AIM Awards Suite of Assessor
(QCF) Qualifications
Version 2.1 – August 2013
AIM Awards Level 3 Award in Understanding the
Principles and Practices of Assessment (QCF)
600/6349/X
AIM Awards Level 3 Award in Assessing
Vocationally Related Achievement (QCF)
600/6350/6
AIM Awards Level 3 Award in Assessing
Competence in the Work Environment (QCF)
600/6351/8
AIM Awards Level 3 Certificate in Assessing
Vocational Achievement (QCF)
600/6348/8
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Contents Page
Section One – Qualification Overview
4
Section Two - Structure and Content
10
Section Three – Quality Assurance
13
Section Four – Operational Guidance
19
Section Five – Appendices
21
Appendix 1 – AIM Awards Qualification Approval Form
23
Appendix 2 – Qualification Description (Summary)
27
Appendix 3 – AIM Awards Assessment Definitions
32
Appendix 4 – AIM Awards Glossary of Assessment Terms
47
Appendix 5 – Level Descriptors
50
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AIM Awards Suite of Assessor (QCF)
Qualifications
Section 1
Qualification Overview
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Section One
Introduction
Welcome to the AIM Awards Qualification Specification Pack. We want to make your
experience of working with AIM Awards as pleasant as possible.
AIM Awards are an Ofqual approved National Awarding Organisation able to submit a wide
range of qualifications to the Qualifications Credit Framework. Our qualifications are learner
focused, flexible and promote both progression and employability. We aim to provide
outstanding customer service and have invested in our systems to bring you cutting edge
services. Our values and ethos support our belief in rewarding learning and promoting
progression, with success as the focus of what we know makes a difference.
The qualification specification pack contains everything you need to know about this
qualification and should be used by everyone involved with planning, delivery and
assessment.
A qualification description (summary) is available in Appendix 2, which gives an overview of
the qualification including the rules of combination and unit titles.
This pack is a live document and as such will be updated when required. Centres will be
informed via email when changes are made. It is the responsibility of the approved Centre
to ensure the most up-to-date version of the specification pack is in use.
This document is protected by copyright but may be copied by approved centres for the
purpose of assessing learners. It may also be copied by learners for their own use.
Our qualification specifications are mapped to the Ofqual General Conditions of Recognition
with references cited for each section as appropriate. The whole specification maps to
Ofqual General Conditions of Recognition C2.5 and E3.1.
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About the Qualification
Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3a
The Suite of Assessor qualifications is suitable for learners aspiring to or currently
undertaking an assessor role. The suite comprises the following qualifications:




Level 3 Award in Understanding the Principles and Practices of Assessment (QCF) is
a knowledge based qualification suitable for those who wish to gain an
understanding of the principles and practice of assessment without any requirement
to demonstrate competence as an assessor.
Level 3 Award in Assessing Vocationally Related Achievement (QCF) is for assessors
who deliver non-NVQ or non-competence-based vocational qualifications within the
QCF.
Level 3 Award in Assessing Competence in the Work Environment (QCF) is for
assessors who deliver QCF qualifications that use the term ‘NVQ’ in their title and for
other non-NVQ qualifications which confirm occupational competence.
Level 3 Certificate in Assessing Vocational Achievement (QCF) is for assessors
whose role involves the assessment of both occupational competence and
vocationally related achievement.
These qualifications are specified as a requirement by some Awarding Organisations and
Sectors Skills Councils in order to assess certain qualifications, successful achievement will
help the learner evidence this demand.
Qualification
AIM Awards Level 3 Award in Understanding the Principles and Practices of
Assessment (QCF)
Assessment
Internally assessed and externally moderated portfolio
of evidence
Grading
Assessment is competent / not competent. There is no
grading
Progression
To other Assessor, Internal or External Quality
Opportunities
Assurance Qualifications
Operational start date
01-Aug-2012
Review date
31-Dec-2015
Sector
13.1 Teaching and Lecturing
Qualification
600/6349/X
Accreditation Number
Learning Aim Reference 6006349X
Credits
3
Guided Learning Hours 24
Age Range
16-18; 19+
Rules of Combination
Learners must achieve 3 credits from the mandatory
unit.
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Qualification
AIM Awards Level 3 Award in Assessing Vocationally Related Achievement
(QCF)
Assessment
Internally assessed and externally moderated portfolio
of evidence
Grading
Assessment is competent / not competent. There is no
grading
Progression
To other Assessor, Internal or External Quality
Opportunities
Assurance Qualifications
Operational start date
01-Aug-2012
Review date
31-Dec-2015
Sector
13.1 Teaching and Lecturing
Qualification
600/6350/6
Accreditation Number
Learning Aim Reference 60063506
Credits
9
Guided Learning Hours 54
Age Range
16-18; 19+
Rules of Combination
Learners must achieve 9 credits from the 2 mandatory
units.
Qualification
AIM Awards Level 3 Award in Assessing Competence in the Work Environment
(QCF)
Assessment
Internally assessed and externally moderated portfolio
of evidence
Grading
Assessment is competent / not competent. There is no
grading
Progression
To other Assessor, Internal or External Quality
Opportunities
Assurance Qualifications
Operational start date
01-Aug-2012
Review date
31-Dec-2015
Sector
13.1 Teaching and Lecturing
Qualification
600/6351/8
Accreditation Number
Learning Aim Reference 60063518
Credits
9
Guided Learning Hours 54
Age Range
16-18; 19+
Rules of Combination
Learners must achieve 9 credits from the 2 mandatory
units.
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Qualification
AIM Awards Level 3 Certificate in Assessing Vocational Achievement (QCF)
Assessment
Grading
Progression
Opportunities
Operational start date
Review date
Sector
Qualification
Accreditation Number
Learning Aim Reference
Credits
Guided Learning Hours
Age Range
Rules of Combination
Internally assessed and externally moderated portfolio
of evidence
Assessment is competent / not competent. There is no
grading
To Internal or External Quality Assurance Qualifications
01-Aug-2012
31-Dec-2015
13.1 Teaching and Lecturing
600/6348/8
60063488
15
84
16-18; 19+
Learners must achieve 15 credits from the 3
mandatory units.
Entry Guidance
There are no specific entry requirements for this qualification. Candidates taking the
competence units need to have access to learners in order to carry out assessments.
Progression Opportunities
Learners of this qualification may progress within this suite of assessor qualifications or on
to:
 Awards and Certificates within the suite of AIM Awards Quality Assurance
qualifications at Level 4
 AIM Awards Level 3/Level 4 Award in Preparing to Teach in the Lifelong Learning
Sector
 AIM Awards Level 5 Diploma in Teaching in the Lifelong Learning Sector
The End of the Accreditation Period
We review qualifications that are near the end of their accreditation period, working with
sector representatives to make any changes necessary to meet sector needs and to reflect
recent developments.
