CPD activities for Assessors

A13

• how assessment decisions are reached
• a new or different way of assessing and the impact on your practice (for example, the

introduction of an assessment method; a new qualification; or the change from evidence-
based to synoptic assessment within apprenticeships).
2 Reflect and identify implications for practice
Briefly describe each example and explain the impact each one had on your practice here:
Example 1

What was it about this example that made you choose it? Explain the impact it had on your
knowledge and/or practice:

Example 2

What was it about this example that made you choose it? Explain the impact it had on your
knowledge and/or practice:

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3 Describe the benefits of reflection and CPD
What are the benefits of reflecting on your practice and of continual professional development
(CPD) for assessors? Explain these here:

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Assessor activity 14: End-point

assessment of apprentices

Understand the principles and practices of assessment

Learning outcome Assessment criteria

8. Understand the legal and good 8.4 explain the value of reflective practice and
practice requirements in relation to continuing professional development in the assessment
assessment process

Assess occupational competence in the work environment

4. Be able to maintain legal and good 4.3 evaluate own work in carrying out assessments of
practice requirements when assessing occupational competence
occupational competence
4.4 maintain the currency of own expertise and
competence as relevant to own role in assessing
occupational competence

Assess vocational skills, knowledge and understanding

4. Be able to maintain legal and good 4.3 evaluate own work in carrying out assessments of
practice requirements when assessing vocational skills, knowledge and understanding
vocational skills, knowledge and
4.4 take part in continuing professional development to
understanding ensure current expertise and competence in assessing
vocational skills, knowledge and understanding

End-point assessment of apprentices and requires assessors to take a synoptic approach to
assessment. This means taking a ‘snapshot’ of the learner’s performance across a selection of key
knowledge, skills and behaviours in the apprenticeship standard at the end of the on-programme part
of the apprenticeship. In addition, the end-point assessment process takes place independently from
the employer and the on-programme training organisation.

This activity asks you to identify the features of end-point assessment and to reflect on the
implications for assessment practice in your chosen area.

Activity stages

1 Download an apprenticeship standard and assessment plan

Download an apprenticeship standard and assessment plan in your vocational area. You can find
online examples of standards and assessment plans that have been approved here:

https://www.instituteforapprenticeships.org/apprenticeship-standards/

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2 Find out what approved apprenticeship assessment organisations (AAOs) offer

Find out the AAOs that have been approved to offer end-point assessment in your chosen
apprenticeship here:

https://www.gov.uk/government/collections/register-of-apprentice-assessment-organisations

Go on to the AAO’s website and find out what resources and support they offer for end-point
assessors. List your findings under the following headings:

• What examples of end-point assessment materials are there in your chosen occupational area?

• What training and updating for end-point assessors is there?

3 Explore the assessment plan

Find out how end-point assessment works by exploring the assessment plan. Use the following
prompt questions to help you:

Prompt question Answer

What are the gateway requirements?

(These are things the apprentice must
achieve before they can proceed to
end-point assessment)

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Prompt question Answer A14

What are the implications of the 3
gateway requirements and end-point
assessment process for each of the
following?

- the end-point assessors?

- the apprentice?

- the employers?

- the on-programme trainer and/or
training provider?

In each case, say what each of the
above has to do for end-point
assessment to take place successfully.
For example:
- examples of evidence that must be
sent to the end-point assessor in
advance
- what the apprentice has to complete
before being end-point assessed
- where the employer and/or on-
programme trainer or assessor
contribute to end-point assessment

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Prompt question Answer A14

What is the process for standardising 4
end-point assessment decisions?

Who is responsible for external quality
assurance of end-point assessment?

How are grades applied? (Explain the
grades used and any weightings.)

What are the occupational and
requirements for end-point assessors?
What qualifications (if any) do end-point
assessors need?

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4 What does this mean for you?

Use the table below to identify your CPD needs and next steps as a potential end-point assessor. You
are aiming for a ‘yes’ in answer to each question. Where you answer ‘no’, this gives you an indication
of areas where you will need further updating and development. Make a note of your next steps in
the right-hand column.

Question Yes/no Next steps

Is your industry
knowledge and
experience up-to-date?

Are you familiar with
synoptic approaches used
in end-point assessment?

Can you apply grades?

Are you experienced in
using the end-point
assessment methods
specified in the
assessment plan?

Do you meet all the
requirements for end-
point assessors as laid
down in the assessment
plan?

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