Level Three and Four Awards and Certificates in Assessment and Internal Quality Assurance
of Assessment
Unit 2: Assess occupational competence in the work environment – Indicative Content
This unit is where learners use the knowledge gained in the core assessment unit and demonstrate that they can actually use this to practically assess.
Title
Assess occupational competence in the work environment
This unit is for those who assess in the work environment and primarily for NVQs. In this context it is important
to use assessment methods that are appropriate for learners’ work activities. Some suggested examples could
include observation of performance in the work environment, examining products of work, questioning the
learner either using oral or written assessment methods, discussing with the learner, using a professional
discussion format, use of others (witness testimony), looking at learner statements/written work and
recognising prior learning/prior achievement. Simulation is not permitted.
Scope of the unit
This unit gives learners the opportunity to implement the principles of good practice by carrying out the elements contained in the assessment cycle.
Learners need to show evidence of planning assessment, demonstrating that it is fit-for-purpose, appropriate to a specific context and that it addresses
specific learners’ needs. Learners are encouraged to use a range of assessment methods, taking into account any specifics from awarding
bodies/organisations, SSCs, SSBs and the subject specialism.
This unit addresses the need to systematically record achievements and maintain records of occupational competence, outcomes and learner progress
within the legislative framework, following appropriate policies, procedures and legislation. The evidence of assessment needs to be shared with
appropriate others, for example, colleagues and employers, whilst maintaining confidentiality. Good practice in assessment needs to be demonstrated
through the maintenance of learner records so that further training needs can be systematically discovered and built into the assessment process,
assessment/reassessment can take place and progression can be identified.
In carrying out assessment the learner must be able to follow relevant legislation (including health and safety, equality and diversity, codes of practice
awarding organisation/SSC/SSB requirements), policies and procedures in the assessment of occupational competence in the work environment.
A review of the assessment of occupational competence in the workplace should be used to evaluate the currency, expertise and competence of own
practice. A particular feature of this action is to identify any further training that needs to take place to maintain own occupational standards and
competence.
Level
3
Credit Value
6
Learning outcomes
Assessment criteria
Indicative content
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The learner will
The learner can
1. Be able to plan the assessment of
occupational competence
1.1. Plan assessment of occupational
competence based on the following
methods:
 observation of performance in the work
environment
 examining products of work
 questioning the learner
 discussing with the learner
 use of others (witness testimony)
 looking at learner statements
 recognising prior learning
Think back to core unit and external bodies that need to be
considered here, for example awarding organisation/SSC
requirements, SSB, qualification guide, assessment
requirements etc employers’ needs, performance
requirements, transferability of skills (looking at learners
recognising these), range of methods to consider being in line
with qualification guides could include observation of
performance in the work environment, examining products of
work, questioning the learner, discussing with the learner, use
of others (witness testimony), looking at learner statements,
recognising prior learning, also consider sequencing of
assessments and overall coherence of structure.
The occupational assessment unit suggests the
use of an assessment plan(s) as normal practice
between learner(s) and the tutor. These are to
be updated as required throughout the
assessment process.
1.2. Communicate the purpose, requirements
and processes of assessing occupational
competence to the learner
Start with assessor roles and responsibilities
then move to learners (NB sharing the
assessment process).
Utilise previous learning from core unit. In brief – the
standards/criteria they will be assessed against. Also include
any awarding organisation requirements, occupational
standards, other specific requirements etc, work through
assessment plan, for example specific criteria they will be
assessed against, which methods are to be used, timing,
venue, expected outcomes, opportunities for feedback,
benefits of assessment, appeals procedure.
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What does the learner need to do in preparation, look at plan,
any adjustments needed around their specific needs, activities
to prepare for assessment (practices to arrange), evidence
required.
1.3. Plan the assessment of occupational
competence to address learner needs and
current achievements
1.4. Identify opportunities for holistic
assessment
2. Be able to make assessment
2.1. Use valid, fair and reliable assessment
Utilisation of initial assessment tools to identify learner needs
(NB have information from above criteria to hand, for example
this may be the first draft of an assessment plan), for example
this might include initial learning/training needs analysis, RPL
(recognising current level of knowledge, understanding, skills
and experiences), performance indicators, skills tests,
employer review, negotiating learning, for example
targets/goals/objectives for assessment, self-assessment, ‘bite
size chunks’, assessment that is meaningful and relevant,
motivation, engagement, individual responsibility; involvement
with others, for example organisation, colleagues, employers,
peers, witnesses.