We will post information relating to changes or extensions to qualifications on our website
and centres approved to offer the qualification will be kept updated.
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Certification End Date
The final date that certificates can be issued for these qualifications is three years from the
Review Date.
AIM Awards Level 3 Award in Understanding the
Principles and Practices of Assessment (QCF)
AIM Awards Level 3 Award in Assessing
Vocationally Related Achievement (QCF)
AIM Awards Level 3 Award in Assessing
Competence in the Work Environment (QCF)
AIM Awards Level 3 Certificate in Assessing
Vocational Achievement (QCF)
Final Certification Date: 31/12/2018
Final Certification Date: 31/12/2018
Final Certification Date: 31/12/2018
Final Certification Date: 31/12/2018
Previous Assessor Qualifications
These qualifications replace these previous assessor qualifications:
 A1 Assess candidate performance using a range of methods
 D32 Assess candidate performance
 D33 Assess candidate using differing sources of evidence
Resource Requirements
There are no specific resource requirements for these qualifications. Centres must ensure
that they have the appropriate resources in place to deliver the units from these
qualifications.
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AIM Awards Suite of Assessor (QCF)
Qualifications
Thois
Section 2
Structure and Content
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Section Two
Structure and Content
Mapped to Ofqual General Conditions of Recognition E3.3a/b
Qualification Structure, Unit List & Content
Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j
Rules of Combination for: AIM Awards Level 3 Award in Understanding the Principles and
Practices of Assessment (QCF)
Learners must achieve 3 credits from the mandatory unit (M) to achieve this qualification.
AIM Awards
Unit
Unit Title
M
Level Credit
Unit Code
Reference
Value
Number
GB1/3/EA/010
D/601/5313
Understanding the Principles
M
3
3
and Practices of Assessment
GLH
24
Rules of Combination for: AIM Awards Level 3 Award in Assessing Vocationally Related
Achievement (QCF)
Learners must achieve 9 credits from the 2 mandatory units (M) to achieve this qualification.
AIM Awards
Unit Code
GA9/3/EA/002
Unit
Reference
Number
F/601/5319
GB1/3/EA/010
D/601/5313
Unit Title
M
Level
Credit
Value
GLH
Assess Vocational Skills,
Knowledge and Understanding
Understanding the Principles
and Practices of Assessment
M
3
6
30
M
3
3
24
Rules of Combination for: AIM Awards Level 3 Award in Assessing Competence in the Work
Environment (QCF)
Learners must achieve 9 credits from the 2 mandatory units (M) to achieve this qualification.
AIM Awards
Unit
Unit Title
M
Level Credit GLH
Unit Code
Reference
Value
Number
GA9/3/EA/001
H/601/5314
Assess Occupational
M
3
6
30
Competence in the Work
Environment
GB1/3/EA/010
D/601/5313
Understanding the Principles
M
3
3
24
and Practices of Assessment
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Rules of Combination for: AIM Awards Level 3 Certificate in Assessing Vocational Achievement
(QCF)
Learners must achieve 15 credits from the 3 mandatory units (M) to achieve this qualification.
AIM Awards
Unit Code
GA9/3/EA/001
Unit
Reference
Number
H/601/5314
GA9/3/EA/002
F/601/5319
GB1/3/EA/010
D/601/5313
Unit Title
M
Level
Credit
Value
GLH
Assess Occupational
Competence in the Work
Environment
Assess Vocational Skills,
Knowledge and Understanding
Understanding the Principles
and Practices of Assessment
M
3
6
30
M
3
6
30
M
3
3
24
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AIM Awards Suite of Assessor (QCF)
Qualifications
Section 3
Quality Assurance
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Section 3
Assessment and Quality Assurance
How the qualification is assessed
Mapped to Ofqual General Conditions of Recognition: H1.2/H1.3/H5.2
The qualification requires achievement of the specified unit with no further requirements
for additional/summative assessment. Achievement is therefore determined by successful
completion of unit assessment. The assessment process is as follows:
 Assessments are internally set at the Centre by assessors, against the requirements
detailed in the assessment criteria of the unit, and approved by the Internal Verifier
 The learners are assessed internally at the Centre, using the assessments set
 The resulting portfolios of assessed evidence are internally verified by an internal
verifier at the Centre
 The portfolios of assessed evidence are externally verified by an external verifier
appointed by AIM Awards
Appendix 5 contains the QCF Level Descriptors which provide a general shared
understanding of learning and achievement at each level and are concerned with the
outcomes of learning, not the process of learning or the method of assessment.
For a more detailed overview of Assessment view our Assessment Documents at
www.aimawards.org.uk
Unit Assessment
Mapped to Ofqual General Conditions of Recognition H1.2/H1.3/H5.2
Achievement of the unit is through internally set, internally marked, internally verified and
externally verified tasks, as detailed above. Centres devise assessment activities to meet
the specified assessment criteria detailed in each unit using the AIM Awards Assessment
Definitions Document. See Appendix 3.
Appendix 4 contains a Glossary of Assessment Terms to help Centres understand the
Assessment Terminology used in each assessment criteria. The activity or activities set must
enable the learners to meet the standards detailed in the assessment criteria. Centre
devised assessments should be scrutinised by the Internal Verifier before use to ensure that
they are fit for purpose. Once completed, Centre approved assessments will be scrutinised
by the external verifier to ensure reliability and validity of assessment.
Methods of Assessment
Mapped to Ofqual General Conditions of Recognition:H1.2/H1.3/H5.2
All assessment tasks must be approved by the Internal Verifier before they are delivered.
AIM Awards also provides Assessment Definitions (Appendix 3) for a wide range of
assessment activities. This document includes a general description of the activity and, for
each level (Entry to Level 3), details on how that method can be applied and what evidence
is appropriate. Further guidance can be obtained from AIM Awards by contacting the named
Quality or Curriculum contact for the centre.
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Assessment Practice
Mapped to Ofqual General Conditions of Recognition H5.2
Assessment practices must reflect the AIM Awards Equality and Diversity and Access to Fair
Assessment Policies. Reasonable Adjustments may be required for individual learners to
enable them to undertake assessments fairly. Please see our guidance and the procedures
for using and applying for Reasonable Adjustments at www.aimawards.org.uk.
Evidence Requirements
There are specific evidence requirements for the two competency based units:
 Assess vocational skills, knowledge and understanding
 Assess occupational competence in the work environment
There must be evidence to cover all of the assessment methods listed in the assessment
guidance.
