Compendium of assessment methods

Project
A project is normally an extended and substantial piece of work consisting of a range of activities built up progressively over a period of time. Assessment is takes
place at intervals throughout the project to check that the objectives are being met and to ensure that errors are not carried forwards, so that minor errors do not
escalate into a failure to achieve the outcomes.
When it is used How it works What it assesses Validity, reliability and robustness
• Usually undertaken after completing • Normally a written brief, • Can assess any aspect of a standard • A reliable mechanism for assessing
a period of knowledge gathering. perhaps a simulated activity or programme. competence if well-constructed with
• Used to confirm knowledge and based on real work, or a live • Not limited to written work, but a opportunities for creativity.
practice new skills, even acting as a project. combination of written, practical and • Robust form of assessment, if
simulation of a real world task, with observed evidence. carefully constructed and validated
less risk (such as health and safety). • Can act as a major element of the external to the assessor.
• Most effective when skills are synoptic end test, or as part of the • Only valid if objective evidence of
developed to the point that final grading decision for a standard. achievement is possible.
apprentices can work on projects • Can assess a wide range of practical • Most valid when it assesses using a
independently, with reduced need skills and knowledge. range of tools, such as practical
for direct supervision, as would be • Encourages discipline to undertake observation, written assignment and
the case in live working. work over an extended period of time. interviews recorded on audio and
video.
Advantages Disadvantages
• Can provide reliable evidence of knowledge gained and offers an insight • Time consuming to create, undertake and assess.
into behaviours, where care and knowledge have been applied. • Can be resource intensive for apprentice and supervisor.
• Highly customisable, flexible and adaptable form of assessment. • If not well constructed, can consume time and resource without significant
• Can provide opportunities for multiple layers of grading, and separation evidence of competence.
of excellence from satisfactory. • Can be over prescriptive, limiting the ability of an apprentice to demonstrate their
• Well respected by employers where a project evidences knowledge and own ideas and creativity.
skills in a suitable context. .
• Ideal for independent assessment and external validation, if the
evidence collected within the project is consistently presented.
Implementation notes
• Needs to be carefully designed to test and assess a range of skills and allow creativity. Projects that link practical work with written work can be highly effective
in assessing competence. Projects that are narrow in focus are really just written or practical assignments.
• Should be constructed at the start of the Apprenticeship, aligned with the content of the training and completed alongside real or simulated work so that they are
integrated, rather than seen as a separate or unconnected activity.
• Assessment should be progressively developed throughout, building on the first principles.

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Professional Dialogue
A semi-structured interview with an apprentice. They should be aware that this forms part of an assessment process and the interview notes should be recorded and
graded.
When it is used How it works What it assesses Validity, reliability and robustness
• Normally used as part of an • Supervisor and apprentice • Qualitative interview data primarily • Can be very reliable, especially
observed or project assessment. undertake a structured assesses applied. knowledge and when linked to a practical form of
• Particularly useful where other forms discussion with key behaviours. assessment or to outputs of the
of assessment are difficult to questions asked and • If done alongside a practical, can apprentice’s work.
administer, or where evidence for responses recorded (text, generate evidence to support skills • A valid form of assessment, easily
assessment is more difficult to video or audio). assessment. qualified, but can be difficult to
quantify. It is a useful “probing tool” • Questions are designed to record.
to explore depth of knowledge. explore a full range of • Verbal evidence is robust, if the
responses and approaches. questions are sufficiently open.
Advantages Disadvantages
• Flexible form of assessment to cover gaps in evidence from project • Can provide limited evidence when questions are poorly designed or closed
work, practical assessment or written assignments. (eliciting a yes/no response), or where repetition occurs and scope is less well
• If conduced well, can evidence behaviour developments. defined. Bad assessments are "chats" or mechanical lists of questions, rather
• Particularly good at generating evidence for problem solving. than an opportunity to discuss the area of interest.
• A highly flexible, low-risk, low-impact and low cost form of assessment. • Can generate a large quantity of evidence that might be difficult to grade or
• An ideal method for independent or external validation of original validate. The skill of the assessor is central to the recording of data. The risk is
assessments. reduced when combined with audio or video assessment tools. If this is the case,
it becomes an ideal format for external validation or independent assessment.
• Qualitative evidence can be difficult to grade and compare across a peer group.
Implementation notes
• The discussion should not be contrived (just noting responses to a list of questions). Question structures must permit open responses, but relatively
straightforward to administer. Answers should be encouraged beyond one line responses, to explore the depth of applied knowledge and understanding held by
the apprentice.
• Dialogues should be semi-structured, but there should be a clearly defined set of outputs for the session. Assessment and grading can be difficult, if only
positive and negative responses are obtained. A range of extension questions to allow a range of grading outcomes should also be developed.
• Where the interviewer or supervisor can lead the discussion, the assessment can validate and assess knowledge and judge behaviours. Where this is
undertaken during another form of assessment, such as a practical observation, excellent cross-referenced evidence can be collected. Any part of the standards
can be assessed this way