Look principally at evidence opportunities to cover a range of
learning outcomes/assessment criteria, i.e. is the learner
involved in a project or piece of work that will cover a range of
assessment requirements and give the opportunity to use a
range of assessment activities, take into account a
comprehensive approach to assessment, logical progression
and sequencing of assessment activities in relation to work
context, consider needs of the learners or those of the
workplace, can linkages between knowledge and
understanding be used, any opportunities to incorporate
naturally occurring evidence and appropriate assessment
opportunities.
The suggested range of performance based assessment
methods in the assessment criteria are linked to those typically
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decisions about occupational
competence
methods including:
 observation of performance
 examining products of work
 questioning the learner
 discussing with the learner
 use of others (witness testimony)
 looking at learner statements
 recognising prior learning
2.2. Make assessment decisions of occupational
competence against specified criteria
2.3. Follow standardisation procedures
2.4. Provide feedback to learners that affirms
achievement and identifies any further
implications for learning, assessment and
used to assess occupational competence and the skills and
knowledge base required to achieve the level of performance
needed , give consideration to learners’ needs, working
context, measures of achievement (performance criteria,
assessment criteria); practical limitations, for example numbers
needing to be involved in assessment task, range, opportunity,
time constraints, resources, staffing.
Judgement of achievement of assessment criteria/performance
criteria adhering to organisation, industry, awarding
organisation and government requirements.
Things to consider here in line with knowledge unit include
organisation assessment policies and procedures linking these
to the compliance with awarding organisation/occupational
standards (NOS/SSC) requirements giving information about
levels of standardisation, for example internal, regional,
national, standardisation meetings, sharing good practice,
support mechanisms to help bring about a greater degree of
standardised assessment practice observation of peers/work
shadowing, feedback, comparisons of process and product,
evaluation procedures, showing understanding of what each
standardisation activity is about, being prepared for these
taking along what is needed and contributing to the process.
Utilise good practice in giving feedback to learners, makes use
of appropriate approaches, thinking about timing style, i.e.
verbal feedback after the assessment followed by written
feedback within x amount of days etc, location for feedback,
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progression
3. Be able to provide required
information following the
assessment of occupational
competence
negotiated with learner ensuring their active involvement,
provides opportunity for learners to provide feedback, focuses
on identified criteria and standards, avoids personal issues or
bias, use of feedback ‘sandwich’/PCP (Praise, Criticism,
Praise) or other known tools, from results of feedback identify
opportunities for progression setting realistic
goals/targets/action plans, making sure that this becomes
linked to amended assessment planning to reflect current
position of learners follow-up at subsequent assessment
meetings.
3.1. Maintain records of the assessment of
Usage of organisational/awarding organisation paperwork
occupational competence, its outcomes and (linking into wider quality assurance frameworks and
supporting standardised processes), begin with an assessment
learner progress
tracking sheet and then ensure that each assessment activity
has individual evidence, records reflect assessment planning
details where appropriate, i.e. range of activities/occurrences,
record of appropriate naturally occurring evidence, observation
and interview/discussion records, for example written records,
video, audio; learner and witness statement; record of product,
for example tracking and logging documents, action plans,
assessment pro forma, examples/samples, record of
questioning, regular progress checks, monitoring of
goals/targets when reviewed and signed off etc.
3.2. Make assessment information available to
authorised colleagues
Keep in mind legislation, organisational policies and
procedures and those contained within qualification guides or
given through awarding organisation documentation as an
operating framework, identify appropriate colleagues (could be
internal to organisation or external partners), for example
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recording evidence in a way that can be shared with
appropriate access, use of technology/electronic formats, team
meetings, assessment or standardisation meetings.