Simulations are not allowed. The learner assessor’s performance evidence must be assessed
by observation. This occupational competence must not be in assessment itself. In other
words, evidence for this unit must not come from assessing another learner assessor who in
turn is assessing someone else.
There must be evidence of the candidate assessor carrying out at least two assessments of
two learners’ skills, knowledge and understanding (four assessments in total).
Nominated Tutor, Assessor and Internal Verifier Requirements
As an awarding organisation we require that tutors/assessors have relevant teaching
experience and hold a qualification in the relevant subject area.
Suitable teaching qualifications include:
 Level 3 or 4 PTLLS or above
 Diploma or Certificate in Education
 Bachelors or Masters Degree in Education
Assessors must:
 have up-to-date working knowledge and experience of best practice in assessment
and quality assurance
 be occupationally competent in the units they are assessing
 hold one of the following qualifications or their recognised equivalent:
 the Level 3 Award in Assessing Competence in the Work Environment or
 the Level 3 Certificate in Assessing Vocational Achievement
 A1 Assess candidate performance using a range of methods
 D32 Assess candidate performance and D33 Assess candidates using differing
sources of evidence
 show current evidence of continuing professional development in assessment and
verification
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In addition to the above requirements, those who internally verify the qualification must
have one of the following qualifications:
 The level 4 Award in the Internal Quality assurance of Assessment Processes and
Practice
 The level 4 Certificate in Leading the Internal Quality Assurance of Assessment
Processes and Practice
 V1 Conduct internal quality assurance of the assessment process
 D34 Internally verify the assessment process
Or
 A proven and clearly evidenced track record in internal verification
Training and Support
We offer a full and comprehensive package of training events that range from Basic
Assessor Training through to PTLLS/CTLLS qualifications. This training can take place in our
own Training Room at AIM Awards or delivered at your centre. Please note that training can
be tailored to meet the specific needs of a centre and bespoke course arranged by
negotiation.
View our Training/Events information and an up-to-date Calendar at
www.aimawards.org.uk
Marking Tasks
Mapped to Ofqual General Conditions of Recognition: H1.2/H1.3/H5.2/H5.4
Each task must be marked against the identified assessment criteria in the unit and judged
to be either achieved or not achieved. Learners should be given written feedback on their
work with guidance on how they can improve their performance. Where a series of tasks is
set, learners must demonstrate the achievement of the required standard identified in the
assessment criteria in all tasks in order to achieve the unit credit. All of the assessment
criteria in a unit must be met before the unit is deemed achieved. The unit achievement is
not banded or graded.
Recording Achievement
You must record each learner’s achievement of each unit on an appropriate tracking form or
forms. The form/s should record the learner’s achievement of the unit assessment criteria
evidenced by the task, identifying where the evidence can be found.
Functional Skills
The units of this qualification may provide opportunities for the development of Functional
Skills in Mathematics, ICT and English: Reading, Writing and Speaking, Listening and
Communication.
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Moderation
Moderation is the process by which we confirm that assessment decisions in centres are
 Made by competent and qualified assessors
 The product of sound and fair assessment practice
 Recorded accurately and appropriately
We do this by:
 Internal verification
 External verification – which we carry out through our External Verifiers who, by
supporting you, will make sure that assessments meet nationally, agreed
standards and that quality assurance systems continue to meet our centre
approval criteria.
National Standardisation
Centres will be required to provide samples of assessment tasks for AIM Awards and
national standardisation activity.
National standardisation is a process that promotes consistency in the understanding and
application of standards, it:
 Establishes statements on the standard of evidence required to meet the
assessment criteria for the units in AIM Awards qualifications
 Makes recommendations on assessment practice
 Produces advice and guidance for the assessment of units
 Identifies good practice in assessment.
It is a requirement of the Centre Recognition Process that each Centre offering the units
from the qualification must contribute assessment materials and learners’ evidence for
National Standardisation if requested.
AIM Awards will notify Centres of the required sample for National Standardisation
purposes. Assessment materials, learners’ evidence and tutor feedback will either be
collected by an AIM Awards representative or a copy requested by post. Outcomes from
National Standardisation will be made available to Centres.
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AIM Awards Suite of Assessor (QCF)
Qualifications
Section 4
Operational Guidance
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Section 4
Operational Guidance
Offering the qualification
To offer this qualification Centres must be a recognised AIM Awards centre and be able to
meet the criteria for the safe and secure award of credit.
All procedures for the use of this qualification, including approval, registration of learners,
verification and certification will be completed through AIM Awards and Centres will have
an identified administration officer to support their Centre.
Centres who wish to offer this qualification must complete and submit the Qualification
Approval Form - see Appendix 1. This form is also available on the AIM Awards website at
www.aimawards.org.uk
AIM Awards can advise Centres on the best and most efficient methods for offering this
qualification to learners. There is an experienced customer service team ready to offer
advice at any time.
Approval to Offer AIM Awards Qualifications or Units of AIM Awards
Qualifications
New Centres need to contact the AIM Awards office for details of the Centre Recognition
Application process and the process for delivering qualifications.
View information on becoming a recognised centre at www.aimawards.org.uk
Quality Assurance and Internal/National Standardisation
All Centres wishing to deliver the qualification will need to demonstrate the ability to
manage and deliver the units and/or the qualification, including adherence to quality
assurance and assessment regulations.
AIM Awards will provide guidance and give support in enabling you to use the qualification.
The standard quality assurance arrangements and requirements include:
 Internal verification
 External verification
 Standardisation
Details and guidance are provided by your AIM Awards contacts.
Fees and Charges
Mapped to Ofqual General Conditions of Recognition: F1.1
As an Awarding Organisation we publish an annual list of fees and charges as well as the
charges for each qualification. Download our fees and charges leaflet.
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AIM Awards Suite of Assessor (QCF)
Qualifications
Charges
Section 5
Appendices
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Appendix 1 – AIM Awards Qualification Approval Form......................................23.
