of the methods of assessment used within the EPA involve some form of evidence gathering. This forms part of the competency units, which show the learner has met the standards required. It demonstrates that they not only have the knowledge required to pass the apprenticeship; but they are able to apply this too. Evidence can be gathered either online or in-person, and is often uploaded online for the EPAO to review.

Each method of assessment will have their own grading criteria. The grading criteria will be set out within the assessment plan specific to the apprenticeship. One really important thing here is that ALL EPA assessments must be passed for the EPA to be passed overall. So a pass in the professional discussion, followed by a fail in the written assignment will be a fail overall (and vice-versa).

Standardisation is the process of checking that all Assessors working within the same EPAO are assessing to the same standards. The requirements for each qualification should be strictly followed, and consistently met for each apprentice. External and Internal Quality Assurance reports are also discussed during standardisation meetings. This is to ensure any feedback from the awarding bodies is being implemented.

Once the apprentice has completed their EPA, it is subject to external quality assurance which is carried out by an independent organisation. This ensures consistency in both the assessment methods used, and the quality of these.

Assessor Qualifications Required

As a bare minimum, the Assessor standards are listed within the assessment plan. However, we would always advise that you undertake the Level 3 Certificate In Assessing Vocational Achievement (CAVA). This allows you to assess learners both in the workplace and in their learning environment too.

If you are interested in being involved in the Quality Assurance side of the EPA, you will need to hold an IQA qualification. This will allow you to quality assure qualifications, and the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes & Practices will allow you to lead and manage the entire quality assurance process.

The roles between a ‘traditional’ assessor and an End-Point Assessor have quite significant differences. Because of this, we at Brooks and Kirk designed our very own exclusive EPA course. It’s an online course,

If you would like any further information on either of these qualifications, please give us a call on 01205 805155 or email training@brooksandkirk.co.uk.

Choosing an End-Point Assessment Organisation (EPAO) can be a really confusing decision for any size business. Just before we go into more detail, let’s just have a recap on what an EPAO actually is. They play an important role at the end of an apprenticeship, as they are essentially responsible for the final assessment. The EPAO works with the training provider to ensure both the apprentice and the employer fully understand the assessment criteria for the End-Point Assessment. As the employer, you have the final say on which EPAO you would like to work with for your apprentice’s EPA. The training provider will also be able to give guidance on this matter, should you require it.

Responsibilities of the EPAO

It is likely that there are lots of EPAOs that offer End-Point Assessment for the apprenticeship that your apprentice is undertaking. They all have different policies and procedures, but their core responsibilities remain the same:

• They must be on the government register of EPAOs
• Designing & developing assessment materials & guidance documents
• Recruiting qualified Independent End-Point Assessors
• Giving guidance on the expectations of the apprentice at the EPA
• Validating whether the apprentice is Gateway-ready
• The delivery of the EPA against the assessment plan for each specific apprenticeship
• Grading of the apprentice’s assessments, confirming their achievement
• Claiming the apprentice’s certificate from the Education & Skills Funding Agency (ESFA) upon completion

Every EPAO designs their EPA around the brief that is set out in the assessment plan. This ensures consistency across the apprenticeship, and also allows for easy standardisation across the board.

Choosing An EPAO

Of course before the introduction of the apprenticeship reform, End-Point Assessments didn’t even exist, therefore neither did EPAOs! The one main thing you have to be aware of when choosing an EPAO is that they are not allowed to have any affiliation with the apprentice they are assessing. They, and their staff, should be completely independent. Here are some other things you may want to consider:

Are they registered?

This should be the first thing you check. There are certain criteria and eligibility requirements for organisations wanting to be listed on the register of EPAOs. Proof of financial stability must be obtained; along with assessment capacity and a model explaining how these are going to be delivered.

Relevancy of the EPAO

As well as being able to assess the relevant apperenticeship, an EPAO must also have experience within the same sector that your business operates in. This means that the assessors should also be experts in their field, with high levels of occupational competency.

Are they ready?