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Multiple Choice
A set of questions, where the candidate selects the correct responses from a range of answers presented. The number and complexity of possible answers is used
to increase the degree of difficulty for the assessment.
When it is used How it works What it assesses Validity, reliability and robustness
• Often used at the end of a topic or • A question has a range of • Knowledge generally, although some • Depends on the quality of
course as part of a suite of answers provided. are used to test behaviours, but these questionnaire design. High quality
assessments. Candidates select the are regarded as less reliable, used versions have a range of plausible
• Can assist with the understanding of response they believe is only as a guide to behaviours and responses in a narrow range of
behaviours (such as psychometric correct. The greater the skills. possible answers and question
tests). number of potentially correct • The MCQ can assess breadth and complexity requiring some
• Used where a numerical score or responses, the more difficult depth of knowledge, validate (but not manipulations of data or thinking to
grade is desirable, but it can be it may be to select the directly assess) practical skills, unless obtain. Will be significantly less
prone to statistical error and reliance correct response. The taken within a practical assessment. It valid, where low quality or leading
on grade boundaries that are not composition of potential can help to formulate judgments on response options are provided.
based on extended performance answers can also be used to behaviour. It is ideal where a rapid • Absolute numerical scores are not
evidence. improve complexity. numerical score is desirable (perhaps reliable, but overlapping boundaries
• Generates numerical and where a topic is a pre-requisite), or to of performance can be reliable,
comparable data that must offer confidence in performance especially where supplemented by
be statistically adjusted to judgments elsewhere. other forms of assessment.
remove probability effects.
Advantages Disadvantages
• Generates numerical scores that can be mapped to a grading profile - • Can be time consuming and difficult to construct a valid and reliable suite of
although many use arbitrary boundaries, rather than using a statistically questions. The range of responses needs to be plausible and the correct
valid approach. responses should not be immediately obvious. Choices for responses should be
• Can provide a rapid “check” score that can rank candidates across a sufficiently numerous to reduce the impact of random chance.
peer group, or provide supplementary evidence of performance as part • Assessments will need to be regularly updated.
of a range of assessment topics. • Can be susceptible to random chance. Even in complex questionnaires, up to
• Easy and cost effective to administer. 15% of the final achievement can be attributable to chance, which should be
• Easy to automate grading and marking. accounted for in the grading.
Implementation notes
• This form of assessment depends completely on the quality of questionnaire design. The number of responses from which to choose, coupled to the plausibility
of answers, can make a test highly sophisticated. Alternatively, it can also be the weakest form of assessment, where the correct answer is presented within a
suite of responses that are clearly unlikely. This form of assessment is prone to statistical error and inherent chance, so grades should be adjusted accordingly.
• This form of assessment lends itself to independent testing, ideal for remote and online testing regimes.