Appendix 2 – Qualification Description (Summary)……………………………………….27
Appendix 3 – AIM Awards Assessment Definitions..........................................32
Appendix 4 – AIM Awards Glossary of Assessment Terms..............................47
Appendix 5 – Level Descriptors.......................................................................50
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APPENDIX 1
QUALIFICATION APPROVAL
FORM
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Qualification Approval Form
1 CENTRE DETAILS
Centre name:
Centre Number:
Curriculum
Manager
Responsible for
Qualification(s)
Requested:
Position:
Contact Details:
Centre has Direct Claims Status
(DCS)
Yes / No
Application for DCS to be extended to this qualification
Yes / No
If you are applying for DCS to be extended to this qualification, enter name of the allocated Approved Internal Verifier
below. If not, leave this box blank:
2 QUALIFICATION APPROVAL DETAILS
The centre requests approval to run the following qualification(s):
AIM Awards Level 3 Award in Understanding the Principles
and Practices of Assessment (QCF)
AIM Awards Level 3 Award in Assessing Vocationally
Related Achievement (QCF)
AIM Awards Level 3 Award in Assessing Competence in the
Work Environment (QCF)
AIM Awards Level 3 Certificate in Assessing Vocational
Achievement (QCF)
Intended target learner group/age:
Pathway (if
appropriate)
Please select
qualifications
you wish to
deliver
N/A
Yes/No
N/A
Yes/No
N/A
Yes/No
N/A
Yes/No
Intended number of learners:
3 RULES OF COMBINATION
Please refer to the AIM Awards Suite of Assessor Qualifications (QCF) Specification
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Qualification Approval
Form
4
SPECIALIST REQUIREMENTS
Specialist resources required
(taken from qualification specification):
Centre confirmation of required resources:
N/A
N/A
Specialist staffing qualifications required
(taken from qualification specification):
Centre confirmation of required staff
qualifications:
I have attached proof of
qualifications:
(please confirm here)
Yes/No
(please confirm here)
Yes/No
Assessors must hold one of the
following qualifications or their
recognised equivalent:
 the Level 3 Award in Assessing
Competence in the Work
Environment or
 the Level 3 Certificate in
Assessing Vocational
Achievement
 A1 Assess candidate
performance using a range of
methods
 D32 Assess candidate
performance and D33 Assess
candidates using differing
sources of evidence
Internal Verifiers must hold one of
the following qualifications:
 The level 4 award in the Internal
Quality assurance of Assessment
Processes and Practice
 The level 4 Certificate in Leading
the Internal Quality Assurance of
Assessment Processes and
Practice
 V1 Conduct internal quality
assurance of the assessment
process
 D34 Internally verify the
assessment process
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Or
 A proven and clearly evidenced
track record in internal
verification
4 CONFIRMATION & APPROVAL
I confirm that the course has been internally approved and will be delivered in accordance with the information
contained within this document, the qualification specification and in accordance with the terms and conditions
agreed in the centre agreement.
Centre Curriculum Contact Signature
Date
Admin confirmation of AIM Awards
QR and CDM approval
Date
Confirmation of extension of DCS to this qualification:
Yes/No
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APPENDIX 2
QUALIFICATION DESCRIPTION
(SUMMARY)
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AIM Awards Suite of Assessor (QCF)
Qualifications
Description of the Qualifications
The Suite of Assessor qualifications is suitable for learners aspiring to or currently undertaking
an assessor role. The suite comprises qualifications:




Level 3 Award in Understanding the Principles and Practices of Assessment (QCF) is a
knowledge based qualification suitable for those who wish to gain an understanding of
the principles and practice of assessment without any requirement to demonstrate
competence as an assessor.
Level 3 Award in Assessing Competence in the Work Environment (QCF) is for
assessors who deliver QCF qualifications that use the term ‘NVQ’ in their title and for
other non-NVQ qualifications which confirm occupational competence.
Level 3 Award in Assessing Vocationally Related Achievement (QCF) is for assessors
who deliver non-NVQ or non-competence-based vocational qualifications within the
QCF.
Level 3 Certificate in Assessing Competence in the Work Environment (QCF) is for
assessors whose role involves the assessment of both occupational competence and
vocationally related achievement.
These qualifications are specified as a requirement by some Awarding Organisations and
Sectors Skills Councils in order to assess certain qualifications, successful achievement will help
the learner evidence this demand.
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Approval Details
Qualification
Title
AIM Awards Level 3 Award
in Understanding the
Principles and Practices of
Assessment (QCF)
AIM Awards Level 3 Award
in Assessing Competence
in the Work Environment
(QCF)
Ofqual
Qualification
Number
600/6349/X
600/6351/8
Guided Learning Hours
24
54
Mandatory Credits required
3
9
Optional Credits required
N/A
N/A
Minimum Age
16
16
Qualification Start Date:
01-Aug-2012
01-Aug-2012
Charge per learner:
£16 (Offer to June 2014
£13)
£28 (Offer to June 2014
£20)
Qualification
Title
AIM Awards Level 3 Award
in Assessing Vocationally
Related Achievement (QCF)
Ofqual
Qualification
Number
600/6350/6
AIM Awards Level 3
Certificate in Assessing
Vocational Achievement
(QCF)
600/6348/8
Guided Learning Hours
54
84
Mandatory Credits required
9
15
Optional Credits required
N/A
N/A
Minimum Age
16
16
Qualification Start Date:
01-Aug-2012
01-Aug-2012
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Charge per learner:
£28 (Offer to June 2014
£20)
£50 (Offer to June 2014
£20)
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How to Achieve the Qualification
Level 3 Award in Understanding the Principles and Practices of Assessment (QCF) Learners must achieve 3 credits from the mandatory unit to achieve this qualification.
Unit
Reference
Number
D/601/5313
Unit Title
Understanding the Principles and
Practices of Assessment
M/O
Level
Credit
Value
GLH
M
3
3
24
Level 3 Award in Assessing Vocationally Related Achievement (QCF) - Learners must
achieve 9 credits from the 2 mandatory units to achieve this qualification.
Unit
Reference
Number
F/601/5319
D/601/5313
Unit Title
M/O
Level
Credit
Value
GLH
Assess Vocational Skills, Knowledge
and Understanding
M
3
6
30
Understanding the Principles and
Practices of Assessment
M
3
3
24
Level 3 Award in Assessing Competence in the Work Environment (QCF) - Learners must
achieve 9 credits from the 2 mandatory units to achieve this qualification.
Unit
Reference
Number
H/601/5314
D/601/5313
Unit Title
M/O
Level
Credit
Value
GLH
Assess Occupational Competence in
the Work Environment
M
3
6
30
Understanding the Principles and
Practices of Assessment
M
3
3
24
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Level 3 Certificate in Assessing Vocational Achievement (QCF) - Learners must achieve 15
credits from the 3 mandatory units to achieve this qualification.
Unit
Reference
Number
H/601/5314
Unit Title
M/O
Level
Credit
Value
GLH
Assess Occupational Competence in
the Work Environment
M
3
6
30
F/601/5319
Assess Vocational Skills, Knowledge
and Understanding
M
3
6
30
D/601/5313
Understanding the Principles and
Practices of Assessment
M
3
3
24
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APPENDIX 3
AIM AWARDS ASSESSMENT
DEFINITIONS
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AIM Awards: Qualifications and Credit Framework
Assessment Definitions
1.