The register of EPAO opens up from time to time. During this time, EPAOs will get the chance to get added to the list. It is worth bearing in mind that even if an EPAO is registered, they may not be ready to assess up to the standard that you require. The only way you can really find this out is to have a chat with them. If you can get copies of their mock tests or interview questions these should help you to make an informed decision.

How to know if they are right for you

The choice is entirely yours at the end of the day. So, as long as you take the time to research the EPAO and make sure they meet the essential criteria, then you can’t go far wrong. Your EPAO should also have a good assessment standardisation process in place so that criteria can be evenly assessed across an apprentice. This also ensures they deliver fair and high-quality EPAs.

So there you have it, your very own guide to help you choose the right EPAO to deliver the apprenticeship to your apprentices. If you would like any more information or any clarity on the points we have raised, please give the team at Brooks & Kirk a call on 01205 805155.

Although we have already touched upon some of the assessment methods within the new EPA standards, we thought it would be a good idea to go into a bit more detail regarding these. The 6 main types of assessment method are:

• Observations;
• Practicals;
• Tests;
• Projects;
• Presentations, and;
• Discussions.

Let’s have a look at the skills each of these methods are suitable for assessing, and the advantages of each method of assessment.

Observations

An observation is when the IEPA (Independent End-Point Assessor) watches an Apprentice undertake a task within the workplace, as part of their normal duties. This means that the task should naturally occur within the Apprentice’s job. The IEPA can ask questions throughout the observation, or at the end. They can then conclude whether the apprentice is showing occupational competence.

This method of assessment is best for assessing knowledge, skills and behaviours (KSBs) all together at the same time. Not only that, but it’s also good for assessing their practical skills. Observations are not the right method of assessment for occupations where skills can’t be observed as easily, or where work occurs in dangerous environments.

Some of the advantages of carrying out observations include:

• It is the best assessment method to be carried out in the workplace. It gives assurance to employers about the competence of the apprentice.
• The results produced are reliable, valid and authentic.
• It is cost-effective for the employer. The apprentice will be familiar with the environment so has a higher chance of passing the assessment.

Practical Assessments

It is easy to confuse observations with practical assessments; but the main difference between the two is that a practical assessment is where a set task is completed within a simulated environment. The Apprentice is able to demonstrate their knowledge and skills of how to do something. A practical assessment is often followed up with questioning by the IEPA, during or after the test.

Again, this method of assessment tests the knowledge, skills and behaviours of the apprentice, but in a more objective way. As the test is carried out within a different environment to the workplace, it helps to show that the apprentice fully understands how to apply their knowledge in a different circumstance.

Some of the advantages of practical assessments include:

• Apprentices are tested under controlled conditions, which could reflect challenges that may appear during the End-Point Assessment.
• The assessment can be put together fairly quickly.

Tests

A test provides a less holistic approach to assessing an apprentice’s understanding. This is because it only really focuses on the knowledge aspect. There are two main test formats: multiple-choice and written response tests. We will assume that you already know what a multiple-choice test is; but a written test can take several different formats. They often consist of a variety of types of questions including open-ended questions which require a longer format answer, or scenario-based questions which often require further elaboration. 

Multiple-choice questions are great for assessing knowledge. They give the Apprentice the opportunity to choose between several options that could be present within a practical environment. Written tests are better for assessing skills such as problem-solving, critical thinking, and general written communication. They require the Apprentice to justify their answers which backs up their understanding of the topic.

Some of the advantages of tests include:

• Tests are easy to put together, and once created they are cheap to replicate.
• They can be completed online / remotely providing controls are put in place.
• If tests are carried out under examination conditions, they are more reliable than other methods of assessment.
• Standardisation is easier as everyone taking the test are exposed to the same questions, enabling direct comparisons across the country.

Professional Discussion

A professional discussion is a two-way conversation between the apprentice and the IEPA. It is used to assess the in-depth understanding the apprentice has of their work. The idea is that a professional discussion is led by the Assessor; however, both parties are required to listen and participate in equal amounts. It allows the apprentice to give a deeper insight into how their competency aligns with the KSBs.