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Synoptic Assessment
A large, complex, often multi-tool, form of assessment that draws from all aspects of a programme of study, across the range of assessable material in a standard.
Administered either in one discrete element, or split into a series of smaller activities over a period of time.
When it is used How it works What it assesses Validity, reliability and robustness
• Normally at the end of a course or • Can be a range of activities, • Normally, synoptic assessments are • It is deemed reliable where it
programme to assess across all the including interview, practical knowledge and skills assessment replicates real work.
knowledge, skills and behaviours observation, dialogue and a tools. However, there is no reason to • Robust and valid, where design has
developed. programme of written tests limit responses to written recorded been tested and weighted according
or activities that collectively evidence. Good assessments may to the requirements of the standard.
assess from all aspects of a include elements of audio/video • Where it contains a range of tools, it
programme. evidence and records of professional can provide secure and reliable
• Traditionally weighted dialogue. evidence of competence and
towards assessment forms performance.
that generate numerical
data, rather than peer-led
judgments of performance.
Advantages Disadvantages
• Can cover existing and new knowledge and skills and replicate real • Can be very challenging to design effectively to ensure a suitable range of
work, in a lower risk environment. activities are included from all potential areas of assessment and to separate the
• Can validate any aspect of a standard, to any level of breadth or depth weighting of individual components.
• Can be tailored to different learning and communication styles. • Can generate both numerical and qualitative data making grading a more
• Elements may be ideal for independent and remote assessment. complex process.
• Complexity and depth can be subject to variation and care must be taken in
ensuring a fairness of assessment across all aspects.
• The difference in candidate performance for a single assessment event versus
that over assessments that take place over an extended period can be
significantly different (for example, such as between examinations at A level
compared to continuous coursework).
Implementation notes
• Decisions over the timing and content of synoptic assessments need to be made early to enable the necessary resources to be identified. This form of
assessment can have a wide resource requirement depending on the sector. Overall, it is more resource intensive that all other forms of assessment.
• Careful design of synoptic assessment is required to develop and evidence craft skills, or problem solving skills. The balance of written/observed/practical is
critical in ensuring that all learner types can be accommodated to achieve a valid outcome.
• Elements of assessment can be graded. Care should be taken where grading boundaries are set, that they are valid and meaningful.

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Practical Observation
A practical activity is set up where the apprentice is required to complete a defined set of work tasks. The apprentice is observed, the supervisor noting performance
and recording achievement using a qualitative and quantitative preformed. The apprentice should be given performance checkpoints so that error is not
compounded, leading to an inability to achieve, due to earlier mistakes.
When it is used How it works What it assesses Validity, reliability and robustness
• Generally used for assessing skills • The supervisor or assessor • Generally, behaviours and practical • A reliable form of assessment,
and behaviours. Works best where observes the conduct of an skills. Well designed assessments producing tangible outputs that can
the task is "live" and as close to the apprentice, looking for a can assess a full range of skills. be compared to a peer group, or
real world as possible. pre-defined set of against an agreed competence
• Can be used as a partner to other performance criteria. level.
forms of assessment (for example • The tasks are defined and • Valid and robust, where outputs can
as part of a synoptic assessment). the practical is controlled be assessed against an agreed
(differing from an observed baseline.
assessment), but the
outcome is more flexible
that an observed
assessment.
Advantages Disadvantages
• Reliable and with clearly visible outputs and outcomes. • Can have limited objectives and candidates can suffer an escalation of
• Clear evidence of skills and behaviour performance, as well as underperformance where tasks are linked (errors compounded/carried forwards).
evidencing underpinning knowledge. • Some judgements can be subjective, or opinion based.
• Recording of data is straightforward and this form of assessment is • Difficult to grade meaningfully other than as a binary grade – competent or not
judged as reliable by employers. competent.
• Ideal for remote assessment, or the use of video data, links to
professional dialogue and as part of a synoptic assessment.
• Ideal for independent assessment, although can be prone to subjective
judgements.
Implementation notes
• Can be resource intensive, but ideal for remote assessment by an independent agent.
• Good planning of all eventualities is very important, particularly where this forms part of a synoptic assessment.