Case Study
Consideration of a particular, relevant situation or example, selected by the tutor or by learners,
which enables learners to apply knowledge to specific situations. May be used as a collective /
group activity and discussed in a group of learners or by an individual learner. It may also be used
with individual learners as a written activity through case study materials and learner responses.
Entry
Level
Level
One
Level
Two
Level
Three
1
Activity:
Assessed by:
Evidence could include:
Case studies should be simple, immediate
and familiar to the learner.
Discussion should be short, structured and
supervised (group or one-to-one).
Written work should be short structured
and supervised.
Case studies should be limited in range,
familiar and require a narrow range of
knowledge.
Discussion should be structured and
involve a limited degree of judgement
(group or one-to-one).
Written work should be structured and
involve a limited degree of judgement.
Case studies should allow the application
of knowledge in a number of areas and
contexts.
Discussion should be directed but should
allow for a degree of autonomy (group).
Written work should be directed but allow
for a degree of autonomy (GL1 = 500
words).
Case studies should allow the application
of knowledge in a range of complex areas,
in a variety of familiar and unfamiliar
contexts.
Discussion should be guided but selfdirected (group).
Written work should allow for autonomy,
evaluation and reasoned judgements to be
made (GL = 1000 words).
Tutor observation
and discussion
Tutor assessment of
written work.
Tutor record of observation
Summary of discussion
Audio / video / photographic
record
Written work
Tutor observation,
discussion
Tutor assessment of
written work.
Tutor record of observation
Summary of discussion
Learner notes
Audio /video / photographic
record
Written work
Peer assessment
Self-assessment,
Tutor observation
Assessment of
written work.
Tutor record
Learner record
Peer checklist
Summary of discussion
Audio /video / photographic
record
Written work
Peer assessment
Self-assessment,
Tutor observation
Assessment of
written work
Tutor record
Learner record
Peer checklist
Summary of discussion
Audio /video / photographic
record
Written work
GL = guidance on length of activity.
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2.
Oral Question and Answer
This is the use of specific, open or closed questions for immediate response. They can range from
quite formal questions, e.g. an oral test, to a quick, fun way of finding out where learners are up to
e.g. a quiz. This allows response and questioning from learners and immediate feedback from tutor.
Entry
Level
Activity:
Assessed by:
Evidence could include:
Process should be informal and nonthreatening and questions should cover a
narrow range of areas.
Tutor
Tutor record/notes
Audio/video log
Tutor
Tutor record/notes
Audio/video log
Tutor, with a degree
of self-assessment
Tutor record/notes
Audio/video log
Learner notes or log
Tutor, with a degree
of self-assessment
and evaluation of
own learning
Tutor record/notes
Audio/video log
Learner notes or log
Learners should be supported in answering
and given a number of opportunities to
respond.
Level
One
Process should be informal and should
include both open and closed questions
covering a narrow range of knowledge.
Learners should be encouraged by the use
of supplementary questions.
Level
Two
Open and closed questions should be
included, covering a number of topics.
Learners should be encouraged to expand
on their answers.
Level
Three
Questions should cover a wide range of
knowledge and contexts.
They should allow responses to unfamiliar
and unpredictable problems.
The process may be time limited and
formal, or may be a structured two-way
discussion.
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3.
Written Question and Answer / Test / Exam
This is the use of specific, open and closed questions for immediate response. They can range from
formal exams and tests, to a quick, fun way of finding out where learners are up to, e.g. a quiz. It
allows response and questioning from individual learners and feedback from tutor. On-line
assessment may be used.
Entry
Level
Activity:
Assessed by:
Evidence could include:
Process should be informal and nonthreatening and questions should cover a
narrow range of areas.
Tutor
Written responses
Learner responses and tutor
feedback
Tutor or external
marker (for
exams/tests)
Written responses
Learner responses and tutor
feedback
Tutor or external
marker (for
exams/tests)
Written responses
Learner responses and tutor
feedback
Tutor or external
marker (for
exams/tests)
Written responses
Learner responses and tutor
feedback
Possible use of multi-choice questions.
Level
One
Process should be informal and nonthreatening.
Questions should encourage learners to
make use of knowledge rather than just
testing recall.
Level
Two
Open and closed questions should be
included, covering a number of areas.
Learners should be encouraged to make
use of / interpret knowledge rather than
just testing recall.
May be time limited.
Level
Three
Questions should cover a wide range of
knowledge and contexts, and allow
responses to unfamiliar and unpredictable
problems.
Learners should be encouraged to make
use of / interpret knowledge rather than
just testing recall.
The process may be time limited.
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4.
Essay
A discursive, written response to a question or statement which involves the learner in finding and
presenting information and opinion in a structured way, which normally includes an introduction,
the information / opinions / evaluation / analysis and a conclusion.
Activity:
Assessed by:
Evidence could include:
Entry
Level
It would be unlikely that an essay would be
used as an assessment activity at Entry
Level as it would not be appropriate for the
learner. It could be used in a very simple
form to allow learners to demonstrate
recall and comprehension in a narrow
range of ideas.
Tutor through
discussion
The marked essay
Tutor feedback
Level
One
The essay subject should be simple and the
response should be descriptive and not
analytical or evaluative.
A narrow range of applied knowledge and
demonstration of basic comprehension
would be expected.
Learners should be given detailed
information on how to structure the essay
and on the criteria for achievement.
Tutor
The marked essay
Tutor feedback
Level
Two
The essay subject should be familiar and
the response should demonstrate the
ability to interpret information, make
comparisons and apply knowledge and
demonstrate comprehension in a number
of different areas.
Learners should be given information on
the expected structure of the essay and
criteria for achievement.
GL = 500 words
Tutor
The marked essay
Tutor feedback.
Level
Three
The essay subject should allow the learner
to access and evaluate information
independently, to analyse information and
to make reasoned judgements and
demonstrate comprehension of relevant
theories.
Learners should be given information on
possible structures for an essay and for the
criteria for achievement.
GL = 1000 words
Tutor
The marked essay
Tutor feedback
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5.
Report
A report is a record of an activity and/or a summary of research which presents information in a
structured way; this does not include opinion, but may include analysis or evaluation. It may be
presented in written or oral form.
Entry
Level
Level
One
Level
Two
Level
Three
Activity:
Assessed by:
Evidence could include:
Report should be oral and informal. The
information or activity being reported on
should be simple and familiar.
Learners should be supported in preparing
and giving a report and given a number of
opportunities to respond.
Report could be presented orally or in written
format.
Oral presentation should be informal.
