Active IQ Level 3 Award in Understanding the Development and Delivery of End-point Assessment (sample manual)

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Section 3 End-point assessment methods Limitations • A presentation may not be suitable for assessing knowledge requirements, unless covered through specific questioning after the presentation. • If a presentation is not a regular activity as part of the apprentice’s job role, then testing skills and behaviours in this way may not be a valid assessment method. • Presentations may be anxiety-provoking for some apprentices and therefore a true reflection of an apprentice’s competence may not be displayed. KEY POINT End-point assessors must be careful not to be unduly influenced by presentational aids (unless required) and therefore ensure that grading reflects the knowledge, skills and behaviours from the standard attributed to this assessment method. (IfATE, 2020) ACTIVITY Take a look at an assessment plan of your choice that includes a presentation. Answer the following questions: • What format will it take? • What is the process for agreeing the topic of the presentation? • How long will the apprentice have to prepare for the presentation? • What is the length of the assessment, including follow-up questions? • What resources can/should be used to deliver the presentation? • Where can the presentation take place? Projects A project is a defined piece of work undertaken after gateway to demonstrate a particular aspect of the occupation. A project can be assessed as a distinct method of assessment and/or be used to inform a presentation, interview or professional discussion. This could be a written assignment (essay or report) or a practical project in relevant occupations. Where possible it should have a business benefit and include the production of verifiable and assessable work outputs. It must have suitable coverage of the knowledge, skills and behaviours assigned to a project. 34 Copyright © 2020 Active IQ Ltd. Not for resale
Making end-point assessment decisions Section 6 Validity, reliability and fairness Having dealt with the general assessment principles, end-point assessors must consider more specific elements to help them conduct assessments and guide their judgements: Valid – Is the assessment testing what it intends to measure? This involves the ability to provide information which is both valuable and appropriate for the intended purpose. Face validity Content validity Construct validity Predictive validity Validity through authenticity Does the assessment ‘look like’ it will measure what it is supposed to? It hasn’t necessarily been proven to measure what it is supposed to, but it should appear, ‘on the face of it’, to be a good assessment. For example, observation checklists help to identify specific skills. Does the assessment measure all of the aspects it is supposed to? To be able to determine this, the outcomes of assessments must be verified. For example, if observations have been unable to assess a particular behaviour because circumstances did not allow, are appropriate subsequent questions being asked to assess competence? How well does the assessment actually measure what it is supposed to measure? There should be a comparison with other assessments and other variables that could influence the assessment outcome. For example, professional discussions and follow-up questions can be used to clarify judgements on whether pass or distinction criteria have been met. An assessment must be able to provide end-point assessors with an idea of how the apprentice will perform in the workplace. This is an extremely important part of end-point assessment as the whole purpose is to assess occupational competence. For example, if an apprentice fails to demonstrate adequate knowledge of workplace practice in an interview or knowledge test, they cannot be deemed to be occupationally competent. This refers to the extent to which the assessment represents the reality of the workplace – for example, through the apprentice being observed carrying out day-to-day tasks in their normal working environment. This is the preferred method of assessment in end-point assessment, and if conducted properly by end-point assessors it is the most valid method of occupational competence. Reliable – Can the assessment be repeated with similar apprentices and in similar contexts to give consistent results? If different apprentices perform in a similar way during their end-point assessment, but are awarded different grades, then the reliability of the assessment must be questioned. Different assessors, poorly defined assessment criteria and variations in assessment practices could all affect reliability. A clear and detailed assessment plan should be produced by trailblazer groups. EPAOs should provide standardisation training and mandatory assessment materials to combat this, as well as regular sampling and checks as part of the quality assurance process. KEY POINT Internal reliability assesses the consistency of results across items within an assessment, e.g. questions within a knowledge test. External reliability refers to the extent to which a measure varies from one end-point assessor to another, e.g. end-point assessors’ interpretation of a mark scheme. Table 6.1: Different types of validity ACTIVITY Write down details of how internal and external reliability could be reduced within an end-point assessment component. Understanding the Development and Delivery of End-Point Assessment Fair – Are the assessment activities appropriately matched to the needs and capabilities of the apprentices and to the occupational role? Are assessment decisions fully justifiable and clearly based on the assessment criteria? All apprentices should be assessed in the same manner (allowing for any reasonable adjustments or special considerations) against the same standards. In addition, assessments and/or assessment decisions should not disadvantage one population group over another. Any appeals or grievances must be addressed according to the end-point assessment organisation’s procedures and appropriate guidelines. Copyright © 2020 Active IQ Ltd. Not for resale 65
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Active IQ Level 3 Award in Understanding the Development and Delivery of End-point Assessment (sample manual)

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