PROBLEM SOLVING – INTRODUCTION TO THE RECORDING
DOCUMENTS
These recording documents have been produced by OCR to support centres and candidates in
recording assessment and tracking evidence for the key skill Problem Solving.
Internal assessment focuses on Part B of the standard, but candidates should be familiar with all
aspects of Part A to ensure they have acquired the associated techniques and knowledge (‘know
how’) they will need in applying the wider key skills to their particular context.
The recording documents are designed to record candidates’ reflections on, and understanding of
the process underpinning the activities they undertake (Part A), as well as Part B of the standard.
Therefore OCR strongly recommends the use of this paperwork as, if completed comprehensively,
it will provide evidence of both Part A and Part B. At all levels product evidence (eg documents
produced as part of the activity) should be included in the portfolio where appropriate to support
the statements made by the candidate, supervisor and assessor.
Supervisor’s comments
It is anticipated that some candidates will gather evidence from their work-based activities. It
would be appropriate therefore for the candidate’s supervisor to comment on the candidate’s
performance. A number of the documents therefore provide the opportunity for the candidate’s
supervisor to make comments on their performance.
It may be that the person supervising the candidate is also the assessor. In this case the assessor
should use this space on the form to provide feedback.
Where a supervisor provides comments and feedback, the assessor is responsible for judging the
validity of these witness statements. The assessor may need to confirm with the supervisor that
the evidence is genuine and ask questions to clarify points relating to the assessment criteria.
Comments provided by the assessor/supervisor should reflect the required assessment criteria.
Unit Summary Sheet
The Unit Summary Sheet has been designed to:



Summarise and record evidence by component
Make provision for evidence references to be recorded to enable tracking
Signify that all components of the key skill have been evidenced.
Level 3
At level 3, a candidate-led approach to collecting and recording evidence is more appropriate and
therefore proformas have not been provided. Instead, Evidence Checklists have been provided to
help the candidate check that the evidence they intend to submit for assessment is
comprehensive. These checklists do not provide evidence of the candidate’s competence and
therefore there is no requirement to include them in the portfolio.
1
Assessing the evidence
In compiling the key skill portfolio, it must be clear that the evidence has been assessed against
the relevant key skill assessment criteria. Where a candidate’s work has been initially assessed for
instance against specific NVQ, AVCE, GCSE, AS or A level specifications, it should be assessed
separately for the key skill Problem Solving and appropriate feedback provided to the candidate.
There must be clear signs of this assessment and feedback.
Evidence that is used to meet both the requirement of the main qualification (eg, NVQ, AVCE,
GCSE, AS or A level) and the key skill Problem Solving, need not necessarily exist in two copies. It
must however be clearly cross-referenced in the key skill Problem Solving portfolio so that the
centre’s internal moderator and the OCR Moderator can readily find the evidence.
Supplementary Questions
The supplementary questions and guidance for assessors are at the back of this booklet.
2
PROBLEM SOLVING – LEVEL 1
UNIT SUMMARY
Candidate
Provide at least two examples of meeting the standard for PS1.1, PS1.2 and PS1.3. Each
example should cover a different problem and identify at least two different ways of tackling
it (for PS1.1).
COMPONENT
EXAMPLE 1
REFERENCE(S)
EXAMPLE 2
REFERENCE(S)
PS1.1 Confirm with an appropriate person
that you understand the given problem and
identify different ways of tackling it.
PS1.2 Confirm with an appropriate person
what you will do and follow your plan for
solving the problem.
PS1.3 Check with an appropriate person if
the problem has been solved and how to
improve your problem solving skills.
I confirm that the evidence submitted is the candidate’s own work and that it meets all the evidence
requirements of this key skill.
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
3
PROBLEM SOLVING LEVEL 1 – PROBLEM IDENTIFICATION SHEET
(EXAMPLE 1)
Candidate
Supervisor
What is the
problem that
you have
been given?
How will you
know the
problem has
been solved?
State the
different
ways that
you could
tackle this
problem?
Option 1:
Option 2:
Who did you
discuss
these options
with?
State which
option you
have chosen
and why?
Supervisor’s comments:
(on how the candidate checked their
understanding of the problem)
Supervisor’s signature :
Date:
Assessor’s feedback:
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
4
PROBLEM SOLVING LEVEL 1 – PROBLEM IDENTIFICATION SHEET
(EXAMPLE 2)
Candidate
Supervisor
What is the
problem that
you have
been given?
How will you
know the
problem has
been solved?
State the
different
ways that
you could
tackle this
problem?
Option 1:
Option 2:
Who did you
discuss
these options
with?
State which
option you
have chosen
and why?
Supervisor’s comments:
(on how the candidate checked their
understanding of the problem)
Supervisor’s signature :
Date:
Assessor’s feedback:
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
5
PROBLEM SOLVING LEVEL 1 – CANDIDATE ACTION PLAN (EXAMPLE 1)
Candidate
Supervisor
Problem:
What I need to do
When I need to do it by
Materials, tools, equipment, help
needed from others
Health & safety points
Supervisor’s comments
(on how the candidate worked through
the plan, overcame any problems and
used support given)
Assessor’s feedback
SUPERVISOR
ASSESSOR
CANDIDATE
DATE
DATE
DATE
Page Number
6
PROBLEM SOLVING LEVEL 1 – CANDIDATE ACTION PLAN (EXAMPLE 2)
Candidate
Supervisor
Problem:
What I need to do
When I need to do it by
Materials, tools, equipment, help
needed from others
Health & safety points
Supervisor’s comments
(on how the candidate worked through
the plan, overcame any problems and
used support given)
Assessor’s feedback
SUPERVISOR
ASSESSOR
CANDIDATE
DATE
DATE
DATE
Page Number
7
PROBLEM SOLVING LEVEL 1 – CANDIDATE REVIEW (EXAMPLE 1)
Candidate
Supervisor
How did you check if
this problem was
actually solved?
What went well in
tackling the problem?
What went less well in
tackling the problem?
What do you need to
do to improve your
problem solving skills?
Supervisor’s comments
(on how the candidate followed the
methods given for checking if the
problem was solved)
Supervisor’s signature
Date:
Assessor’s feedback
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
8
PROBLEM SOLVING LEVEL 1 – CANDIDATE REVIEW (EXAMPLE 2)
Candidate
Supervisor
How did you check if
this problem was
actually solved?
What went well in
tackling the problem?
What went less well in
tackling the problem?
What do you need to
do to improve your
problem solving skills?
Supervisor’s comments
(on how the candidate followed the
methods given for checking if the
problem was solved)
Supervisor’s signature
Date:
Assessor’s feedback
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
9
PROBLEM SOLVING – LEVEL 2
UNIT SUMMARY
Candidate
Provide at least two examples of meeting the standard for PS2.1, PS2.2 and PS2.3. Each
example should cover a different problem and identify at least two different ways of tackling
it (for PS2.1).
COMPONENT
EXAMPLE 1
REFERENCE(S)
EXAMPLE 2
REFERENCE(S)
PS2.1 Identify a problem, with help from an
appropriate person, and identify different ways
of tackling it.
PS2.2 Plan and try out at least one way of
solving the problem.
PS2.3 Check if the problem has been solved
and identify ways to improve problem solving
skills.
I confirm that the evidence submitted is the candidate’s own work and that it meets all the evidence
requirements for this key skill.
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
10
PROBLEM SOLVING LEVEL 2 – PROBLEM IDENTIFICATION SHEET
(EXAMPLE 1)
Candidate
Supervisor
Describe the
problem and
state who
helped you
identify this
problem?
How will you
know if the
problem has
been solved?
Describe the
different
ways that
you could
tackle this
problem.
Option 1:
Option 2:
State which
option you
have chosen
and explain
why?
Who did you
confirm this
option with?
Supervisor’s comments
(on how the candidate checked their
understanding of the problem)
Supervisor’s signature
Date:
Assessor’s feedback
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
11
PROBLEM SOLVING LEVEL 2 – PROBLEM IDENTIFICATION SHEET
(EXAMPLE 2)
Candidate
Supervisor
Describe the
problem and
state who
helped you
identify this
problem?
How will you
know if the
problem has
been solved?
Describe the
different
ways that
you could
tackle this
problem.
Option 1:
Option 2:
State which
option you
have chosen
and explain
why?
Who did you
confirm this
option with?
Supervisor’s comments
(on how the candidate checked their
understanding of the problem)
Supervisor’s signature
Date:
Assessor’s feedback
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
12
PROBLEM SOLVING LEVEL 2 – CANDIDATE ACTION PLAN (EXAMPLE 1)
Candidate
Supervisor
Problem
Action points
Target
completion
date
Materials, tools, equipment,
help needed from others
Health & safety points
Revisions to plan
Supervisor’s comments
(on how the candidate worked
through the plan and used the
support given)
Assessor’s feedback:
SUPERVISOR
ASSESSOR
CANDIDATE
DATE
DATE
DATE
Page Number
13
PROBLEM SOLVING LEVEL 2 – CANDIDATE ACTION PLAN (EXAMPLE 2)
Candidate
Supervisor
Problem
Action points
Target
completion
date
Materials, tools, equipment,
help needed from others
Health & safety points
Revisions to plan
Supervisor’s comments
(on how the candidate worked
through the plan and used the
support given)
Assessor’s feedback:
SUPERVISOR
ASSESSOR
CANDIDATE
DATE
DATE
DATE
Page Number
14
PROBLEM SOLVING LEVEL 2 – CANDIDATE REVIEW (EXAMPLE 1)
Candidate
Supervisor
How did you check that
this problem was
solved?
Describe clearly the
strengths of how you
tackled the problem.
Describe clearly the
weaknesses of how
you tackled the
problem.
Describe what you
need to do to improve
your problem solving
skills.
Supervisor’s comments
(on how the candidate accurately
used the methods given for
checking if the problem was solved)
Supervisor’s signature
Date:
Assessor’s feedback
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
15
PROBLEM SOLVING LEVEL 2 – CANDIDATE REVIEW (EXAMPLE 2)
Candidate
Supervisor
How did you check that
this problem was
solved?
Describe clearly the
strengths of how you
tackled the problem.
Describe clearly the
weaknesses of how
you tackled the
problem.
Describe what you
need to do to improve
your problem solving
skills.
Supervisor’s comments
(on how the candidate accurately
used the methods given for
checking if the problem was solved)
Supervisor’s signature
Date:
Assessor’s feedback
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
16
PROBLEM SOLVING – LEVEL 3
UNIT SUMMARY
Candidate
Provide at least one example of meeting the standard for PS3.1, PS3.2 and PS3.3. The
example should include exploring at least three different ways of tackling a problem (for
PS3.1).
COMPONENT
REFERENCE(S)
PS3.1 Explore a problem and identify different ways
of tackling it.
PS3.2 Plan and implement at least one way of solving
the problem.
PS3.3 Check if the problem has been solved and review
your approach to problem solving.
I confirm that the evidence submitted is the candidate’s own work and that it meets all the evidence
requirements for this key skill.
ASSESSOR
CANDIDATE
DATE
DATE
Page Number
17
PROBLEM SOLVING LEVEL 3 – CANDIDATE EVIDENCE CHECKLIST
FOR EXPLORING A PROBLEM
PS3.1
Explore a problem and identify different ways of tackling it.
You must provide at least one example of meeting the standard for PS3.1. The example should
include exploring at least three different ways of tackling a problem. For this component you are
required to:





Identify, analyse and accurately describe the problem
Agree with others how they will know it has been solved
Select and use a variety of methods to come up with different ways of tackling the problem
Compare the main features and risks of each approach
Justify the method used
Evidence for this component could take a variety of handwritten, electronically produced, oral or
visual forms. Use the list below to check that your evidence includes the following:

Details of the different methods used to analyse the problem
A description of each sub-problem and the factors that affect these
How you will know the problem has been solved and who you agreed this with
A description of the methods used to come up with different approaches to
tackle the problem
A description of each approach (at least three) you could use to tackle the
problem
The strengths and weaknesses of each approach including risks
Reasons for choosing the method selected
18
PROBLEM SOLVING LEVEL 3 – CANDIDATE EVIDENCE CHECKLIST
FOR PLANNING AND IMPLEMENTATION
PS3.2
Plan and implement at least one way of solving the problem.
You must provide at least one example of meeting the standard for PS3.2. For this component you
are required to:






Plan your chosen way of solving the problem
Get the go-ahead from an appropriate person
Put your plan into action
Use support and feedback from others to help tackle the problem
Regularly check your progress towards solving the problem
Revise your approach as necessary.
Evidence for this component should include a record of the planning and implementation process.
The evidence could be written (eg, plans and logs), taped and/or observed. Use the list below to
check that your evidence includes the following:

Resources
Methods to be used
Sequence of steps to be taken
Timelines
Points when progress will be checked
Necessary action to meet H & S procedures and other regulations
Ways to overcome difficulties
Evidence of agreement to implement the plan
Changes to the option to be taken forward
Revisions to the plan
Use of feedback and support from others
19
PROBLEM SOLVING LEVEL 3 – CANDIDATE EVIDENCE CHECKLIST
FOR REVIEWING APPROACH TO PROBLEM SOLVING
PS3.3
Check if the problem has been solved and review your
approach to problem solving.
You must provide at least one example of meeting the standard for PS3.3. For this component you
are required to:




Apply systematically methods agreed with an appropriate person
Describe fully the results
Draw conclusions on how successful you were in solving the problem
Review your approach to problem solving
Evidence for this component should include a record of the review process. The evidence could
take a variety of handwritten, electronically produced, oral or visual forms. Use the list below to
check that your evidence includes the following:

A description of the methods agreed to check if the problem has been solved
How methods were applied to check if the problem was solved
A full description of the results of checking, including the extent to which the
problem was solved
Conclusions drawn, including details of other approaches that might have been
more effective
20
INTRODUCTION TO THE SUPPLEMENTARY QUESTIONS
Where a candidate’s knowledge and understanding (Part A) is not explicitly shown within the
portfolio appropriate supplementary questions should be asked.
‘Candidates should be prepared for the assessor to ask questions based on Part A as they probe
knowledge that underpins effective performance.’ (The wider key skills qualifications, standards
and guidance, 2004).
OCR has provided supplementary questions that should be used flexibly on an individual
candidate basis (ie not as a group activity). It is likely therefore that candidates will need to be
asked different numbers of questions and questions from different component sections.
Please note candidates must provide full coverage of Part B of the standards in their portfolio,
these supplementary questions cannot be used to fill gaps in Part B evidence.
How to use the OCR supplementary questions templates
The templates have been designed for use in a one-to-one situation where the assessor verbally
questions the candidate using the supplementary questions provided:
1. Where any aspects of Part A are not explicitly evidenced in the portfolio, the assessor must
select appropriate supplementary questions to ensure full coverage of Part A. The assessor
should tick the left hand column to show which questions have been selected.
2. The assessor can rephrase the questions so that they are appropriate for the candidate.
3. The assessor should circle the bullet point(s) that reflect the verbal response(s) given by the
candidate.
4. Both the assessor and candidate should sign and date the form.
5. The completed form should be stored in the candidate’s portfolio so that it is readily available
for the purposes of internal moderation and OCR standards moderation.
Alternative ways of administering the supplementary questions
These supplementary questions can be administered in different ways. For example the
assessor could give the questions to the candidate in a written format (without the suggested
candidate responses) allowing the candidate to provide a written response which is then
assessed.
So that centres can easily reformat the supplementary questions, this booklet is available in a
Word version format on the OCR website at www.ocr.org.uk.
Whichever method centres choose to administer the supplementary questions, assessors must
record both the questions selected and the candidate’s responses to allow the assessment to be
both internally and externally moderated.
21
PROBLEM SOLVING – LEVEL 1
Candidate
YOU NEED TO KNOW HOW TO – Confirm you understand the given problem and identify ways to
tackle it.

Assessor Questions
Candidate response(s)
If you were given a problem how could you
check your understanding of the problem?


Ask questions
State what I think the problem is and check this
with my supervisor or tutor
How could you get ideas about how to solve a
problem?

Look at similar problems to see how they’ve
been solved
Talk to people with experience of dealing with
similar problems

YOU NEED TO KNOW HOW TO – Confirm what you will do and follow your plan for solving the
problem.

Assessor Questions
Candidate response(s)
When working to tackle a problem, what would
you do to make sure that you work safely?


Follow correct instructions/procedures
Wear protective clothing/equipment
When working to tackle a problem, when might
you ask for help?



If I wasn’t sure what to do next
If I came up against a difficulty
If something went wrong
What things might stop you from using your
chosen option to try to solve a problem?


Things that I don’t know about
Things that are out of my control
YOU NEED TO KNOW HOW TO – Check if the problem has been solved and how to improve problem
solving.
Assessor Question
Candidate response(s)
How could you check if a problem has been
solved?