Information used in the report should be
readily available and activities should be in
familiar contexts.
Learners should be clear on the expected
structure and criteria for the report and given
support on planning and presentation.
Report could be presented in orally or in
written format.
Oral presentation should be to a familiar
audience.
Information should be from a range of
sources and activities, and from familiar or
unfamiliar but predictable contexts. Learners
should be clear on possible structures for the
report and the criteria for achievement.
GL = 4 minutes for oral / 500 words for
written.
Learners should be given guidance on
planning and presentation.
Report could be presented orally or in written
format.
Oral presentation should be formal and could
include a range of methods.
Information should be from a wide range of
sources and should be evaluated.
Activities should be well defined but could be
unfamiliar or unpredictable.
Learners should be clear on the criteria for
achievement but would be expected to decide
on the format and structure of the report.
GL = 8 minutes for oral / 1000 words for
written
Tutor (for written
report)
Tutor record.
Tutor (for written
report)
Written report with tutor
feedback
Learner notes of oral
presentation with tutor
feedback.
Tutor (for written
report) and/or
peers for an oral
presentation.
Written report with tutor
feedback Learner plan for oral
presentation with peer and/or
tutor feedback
Tutor (for written
report) and or
peers for an oral
presentation.
Written report with tutor
feedback Learner plan for oral
presentation with peer and/or
tutor feedback
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6.
Project
This is a specific task involving private study and research for individuals or groups. It normally
involves selection of a topic, planning, finding information and presenting results orally or in writing.
The learning may be assessed by the tutor, learner or peers, during and at the end of the process.
Activity:
Assessed by:
Evidence could include:
Entry
Level
Task should be simple, familiar, informal
and supervised.
Tutor observation
and questioning
during and at the end
It should involve repetitive and predictable of process.
processes.
Tutor record
Learner notes/logs/
plans/reports
Audio/video/photographic
record
Level
One
Task should be selected with support from
tutor to allow the demonstration of
knowledge and skills in a range of
predictable, structured and familiar
contexts.
Tutor observation
and questioning
during and at the end
of process.
Tutor record
Learner notes/logs/
plans/reports
Audio/video/photographic
record
Level
Two
Task should be selected with tutor
guidance to allow the demonstration of
knowledge and understanding in a range of
areas and contexts, and the interpretation
of information.
Tutor/learner
discussion during and
at the end of the
process, and through
self-assessment.
Tutor record
Learner notes/logs/
plans/reports
Audio/video/photographic
record
Tutor/learner
discussion during and
at the end of the
process, and through
self-assessment.
Tutor record
Learner notes/logs/
plans/reports
Audio/video/photographic
record
The project should be completed within an
agreed timescale.
Level
Three
Task should be selected with tutor
guidance to allow the demonstration of
knowledge and skills in a range of areas
and contexts, and to show the use of
reasoned judgements.
The project should be planned and
completed within an agreed timescale.
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7.
Production of artefact
This is the production of a relevant artefact selected by the tutor or by learners, which enables
learners to demonstrate skills and to apply knowledge. Evidence must include completed artefact
Activity:
Assessed by:
Evidence could include:
Entry
Level
Artefact should be simple, familiar and
informal.
Tutor record
Learner notes/plans,
reports/learner log
Audio/video/photographic
record
Level
One
Its production should be supervised
and involve repetitive and predictable
processes.
Artefact should be selected with
support from tutor to allow the
demonstration of skills and apply
knowledge in a range of predictable,
structured and familiar contexts.
Tutor/peer observation,
one to one tutorial,
discussion, selfassessment and
questioning during and at
end of process
Tutor/peer observation,
one to one tutorial,
discussion, selfassessment and
questioning during and at
end of process
Tutor/peer observation,
one to one tutorial,
discussion, selfassessment and
questioning during and at
end of process
Tutor/peer observation,
one to one tutorial,
discussion, selfassessment and
questioning during and at
end of process
Tutor record
Learner notes/plans,
reports/learner log
Audio/video/photographic
record
Level
Two
Artefact should be selected with tutor
guidance to allow the demonstration
of skills and the application of
knowledge in a range of areas and
contexts.
Tutor record
Learner notes/plans,
reports/learner log
Audio/video/photographic
record
Tutor record
Learner notes/plans,
reports/learner log
Audio/video/photographic
record
A degree of learner autonomy should
be encouraged within the scope of the
demonstration.
The artefact should be completed
within an agreed timescale.
Level
Three
Artefact should be selected with tutor
guidance to allow the demonstration
of skills and application of knowledge
in a range of areas and contexts.
Production of the artefact should be
guided but self-directed.
Production of the artefact should be
planned and completed within an
agreed timescale.
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8.
Role Play/Simulation
This is the use of a situation selected by the tutor or by learners, to enable learners to practice and
apply skills and to explore attitudes
Entry
Level
Activity:
Assessed by:
Evidence could include:
Role-plays should be simple with
scenarios that are familiar to the
learner.
Tutor/peer observation
One to one tutorial,
discussion
Self-assessment
Tutor record of observation
Learner notes,
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
Tutor/peer observation
One to one tutorial,
discussion
Self-assessment
Tutor record of observation
Learner notes,
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
Tutor/peer observation
One to one tutorial,
discussion
Self-assessment.
Tutor record of observation
Learner notes,
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
Tutor/peer observation
One to one tutorial,
discussion
Self-assessment.
Tutor record of observation
Learner notes,
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
Role-plays should be short, structured
and supervised.
Level
One
Role-plays should be limited in range,
be familiar and require a narrow range
of skills.
Role-plays should be structured and
involve limited degree of learner
choice.
Level
Two
Role-plays should allow the
application of skills in several areas
and contexts.
Role-plays should be directed, but
allow for a degree of learner
autonomy.
Level
Three
Role-plays should allow the
application of skills in a range of
complex areas and in a variety of
familiar and unfamiliar contexts.
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9.
Written Description
This is the consideration of a particular subject, situation or example selected by the tutor or by
learners, which enables learners to apply knowledge to specific situations and to present them in
written format.
Entry
Level
Activity:
Assessed by:
Evidence could include:
Subjects should be simple and familiar to
learner.
Tutor assessment
Discussion
Tutor record of observation and
feedback
Summary of discussion
Completed work.
Tutor assessment
Discussion.
Tutor record of observation and
feedback
Summary of discussion
Completed work.
Written work should be short, structured
and supervised.
Level
One
Subjects should be limited in range, be
familiar and require a narrow range of
knowledge.
Written work should be structured and
involve limited degree of judgement.
Level
Two
Subjects should allow the application of
knowledge in a number of areas and
contexts.