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Observed Assessment
This can be any form of activity where the main assessment tool is the judgment of the assessor. Usually during the course of a project, but not limited to a single
assessment (practical observation). Can be a continuous process to assess the development of behaviours.
When it is used How it works What it assesses Validity, reliability and robustness
• A highly variable form of • The assessor observes a • The full range of elements for a • Reliable where the activity is more
assessment, based on observing an portion of a practical, project standard can be assessed. Ideal as a real than simulated. Judgements
activity, linked to a workplace activity, interview, theory "catch-all" or to evidence activities must be evidence based, and not
context or an element of the session and coaching that are difficult to otherwise record just commentary on what took place.
standard. The nature of the activity and records the (such as where issues of • A valid form of assessment where
observation and the work completed development of knowledge confidentiality or proprietary licensing an agreed performance threshold is
is wide in scope, to allow for “gap” and behaviours and exist). widely understood. Otherwise, this
assessment and additional evidence practical skills if possible. form of assessment is prone to
of performance. Less defined outcomes are subjectivity.
• Not usually a single activity, but acceptable is part of a
spread over time, with certain key longer assessment process.
tasks clearly defined, and a definite • Evidence from the assessor
output and outcome expected. on the competence in
completing the task, is
recorded against a
predetermined standard of
performance.
• Progress and achievement
is recorded in a ‘record of
achievement.’
Advantages Disadvantages
• Can assess cross-referenced evidence. Offers candidates an • Dependent on the skill and quality of the assessor to obtain valid judgments and
opportunity to be assessed in all aspects of a programme. outcomes.
• Flexible, allowing for a range of settings and needs. • Can be highly subjective, prone to bias and weak judgements.
• Relatively low cost when compared to other forms of assessment. • Grading is challenging as it is difficult to compare performance against a peer
• Ideal for independent and remote assessment, but internal validation is group or across a standard so is useful only as an assessment of competence.
recommended.
Implementation notes
• Effective evidence recording is needed.
• The record of assessment is the only resource specifically required for this form of assessment

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Expert Panel
A structured and deliberately higher pressured interview and dialogue between the apprentice and a small team of peers, supervisors and invited members. Differs
from a professional dialogue as this form of assessment is more structured and not usually undertaken in conjunction with any other form of assessment. Interview
data is recorded.
When it is used How it works What it assesses Validity, reliability and robustness
• At key points in an assessment • Candidate and assessor • Normally this form of assessment is • Reliable, but assessor dependent.
cycle. Used to confirm knowledge meet in isolation (interviews assesses knowledge and measures • Considered reliable and valued by
and to judge behaviours. are undertaken away from the development of behaviours. employers as it is not unlike an
• Can be a ‘ceremonial’ end of the work context). The • It is less suitable for assessing skills, interview process for employment.
apprenticeship assessment, perhaps session is led by the but it is possible to implement a skills Some subjectivity is inevitable but
as a significant part of the synoptic assessor, with the candidate assessment within a panel (such as this is partially mitigated by
assessment process, to confirm a responding accordingly. the skills show or competition). considering wider opinions.
competence judgment, or to agree • Questions are structured, • Valid, particularly where a range of
whether an apprentice is deemed requiring extended judgements from a variety of
competent. responses and administered assessors can be included and
• Could also form part of a registration across all candidates recorded. Additionally, the
process with a professional body. internally and externally to performance of the apprentice is
permit a valid assessment of necessarily scrutinised due to the
competence. pressure of such a panel, whether it
be knowledge or skills based.
Advantages Disadvantages
• Effective panels must be well-planned, but can be simple to administer • Can have limited outcomes, and can be biased and steered by the assessor
and record. inadvertently (for example, responses can be assessor-led)
• Can generate evidence that can be compared across a peer group. • Grading can be difficult to achieve objectively but performance thresholds can be
• Ideal for independent assessment and remote sampling of developed which are reliable.
achievement. • Some apprentices may under-perform as this is a public speaking assessment.
• Ideal where specific knowledge and progress is to be tested in a low- • Can be viewed as artificial, stressful and less effective if it is administered and
risk environment. conducted as a "ceremonial" form of assessment.
Implementation notes
• Existing evidence indicates that this form of assessment works best when taken in a group setting, or as part of a suite of other assessment activities (in this
case within a synoptic assessment process).
• The range of responses needs to be anticipated and a grading matrix, or weighting, needs to be developed alongside the interview scheme.
• Panels can be resource intensive particularly if organised as a competition or other group assessment activity.