This method of assessment is the best for assessing the in-depth knowledge an apprentice has of a subject. It is also a good alternative when occupations can’t be observed in practice. Or, if the working environment makes an observation difficult.

Some of the advantages of a professional discussion include:

• It can be used as a supplementary method of assessment to allow an apprentice to elaborate on their understanding of a particular topic.
• Professional discussions can be recorded, which can help when it comes to Internal Quality Assurance.
• A professional discussion can cover a large part of the role and the occupational standard.

Interview

An interview is where the IEPA asks the apprentice a series of pre-planned questions, in order to assess their competence against the KSBs. Unlike a professional discussion, there is no scope for a two-way conversation. The apprentice is just required to answer the questions in a way that demonstrates they have met the assessment criteria.

Interviews are the best method of assessment to get an idea of the apprentice’s knowledge and understanding of a subject. The skills and behaviours usually assessed during an interview are often not visible during an EPA observation; so, the two methods of assessment are often used in harmony. Interviews are also useful when a portfolio of evidence has not been submitted, in order to allow the KSBs to be fully assessed.

Some of the advantages of an interview include:

• It is a great supplementation to other methods of assessment to build upon any criteria that may not have been covered. For example, an observation may not allow the apprentice to demonstrate their knowledge to their full potential.
• Interviews can be recorded which helps with moderation of the apprenticeship.
• An interview is a great way of collecting qualitative information for the independent Assessor.

Projects

A project in regards to EPA is carried out after the Gateway process, and involves the apprentice completing a significant piece of work. This could be in the form of a written essay, or in a practical scenario producing an item that the IEPA can review and assess. Not only should the project meet the needs of the business, it should also be relevant to the role of the apprentice and allow them to demonstrate the key KSBs needed for the EPA. The scope of the project will need to be discussed in advance and agreed between the employer and the EPAO.

The main reason a project would be used as a method of assessment for the EPA over the other methods is if a work cycle has a long duration. Usually an observation would be carried out, but if the apprentice is working on something over a couple of months then the best method to assess this is a final project. It also allows for a very broad set of KSBs to be evidenced post-gateway.

Some of the advantages of projects include:

• The project can produce something of real benefit to the apprentice’s employer.
• This method of assessment is a really holistic approach as the apprentice can also showcase a wider range of practical and analytical skills alongside the KSBs.

So there you have it; the advantages of some of the key methods of assessment used within End Point Assessment. If you would like any further information on any of the topics we have mentioned today, please feel free to call us on 01205 805155.

After a short break from our EPA blogs, we are bringing you the second half of the series, starting with the new assessment methods that the apprenticeship reform brought with it. Now with over 500 different apprenticeship standards, as you can imagine there are quite a few different assessment methods – over 90 in fact! So we will just run through some of the most popular rather than bogging you down with the intense details.

End Point Assessment Plan

The EPA assessment plan should outline the assessment methods which will be used within the specific apprenticeship. It ensures consistency and means that all apprentices are tested against each other in a comparable way. At least two different assessment methods must be used, and at least one of these must assess the KSBs (knowledge, skills and behaviours).

When choosing the specific assessment methods, you should pick those which will enable you to give a thorough assessment of the apprentice’s occupational competence. It might be a good idea to speak with the employer initially to see how they judge performance within the workplace. Then, you can see whether the assessment methods can be aligned with this.

Different Methods of Assessment

The assessment plan for each EPA will explain the specific methods of assessment that should be used. But, let’s have a look at all of the different methods that there are.

Observation based

This is where the assessor observes the apprentice carrying out their duties within the workplace. It is often followed up by a Q&A session in order to make sure the apprentice knows why they carried out certain actions.

Practical based

Similar to the observation based method of assessment, practical based assessment methods are usually carried out in a simulated work environment. This allows the apprentice to showcase their skills, but in order to ensure their knowledge and behaviours are also graded, a questioning period may also be used.