Written work should be directed but
should allow for a degree of autonomy.
Self-assessment Tutor Tutor record of observation and
assessment.
feedback
Summary of discussion
Completed work.
GL = 500 words.
Level
Three
Subjects should allow the application of
knowledge in a range of complex areas, in
a variety of familiar and unfamiliar context.
Self-assessment Tutor Tutor record of observation and
assessment
feedback
Summary of discussion
Completed work.
GL = 1000 words.
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10. Practical Demonstration
This is a practical demonstration of a skill/situation selected by the tutor or by learners, to enable
learners to practise and apply skills and knowledge.
Entry
Level
Activity:
Assessed by:
Evidence could include:
Practical demonstrations should be
simple with situations that the learner
is familiar with.
Tutor/peer observation
One to one tutorial
Discussion
Self-assessment
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
They should be short, structured and
supervised.
Level
One
Practical demonstrations should be
limited in range, be familiar and
require a narrow range of skills and
knowledge.
Tutor/peer observation
One to one tutorial
Discussion
Self-assessment
Level
Two
Practical demonstrations should allow
the application of skills and knowledge
in several areas and contexts.
Tutor/peer observation
One to one tutorial
Discussion
Self-assessment.
A degree of learner autonomy should
be encouraged within the scope of the
demonstration.
Level
Three
Practical demonstrations should allow
for the application of skills and
knowledge in a range of complex
areas and in a variety of familiar and
unfamiliar contexts.
Tutor/peer observation
One to one tutorial
Discussion
Self-assessment
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video/photographic record
Learner log
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11. Group Discussion
This is a discussion of a topic or situation selected by the tutor or by learners, to enable learners to
share knowledge and thoughts and to assess their learning.
Entry
Level
Activity:
Assessed by:
Evidence could include:
Discussions should be simple with
subjects that are familiar to the
learner.
Tutor
One to one tutorial
discussion
Self-assessment
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video record
Learner log
The discussion should be short,
structured and supervised.
Level
One
Discussions should be limited in range,
cover topics that are familiar to the
learner.
These should require a narrow range
of skills.
The discussion should be structured
and involve a limited degree of learner
choice.
Tutor
Peer observation, One
to one tutorial
discussion
Self-assessment
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video record
Learner log
Level
Two
Discussions should allow for
consideration of several topics
covering a number of contexts.
Tutor
Peer observation, One
to one tutorial
discussion
Self-assessment
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video record
Learner log.
Tutor
Peer observation, One
to one tutorial
discussion
Self-assessment
Tutor record of observation,
Learner notes
Tutor lesson plan
Tutorial notes
Audio/video record
Learner log
The discussion should be directed, but
allow for a degree of learner
autonomy.
Level
Three
Discussion should allow for
consideration of a range of complex
topics and in a variety of familiar and
unfamiliar contexts.
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12. Performance / Exhibition
This is a performance or exhibition of music or drama with an audience, or a rehearsal or learner
demonstration for individuals or groups. The evidence should include a summary of the feedback
Activity:
Assessed by:
Evidence could include:
Entry
Level
The performance/exhibition should be
simple, informal and supervised.
Tutor record/notes/plans,
Audio/video/photographic record
of performance/exhibition
Peer records
Learner log
Level
One
The performance/exhibition should be
limited in range, familiar and require a
narrow range of knowledge.
Level
Two
The performance/exhibition should be
chosen with tutor guidance to allow
the demonstration of knowledge and
understanding in a range of areas.
Peer assessment
Self-assessment Tutor
observation (at end of
performance through
discussion and
observation)
Peer assessment
Self-assessment Tutor
observation (at end of
performance through
discussion and
observation)
Peer assessment
Self-assessment Tutor
observation (at end of
performance through
discussion and
observation)
Peer assessment
Self-assessment Tutor
observation (at end of
performance through
discussion and
observation)
Tutor record/notes/plans,
Audio/video/photographic record
of performance/exhibition
Peer records
Learner log
The performance/exhibition should
provide the opportunity for
interpretation of the chosen piece.
Level
Three
The performance/exhibition should be
chosen with the tutor to allow for the
application of knowledge in a range of
complex areas, in a variety of
contexts.
Tutor record/notes/plans,
Audio/video/photographic record
of performance/exhibition
Peer records
Learner log
Tutor record/notes/plans,
Audio/video/photographic record
of performance/exhibition
Peer records
Learner log
Performance should be guided but
self-directed.
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13. Reflective log or diary
This is a description. It is normally in writing but may be oral, given by the learner reflecting on how
and what they have learned. It should be completed at regular intervals during the learning process
thus allowing discussion on individual progress and how further learning could be supported. The
learning can be supported through tutorial discussions.
Entry
Level
Level
One
Level
Two
Level
Three
Activity:
Assessed by:
Evidence could include:
The reflection process should normally be
oral and supported.
It may be supplemented by the use of
drawings or diagrams.
Learners should be asked to describe
simply what they have learned with
direction from the tutor.
The reflection process should be written
and may be in the form of brief, structured
notes.
Learner should be asked to record what
they have learner at regular intervals and
advised on what information to include.
Learners should make limited judgements
on what has been learned in terms of, for
example, usefulness or interest.
The reflection process should be written in
a structured format that allows some
autonomy in recording.
Learners should be asked to record
regularly what they have learned and to
make judgements on the learning in terms
of, for example, usefulness, interest, how it
has extended their knowledge/skills, what
else they need to learn.
The reflection process should be written
and learners given guidance on
appropriate methods.
Learners should be asked to record
regularly what they have learned and to
make judgements on how effective the
learning process has been in terms of, for
example, usefulness, interest, extension of
knowledge/skills, their own learning style
and what else they need to learn.
Learner with tutor
support
Drawings
Diagrams
Tutor records
Learner supported
by tutor through
tutorials
Learner log/diary
Tutorial notes
Tutor record
Learner supported
by tutor through
tutorials
Learner log/diary
Tutorial notes
Tutor record
Learner, discussed
with the tutor.
Learner log/diary
Tutorial notes
Tutor record
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14. Practice File
This is a structured collection of documents from real situations such as work or voluntary activity,
which evidence the application of knowledge and/or skills. The documents should be mapped to
specific learning outcome/s in a unit of assessment. It may need a short explanation of how the
particular document evidences achievement of a specific learning outcome. Discussion with the
tutor could support the file.
Activity:
Assessed by:
Evidence could include:
Entry
Level
Practice evidence should be simple and
specific.
Learners should be directed on what to
include.
The tutor should map the evidence to
specific learning outcome/s.
Discussion with the
tutor
Document/s and tutor notes.