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Viva Interview
An end of apprenticeship holistic, synoptic and structured interview that can take any aspect of the programme and analyse the knowledge and skills of apprentices.
When it is used How it works What it assesses Validity, reliability and robustness
• At the end of the programme, or • Based on an interview, • All aspects of a standard, but is • Reliable where externality is
where uncertainty as to final where specific knowledge, usually focused on knowledge, at the included, as well as a suite of
competence exists. skills and behaviours are level of a competent employee. questions that probe the
• Also used to compare candidates of probed, perhaps linked to complexities of the knowledge.
equivalent attainment. project work or the Better examples occur where a
outcomes of a synoptic range of breadth and depth are
assessment activity. integrated.
• A highly structured
assessment, but where
questions and responses
are intentionally flexible.
• Grading is based on the
depth and complexity of
responses.
Advantages Disadvantages
• Can validate earlier assessment judgements. • Subjective and qualitative assessment outcomes can make grading less robust
• Peer group, experts and others can contribute to ensuring that and more arbitrary.
standards are met and grading decisions achieved are reliable. • Does not assess skills, but the process.
• Good for where programmes are more practically based and do not • Responses can appear coached where planning for assessment is less thorough.
favour apprentices who perform well in written tests. Some responses can be binary, led by poor question structure.
• Can provide artificially poor outcomes where candidates respond poorly to
interview situations.
Implementation notes
• A focus on structuring the process and interview questions will provide better outcomes.

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Written Assignments
Briefs are designed to lead apprentices to complete a series of written responses to process, scenario or research topics. Grading is based on the quality and
content of responses and can be small or large scale, discrete or holistic. Tasks are set, aimed at receiving written responses, usually using IT skills at the same
time.
When it is used How it works What it assesses Validity, reliability and robustness
• At any point in a programme. • Written briefs are prepared • Generally, this form of assessment is • Reliable if authenticity assured and
setting the requirements for limited to assessment of knowledge assessment briefs are constructed
depth, length and breadth of and the skills of preparing written with the desired outcomes in mind at
responses. activities (use of IT, research skills, the outset.
• Highly structured conducting interviews of others).
assessments, but the range
of responses can be wide
and varied.
• Generates numerical
assessment scores.
Advantages Disadvantages
• Ideal for remote and independent assessment and in providing a quick • Resource intensive.
reference of achievement. • Some programmes can become over-reliant on this form of assessment.
• Not all assessment briefs can allow ‘cut and paste’ knowledge, unless coupled to
another form of assessment to validate this.
• Can favour candidates who respond well to written responses. Candidates who
choose apprenticeships because of poor examination performance may struggle
if assessment is skewed to written responses.
Implementation notes
• Used best in conjunction with another form of assessment (observed, interview or within a larger project).
• Careful design is needed to ensure that reliable data is obtained.

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Evidence Portfolio
A collection of written assignments, recordings, prime marking and grading decisions.
When it is used How it works What it assesses Validity, reliability and robustness
• To record evidence and to signpost • Takes the form of a paper- • It is the recording mechanism for all • Depends on the reliability of the
an external agent to validate or based folder, or e-portfolio other assessment types. individual components. If well
verify judgments and assessment of evidence. organised, laid out progressively
decisions. • It contains a copy of every and comprehensively completed it is
assessment undertaken and a highly respected assessment
forms the totality of vehicle for evidencing competence.
evidence. This can include
recordings and transcripts,
A/V data and copies of
interviews and outcomes of
remote assessment.
Advantages Disadvantages
• Single location, uniform presentation permits peer and independent • Evidence may need to be contrived to fit a portfolio, such a photograph of
validation. practical outputs, rather than natural - as might be the case in the real world.
• Tangible evidence that can be sampled and analysed at any time. Can • Can be a large volume of ‘impenetrable paperwork’. Modern portfolios are slim
be used to validate a grading decision or as the basis for competence and much evidence is electronic. Paper folders are less common, but employers
confirmation (perhaps as part of an employment interview). still tend to favour a printed output (perhaps trusting electronic recording less due
to security issues)
Implementation notes
• Good organisation and careful indexing is critical.
• The quality depends on structure, keeping elements up to date and assessment decisions being recorded contemporaneously.
• It is important to understand who owns the evidence. This is a formal record, so should be centrally administered and not used as a working folder for ongoing
work.