Test based

This is where an assessment is taken under controlled and invigilated conditions, just like a normal exam. The types of question may vary – they could be in the form of multiple choice, open-ended, or more scenario-specific. Test based assessments can be carried out using paper or online.

Project based

This assessment method is defined as a piece of work that is carried out after the gateway phase, and is used to demonstrate a particular part of the role the apprentice carries out. It can be used on its own as a method of assessment, or combined with an interview or discussion. Usually project based assessments are either a written assignment, or a practical project which demonstrates the apprentice’s skills.

Presentation based

A presentation based assessment is pretty self-explanatory. The apprentice makes a presentation to the Assessor, and is often followed by a question and answer session at the end to consolidate the knowledge of the apprentice.

Discussion based

This is likely to take the form of either an interview or a professional discussion. There is often some confusion between the two, so for clarity let’s go into a bit more detail. An interview is when a series of questions are posed to the apprentice about a particular aspect of their occupation. They will be required to show how they have demonstrated they are occupationally competent. A professional discussion is more of a two-way conversation between the apprentice and the Assessor. This tests their theoretical or technical knowledge.

In the world of apprentices, you will have probably heard of the term ‘portfolio of work’. This can be used either before or after the gateway stage. But, it is unable to be used as a method of assessment in its own right. That isn’t to say it can’t be used as the foundation of an assessment method though. So for example, an interview could be based on evidence which is included in the portfolio.

Choosing A Mixture of Methods

As an Assessor, it is your responsibility to choose the right assessment methods for the apprentice. Of course, making sure they’re in line with the assessment plan. It is important to take the time to choose the right type of assessment to match the particular KSB that is being assessed. This then needs to be balanced with the right method to demonstrate occupational competency too.

Assessment methods should be separate from one another, and each individually assess an identified set of KSBs. One assessment method shouldn’t be used to allow an apprentice to compensate for poor performance with another assessment. Otherwise, there would be lots of inconsistencies within EPAs.

An individual assessment method can be made up of two or more components, in order to make the method more holistic and robust. For example; an observation could be followed by a questioning period which involves discussing the tasks carried out during the observation itself.

So there you have it. A short round-up of the assessment methods which are available to use within the new EPA framework. If you have any questions regarding anything we have included in this blog, please feel free to give us a call on 01205 805155.

The apprenticeship reform has brought about a whole new change to the grading system which is important for all Assessors to clearly understand. Traditionally, grading has always gone hand in hand with assessment, in order to check the apprentice has fully understood the subject area. The apprenticeship reform has meant that rather than apprentices simply being judged as ‘competent’ or not, there are now different levels of competency – merit and distinction (as well as the standard Pass and Fail).

Benefits of Grading

The higher levels of competency (i.e. merit and distinction) indicate that the apprentice can work independently. This also shows that the apprentice has shown potential to go further within the business. The main advantage of grading is that it helps to motivate apprentices to succeed and attain that higher grade.

As well as helping the apprentice, grading also encourages the employer to be more invested in how the apprentice is progressing. For example; if they can see the apprentice is close to achieving a distinction but is still a little way off, they may offer more support and training to help the apprentice get to the next grade.

Disadvantages of Grading

This new grading system was thoroughly tested and trialled before being implemented, so any major issues were ironed out in the early stages. However, as it is still a fairly new concept it is important that both the Assessor and the apprentice have a clear understanding of what is required for each grade.

If grading is mentioned too early on, the apprentice may feel overwhelmed and therefore become demotivated. It is all about getting that balance right from the start. The grading criteria may not be particularly clear from the offset so it is always best to check the assessment plan for clarification on this.

How Grading Fits Into The Training Plan

To ensure grading is introduced both slowly for the apprentice, and at the right time, this needs to be built into the on-programme part of the apprenticeship. As an Assessor, you almost need to work backwards from the End-Point Assessment for this part.