Level
One
Practice evidence should demonstrate the
application of a narrow range of skills
and/or knowledge.
Learners should be given detailed
guidance on what documents would be
appropriate, how the evidence should be
presented, and on mapping to learning
outcomes.
Discussion with the
tutor
Documents
Learner notes
Tutor comments.
Level
Two
Practice evidence should be chosen from a
number of possible contexts to
demonstrate application of a range of skills
and/or knowledge.
Learners should receive guidance on the
type of document which could be
appropriate, e.g. a list, and advice on how
to ensure the documents evidence specific
learning outcomes, e.g., highlighting
sections, notes and on how the file should
be presented.
Discussion with the
tutor
Structured file with tutor
feedback.
Level
Three
Practice evidence should be chosen to
demonstrate the application of knowledge
and skills in a range of complex activities.
Learners should be expected to select
appropriate and relevant evidence with
minimal guidance, and to present the
evidence in a structured format with
sufficient information to demonstrate
achievement.
Discussion with the
tutor
Structured file with tutor
feedback.
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APPENDIX 4
AIM AWARDS GLOSSARY OF
ASSESSMENT TERMS
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Glossary of Assessment Terms
There are two main types of assessment: summative and formative. The key to good
assessment practice is for assessors to understand what each method contributes and to
build their practice to maximise the effectiveness of each.
Assessment Criteria: descriptions by which the assessor determines whether a learner has
demonstrated achievement of the intended learning outcomes for a particular level.
Formative assessment: designed to provide learners with feedback on progress and inform
development.
Summative Assessment: provides a measure of achievement in respect of a learner’s
performance in relation to the intended learning outcomes. It contributes to the overall
result of achieved/not achieved.
Assessment Terms
Analyse
Identify separate factors, show how they are related and
how each one contributes to the whole
Appraise
Consider the positive and negative points and give a
reasoned judgement
Assess
Give consideration to all the factors or events that apply
and then make a careful and valued judgement as to
which are the most important or relevant
Comment critically
Give a view after consideration of all the evidence. In
particular decide the importance of all the relevant
positive and negative aspects
Compare/Contrast
Using the main factors that apply in two or more
situations unpick the similarities and differences or
advantages and disadvantages
Define
Make clear what a particular term means and give an
example, if appropriate, to show what is meant
Demonstrate
Show by example
Describe
Give a clear overview that includes all the relevant
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features – ‘painting a picture with words’
Design
Create a plan, proposal or brief to illustrate a concept or
idea
Discuss
Take part in a conversation about a topic
Draw conclusions
Use the evidence provided to reach a reasoned
judgement
Evaluate
Decide the degree to which a statement is true or the
importance or value of something by reviewing the
information.
Explain
Set out in detail the meaning of something, with reasons.
More complex than describe or list, so it can help to give
an example to show what is meant. Introduce the topic
then give the ‘how’ or ‘why’
Identify
Pin point or choose the right one or give a list of the main
features
Illustrate
Include examples, a diagram, pictures or photographs to
show what is meant
Interpret
Give the meaning of something
List
Provide the information in a list, rather than in
continuous writing
Outline
Give a brief overview
Plan
Work out and decide how to carry out a task or activity
Select
Choose from a given range
State
Give a clear but brief account
Summarise
Write or articulate briefly the main points or essential
features
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APPENDIX 5
LEVEL DESCRIPTORS
Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework
Qualifications and Credit Framework: Level Descriptors
Summary
Level 2
Achievement at level 2 reflects
the ability to select and use
relevant knowledge, ideas, skills
and procedures to complete welldefined tasks and address
straight- forward problems. It
includes taking responsibility for
completing tasks and procedures
and exercising autonomy and
judgement subject to overall
direction or guidance.
Knowledge and Understanding
Use understanding of facts,
procedures and ideas to complete
well-defined tasks and address
straightforward problems
Interpret relevant information and
ideas.
Be aware of the types of
information that are relevant to the
area of study or work
Application and action
Complete well-defined, generally
routine tasks and address
straightforward problems.
Select and use relevant skills and
procedures.
Autonomy and accountability
Take responsibility for completing
tasks and procedures
Exercise autonomy and judgement
subject to overall direction or
guidance
Identify, gather and use relevant
information to inform actions.
Identify how effective actions
have been.
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Summary
Level 3
Achievement at level 3 reflects
the ability to identify and use
relevant understanding, methods
and skills to complete tasks and
address problems that, while well
defined, have a measure of
complexity. It includes taking
responsibility for initiating and
completing tasks and procedures
as well as exercising autonomy
and judgement within limited
parameters. It also reflects
awareness of different
perspectives or approaches within
an area of study or work.
Knowledge and Understanding
Use factual, procedural and
theoretical understanding to
complete tasks and address
problems that, while well defined,
may be complex and non- routine
Application and action
Address problems that, while well
defined, may be complex and nonroutine
Autonomy and accountability
Take responsibility for initiating and
completing tasks and procedures,
including, where relevant,
responsibility for supervising or
guiding others
Identify, select and use appropriate
skills, methods and procedures
Interpret and evaluate relevant
information and ideas
Exercise autonomy and judgement
within limited parameters
Use appropriate investigation to
inform actions
Be aware of the nature of the area
of study or work
Review how effective methods and
actions have been
Have awareness of different
perspectives or approaches within
the area of study or work
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Level 4
Summary
Knowledge and Understanding
Application and action
Autonomy and accountability
Achievement at level 4 reflects
the ability to identify and use
relevant understanding, methods
and skills to address problems
that are well defined but complex
and non-routine. It includes taking
responsibility for overall courses
of action as well as exercising
autonomy and judgement within
fairly broad parameters. It also
reflects understanding of different
perspectives or approaches within
an area of study or work
Use practical, theoretical or
technical understanding to address
problems that are well de- fined but
complex and non-routine
Address problems that are complex
and non-routine while normally
fairly well defined
Take responsibility for courses of
action, including, where relevant,
responsibility for the work of others
Identify, adapt and use appropriate
methods and skills
Exercise autonomy and judgement
within broad but generally welldefined parameters
Analyse, interpret and evaluate
relevant information and ideas
Be aware of the nature and
approximate scope of the area of
study or work
Have an informed awareness of
different perspectives or
approaches within the area of study
or work
Initiate and use appropriate
investigation to inform actions
Review the effectiveness and
appropriateness of methods,
actions and results
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Contact AIM Awards
Charges
For any queries, please contact AIM Awards:
AIM Awards
10 Newmarket Court
Newmarket Drive
Off Ascot Drive
Derby
DE24 8NW
01332 861999
enquiries@aimawards.org.uk