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Audio/Video Recording
Recording evidence for assessment remotely, or after the event. Ideal for evidence portfolios and as a substitute/enhancement for written assessment records.
Almost any form of assessment can be recoded in this way.
When It is used How it works What it assesses Validity, reliability and robustness
• At any stage, for any assignment • Candidate activities are • Any aspect of the programme as this • Validity and reliability depends on
type (except written), recorded using camera or is an evidence recording technique, the quality of the assessment
• Used as a secondary source of microphone, perhaps using rather than an assessment tool in its activity that has been recorded.
assessment evidence in some tools. a smart-phone or small own right.
device.
• The recording acts as a
source of primary evidence
that can then be assessed
after the event, by a range
of practitioners.

Advantages Disadvantages
• Can be used to reduce subjectivity, confirm a judgement, or to validate • Can create artificial behaviours –recording devices may alter behaviours. Care in
an assessment through review by panel or peer scrutiny. administering the assessment can be negated by issues of technology if poorly
• Unequivocal evidence that can be reviewed indefinitely or repeatedly to implemented.
assess or confirm progress, competence, including an objective • Can be complex to set up, requiring external equipment (although modern
assessment. technology is rapidly mitigating this issue).
• Can be completed with low resource requirement using modern • Not recommended to rely on a recording as the sole evidence base as the
technology. recording may prove unfit due to poor preparation or technological difficulties.
• Can be a highly useful mechanism for remote and independent
assessment.

Implementation notes
• Simplicity of recording is preferable, as well as assessor and assessee familiarity with the equipment to prevent technology issues deflecting from the
assessment.
• Permission should be sought to record, particularly for those under 18 apprentices and in premises where proprietary techniques or commercial sensitivity
exists.

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Recognition of Prior Learning (RPL)
RPL is a process to accredit learning gained or skills acquired prior to entry to the Apprenticeship programme. Every assessment system should take account of
prior learning because it is sound training practice as apprentices will not be forced to ‘learn’ things they already know. Also called accreditation of prior learning
(APL)-
When it is used How it works What it assesses Validity, reliability and robustness
• On entry to the Apprenticeship • Assesses what an • Formative recognition allows for in- • Guidance must be provided for the
programme. apprentice already knows or programme placement and helps the potential apprentice and the
can do against the apprentice make connections assessor that determines whether
requirements of the between previous learning and the the evidence presented is sufficient,
Apprenticeship programme. further learning and development authentic, and current.
• Apprentice is responsible for within the Apprenticeship programme.
identifying, demonstrating • Summative recognition involves giving
and claiming prior learning credit towards or exemption from
based on prior qualifications some part of the training programme.
or formal/informal learning.

Advantages Disadvantages
• Reduces duplication of learning. • RPL claims may be assessed on basis of whether direct match, rather than broad
• Reduce the cost and duration of training. comparison, which is difficult to demonstrate
• Allows for more appropriate learner placement in the Apprenticeship • Potential difficulty of providing individualised training programmes.
programs.

Implementation notes
• Recognition is given for learning not experience.
• Learning that is recognised should be transferable and not just context-specific.
• Needs a formal process of recognition and evidence gathering that is suitable for all sector contexts. Will need to include IAG.
• Need to determine the type and balance of direct and reflective evidence that will be accepted.
• Issue of extent to which prior learning needs to map to training requirements – will there be an: expectations of 100%? Differences in context of achievement of
prior learning may lead to difficulties in terms of recognition, transition and progression.
• Need to be highly selective in choice of evidence and to cross reference evidence to more than one learning outcome.
• All RPL processes should be quality assured to make sure of consistency, transparency and accessibility

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