By taking the time to look at the assessment methods that will be used to assess the apprentice within their EPA, you can then make sure these methods are included within the on-programme element. Giving your apprentice the opportunity to gain experience and the tools necessary to help them become competent in the assessment part. This will put them in the best possible position when it comes to the EPA.

A couple of assessment methods that are useful to include within the training plan regardless are self-assessment and a professional discussion. Self-assessment allows you to gauge how the apprentice feels that they are getting on. It is also a good exercise to ask them how they think they can improve. The professional discussion is one of the most common assessment methods, as it allows the apprentice to explain not only what they have learned, but how they have applied their knowledge too.

Resits & Retakes

One of the other changes within the apprenticeship reform is the introduction of resits and retakes. More detailed information on both of these can be found in the individual assessment plan. But, we will cover the basics here for you. The first thing to be aware of is that the learner must achieve at least a Pass on all components in order to gain the apprenticeship. If they achieve a Pass on one element, and a Distinction on the other two elements, their overall grade will default to the lowest mark; so a Pass in this instance.

A resit is where the apprentice just completes one element of their assessment again. A retake is slightly different, as this is where the End-Point Assessment Organisation (EPAO) deem the learner to have performed too badly (for example they have resat one element 2 or 3 times). This means that they believe the learner needs to complete the entire EPA again.

Here to Help

So there you have it. A detailed explanation of the grading changes that have happened as a result of the new apprenticeship reform. We hope this has helped to improve your understanding of the changes, but as always if you have any questions please feel free to give us a call on 01205 805 155.

The apprenticeship reform hasn’t just changed the entire structure of apprentices; the introduction of the End Point Assessment has meant the traditional role of the Assessor has also changed. Now there are two Assessors involved with an apprentice: an On-Programme Assessor, and an Independent End-Point Assessor. The addition of an End-Point Assessment at the end of an apprenticeship is the most significant change with the introduction of the new framework.

Independent End-Point Assessment

With the old standard, there were learning outcomes and assessment criteria that had to be met in order for the apprentice to pass their qualification. The new standard has 3 different elements: on-programme, the gateway, and then the End-Point Assessment.

We have explored the gateway phase in quite a bit of detail; but just to summarise, this is where the apprentice is signed off by their employer. It is the acknowledgement that the apprentice has met all of the relevant knowledge, skills and behaviour criteria to proceed to the End Point Assessment. It also demonstrates the apprentice has all of the evidence and qualification certificates have been achieved.

The EPA itself will test that the apprentice is occupationally competent and can apply the KSBs they have learnt to the role itself. The assessment will be graded by an Independent End-Point Assessor. This person must not have had any relation to the training provided by both the provider and the employer.

Roles & Responsibilities of an IEPA

The main role of an IEPA is to decide whether the apprentice is competent enough to carry out their role. And, therefore, pass their apprenticeship. They must be independent of the registered apprenticeship training provider where the apprentice completed their on-programme element. Here are some of the key roles of the IEPA:

• Take part in regular training and standardisation activities (minimum of 1 or 2 a year)
• Maintain and provide evidence of ongoing, relevant CPD
• Assessing the performance of candidates in accordance with the relevant Assessment Plan
• Follow the protocol set out in the assessment materials and quality assurance protocols
• Ensure all EPA reports and assessment evidence are recorded accurately
• Must be able to manage bookings and schedulings of EPAs (they are time-sensitive)
• Experience of using a wide range of assessment methods and evidence

Background & Additional Skills

As well as these key responsibilities, an IEPA must also be a very competent, professional person who is self-motivated and driven. They will often have a busy workload, so time management and organisational skills are essential.

With regards to qualifications, an IEPA must hold an Assessor qualification (the Level 3 Certificate in Assessing Vocational Achievement) is the most highly regarded. They will usually report to the Lead IQA on a regular basis. So, if you are looking to progress your assessing career, this could be a great natural step after becoming an IEPA.

If you would like more information on how to become an Independent End-Point Assessor, please call the team at Brooks and Kirk on 01205 805155 or email training@brooksandkirk.co.uk.