High quality assessment in EPA – Setting the bar too high?

Recently I looked at some assessor guidance materials for a new Standard an EPAO was taking on. It was clear to me the materials had been ‘harvested’ from another EPAO. By this I mean there were particular rules set down in the materials that were not part of the Assessment Plan and could not justified, or explained. When it came to the assessments, assessors were instructed to create their own questions for a Q&A session and professional interview; and there was no guidance about carrying out the observation.  

One of the responses to my critique was whether I was setting the bar too high? in terms of what should be there for assessors.

This is where I revert to Ofqual’s Catherine Large speech at the recent Annual Apprenticeship Conference. The speech highlights some areas that Ofqual has identified assessment could be improved. Another helpful document on this is Ofqual’s ‘Findings from Ofqual’s technical evaluation of apprenticeship End-Point Assessment materials’ (2020) that flags areas to support more effective assessment practice. 

Ofqual suggests there should be sample questions, and guidance on using prompts. I would go further and encourage the development of question banks, because the quality of some assessor developed questions can be variable, or assessors are not spending time on planning their questions or may not be supported by receiving good training and standardised on the delivery and standards of the assessment. The outcome on the assessment can be KSB areas may not get covered, some Apprentices are grilled in the time with lots of rapid fire questions and other apprentices have a leisurely time when it comes to answering questions. This latter point highlights the style and structure of questions being asked, which can be inconsistent, and not cover the ground. So, if the assessment delivery is variable, Apprentices’ experiences are inconsistent, and the validity of the assessment outcome could be challenged.

I know many Assessment Plans do not mention question banks or style of questioning, this may be a case of timing – we know some assessment Plans are old, or not clear. But within the EPAO, if you want valid and consistent assessment a question bank and guidance on how to select questions, as well as produce fair and consistent own questions (for assessors) is important. This may be controversial, or not?

For a chat, to get an opinion or a bit of advice on assessment or quality assurance give me a call, drop me What’s App message (0789 479 6262) or an email (heather@awardingfirst.co.uk). Also, to talk about help with reviewing your assessment tools, assessor guidance and training, or if you are developing your approach to Criteria D – Competence for Ofqual.

Catherine Large speech https://www.gov.uk/government/speeches/catherine-larges-speech-annual-apprenticeship-conference-2022

Findings from Ofqual’s technical evaluation https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/895234/Technical_Evaluation_findings_-_EPA_Materials_25.06.2020.pdf