Check the outcome against the expected results
Check with my supervisor or tutor
When looking back at the way you tackled a
problem, what things should you consider?




What happened and when
What worked well and what didn’t
Any unexpected difficulties
Whether the problem has been solved
Assessor feedback
(if applicable)
I confirm that I asked the candidate the questions indicated by a tick and that, for each question, the
candidate gave a response that reflects the answer(s) circled.
ASSESSOR
CANDIDATE
DATE
DATE
22
PROBLEM SOLVING – LEVEL 2
Candidate
YOU NEED TO KNOW HOW TO – Help identify a problem and identify different ways of tackling it.

Assessor Questions
Candidate response(s)
What is meant by a ‘problem’?

Where there is a need to bridge a gap between a
current situation and a desired situation
When describing the main features of a
problem, what should you include?




When the problem was first noted
How the problem changes over time and/or in
different places
What is special or unique about the problem
How the problem affects others




How similar problems have been solved
Possible risks of different approaches
Any set procedures for tackling problems
Health and safety issues
In helping to decide how to tackle a problem,
what things could you discuss with your
tutor/supervisor?
YOU NEED TO KNOW HOW TO – Plan and try out a way of solving the problem.

Assessor Questions
Candidate response(s)

To make sure things are done according to
appropriate procedures

To check the Health and Safety procedures

To check feasibility of the solution (including
resources)
Why might you need to change your plan?


If there’s a better way to tackle the problem
Unforeseen difficulties
Why may it not be possible to implement your
chosen option for trying to solve a problem?


Factors beyond my control
Set ways of dealing with problems
Why is it important to confirm the method
chosen for tackling a problem with an
appropriate person?
YOU NEED TO KNOW HOW TO – Check if the problem has been solved and identify ways to improve
problem solving.

Assessor Questions
Candidate response(s)
When checking if a problem has been solved,
what factors should be considered?




Product or process works as intended
Acceptability to others
Complexity (no undue complexity)
Side-effects (no unwanted side-effects)
When reviewing your approach to solving a
problem what should you identify?



The sequence in which things happened
What didn’t happen as expected
Strengths and weaknesses of my approach
Assessor feedback
(if applicable)
I confirm that I asked the candidate the questions indicated by a tick and that, for each question, the
candidate gave a response that reflects the answer(s) circled.
ASSESSOR
CANDIDATE
DATE
DATE
23
PROBLEM SOLVING – LEVEL 3
Candidate
YOU NEED TO KNOW HOW TO – Explore a problem and identify ways of tackling it.

Assessor Questions
Candidate response(s)



When identifying and analysing a problem,
what should you be able to describe?





When comparing different approaches to solve
the same problem, what factors should be
considered?
Its component parts
Its effect on others
Whether the problem changes from place-toplace or over time
Its similarity with other problems
Different perspectives on the problem
Risks of each approach
Pay off of each approach
Whether any of the approaches have been used
before to solve a similar problem
YOU NEED TO KNOW HOW TO – Plan and implement a way of solving the problem.

Assessor Questions
Candidate response(s)
What factors do you need to take account of
when planning your approach to solving a
problem?




During implementation stage, when would it be
appropriate to ask for feedback?

Relevant regulations that I need to comply with
People I need to consult with and get approval
from for my method
Time taken to get approval for my method
Before the solution is finalized to check it’s
acceptable to those affected by the problem (eg
user testing)
Unexpected difficulties
YOU NEED TO KNOW HOW TO – Check if the problem has been solved and review approach to
problem solving.

Assessor Questions
Candidate response(s)
What methods could be used to check that a
problem has been solved?





When reviewing your approach to solving a
problem, what should be included in your
review?


Assessing the impact on others through
observations
Testing the effectiveness of a product or process
Inspecting quality by, eg sampling procedures,
critical measurements
Extent to which the problem has been solved
Adequacy of approach at each stage of the
process
Identification of alternative approaches
Prediction of relative effectiveness of alternative
approaches
Assessor feedback
(if applicable)
I confirm that I asked the candidate the questions indicated by a tick and that, for each question, the
candidate gave a response that reflects the answer(s) circled.
ASSESSOR
CANDIDATE
DATE
DATE
24