4. Be able to maintain legal and good
practice requirements when
assessing occupational
competence
3.3. Follow procedures to maintain the
confidentiality of assessment information
Keep in mind legislation, organisational policies and
procedures and those contained within qualification guides or
given through awarding organisation documentation as an
operating framework, secure environment for providing
feedback to learner, safeguarding recording and storage of
information, for example security and safety of paper-based,
electronic records, (with electronic records in mind think about
electronic formats for recording and storage and electronic
safeguards, how to give access to legitimate people and
limiting access).
4.1. Follow relevant policies, procedures and
legislation for the assessment of
occupational competence, including those
for health safety and welfare
For general recap purposes from core unit regulatory bodies of
standards, for example Ofqual, Sector Skills Councils,
Awarding Organisations, IfL; other regulations, for example
Health and Safety, Equality Act, safeguarding agenda, Data
Protection, use organisational policies and procedures as a
framework to guide actual compliance in this area, for example
safeguarding learners during assessment, following equality
policies etc, verification and standardisation of assessment
qualifications and occupational competence of assessors,
professional updating, CPD requirements (links to point made
in assessment criteria (AC) column).
Show clear understanding and practical application of this
within the legal framework. Applies particularly to the Equality
Act. Legislation under this is detailed in the core unit, also
consider, like AC above, using organisational policies and
procedures to guide own work practice, on a practical level
recognise forms of inequality and discrimination and their
(NB look at qualification and awarding
organisation documentation to ascertain
whether or not own occupational qualifications
have to be gained, particularly with regard to
health and safety, safeguarding etc).
4.2. Apply requirements for equality and
diversity and, where appropriate,
bilingualism, when assessing occupational
competence
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possible impact on individuals preventative/curative strategies
used to comply with legislation, flexibility in approach to
planning of assessment and quality assurance, for example
recognising additional support needs and providing additional
resources where possible, negotiating timing/context,
considering alternative approaches/evidence ( NB balancing
issues of reliability and validity.
4.3. Evaluate own work in carrying out
assessments of occupational competence
4.4. Maintain the currency of own expertise and
competence as relevant to own role in
assessing occupational competence
Could link in with own organisational QA cycle, for example
self-assessment, internal observations of teaching and
learning, understanding of current occupational and awarding
organisation standards, learner’s achievements,
evaluation/feedback from learners, teachers, managers,
external quality assessors, other individuals and professionals,
outcome from appraisal, project/external contract milestones
monitored and reviewed, updating knowledge and occupational
expertise (certificates, own reflective accounts etc), a
development in own generic skills and self-confidence, for
example developing technologies to extend and enhance
assessment process.
Monitoring and maintaining own assessor status through CPD,
using the information gained from application of tools and
techniques above identify strengths and weaknesses and
address these through action planning techniques, establishing
realistic goals and targets for own occupational competence,
updating occupational expertise, skills and self confidence,
looking at awarding organisation provision for professional
updating, monitoring SSC websites and significant others.
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Legislation covered by the Equality Act
 Race Relations Act 1976
 Race Relations Code of Practice 1984
 Sex Discrimination Act 1975 and 1986
 Sex Discrimination (Gender Reassignment) Regulations 1999
 Code of Practice on the Employment of Disabled People 1990
 Chronically Sick and Disabled Persons Act 1970 and amended Act 1976
 Code of Practice (Disability Discrimination)1996
 Disability Discrimination Act 1995
 Criminal Justice and Public Order Act 1994
 Equal Pay Act 1970 and Amendments 1983 and 2003
 Data Protection Act 1988
 Working Time Regulations 1998
 National Minimum Wage Act 1998
 Public Interest Disclosure Act 1998
 Maternity and Parental Leave etc Regulations 1999 and 2006
 Part-Time Workers (Prevention of Less Favourable Treatment) Regulations 2000
 Fixed Term Workers (Prevention of Less favourable Treatment) Regulations 2001
 Employment Equality (Religion or Belief) Regulations 2003
 Employment Equality (Sexual Orientation) Regulations 2003
 The Information and Consultation of Employees Regulations 2006
 Employment Equality (Age Discrimination) Regulations 2006
 Work and Families Act 2006