Presenting:
Units A1 and A2
Who is this presentation for?
 Assessor-candidates working towards the
Unit ‘Assess candidates using a range of
methods’ (A1) or Unit ‘Assess candidates’
performance through observation’ (A2)
OR
 Those assessors already holding D32 and/or
D33 (as part of their CPD)
Terminology
 The slides in this presentation refer to the
assessor and at other times they refer to the
assessor-candidate. They should be taken to
mean one of the same.
 There are a small number of slides towards
the end of the presentation that refer to
assessors and verifiers of the assessor or
internal verifier-candidate. Where this is
the case these text names have been
written in bold.
Aims
The information contained in the following slides
should enable you to:
 Recognise where the assessors’ role naturally
matches the evidence requirements of A1 and
A2
 Identify the elements that make up A1 and A2
and their evidence requirements
 Identify the Learning and Development
Assessment Strategy requirements for
assessing and verifying Units
A1 and A2
Assessor and Verifier awards
 The A & V Units were developed by ENTO in
consultation with employers, awarding bodies
in the UK and practitioners
 They are the national standards for
Assessment & Verification and form an
integral part of the Learning & Development
qualifications structure
 These qualifications are aimed at those
responsible for work-based learning,
assessment & verification
Selection of the appropriate A Unit (1)
A1 — Assess candidates using a range of
methods
A2 — Assess candidates’ performance
through observation
 The Unit selected by the assessor-candidate
should reflect their existing or expected
assessment practice, ie they will either
assess using only observation and
questioning or will tend to use a variety of
methods
Selection of the appropriate A Unit (2)
 If a candidate holds A1, it incorporates Unit
A2, so there is no need to work towards A2
 Assessor-candidates should either do A1 OR
A2
Assessment environment for Unit A1 &
Unit A2
 A1 and A2 are now single Unit awards in their
own right
 They are work-based Units (meaning all
evidence of assessor-candidate performance
must be taken from their natural place of work
(the ENTO have stipulated that simulation is
not allowed)
 The candidates assessed by assessorcandidates must also be in their place
of work
Assess candidates using a range of
methods
A1.1 Develops plans for assessment with the
candidates
A1.2 Judges evidence against standards &
makes decisions
A1.3 Gives feedback and support on
assessment decisions and identifies and
agrees the next steps in assessment
A1.4 Contributes to the quality assurance
process
Assess candidates’ performance
through observation
A2.1 Agree and review plans for assessing
candidates’ performance
A2.2 Assess candidates’ performance against
the agreed standards
A2.3 Assess candidates’ knowledge evidence
against the agreed standards
A2.4 Make an assessment decision and
provide feedback
The Assessors’ Role
(1)
The assessor undertakes a number of key
activities as part of their role such as:

Candidate induction and explanation of their award

Identification of any support needed

Setting realistic goals and targets

Planning assessments

Assessing using a range of methods (A1) or only
observation and a small amount of questioning
(A2)
The Assessors’ Role
(2)

Providing constructive and timely feedback
plus support and identification of further training

Accurate recording of assessments and assessment
decisions

Reviewing progress with candidates

Making final decisions on candidates’ competence
The Assessors’ Role
(3)

Contributing to their centre’s quality assurance
procedures

Maintaining their own occupational competencies
Many of the activities just described have always
been included in assessor qualifications. Some of
these activities have been given a higher status in
the A Units.
We are now going to take a closer look at
the assessor’s role in relation to each of the
elements
Evidence requirements and the
Assessors’ role
 Developing plans for assessment
with the candidate (A1.1 and A1.2)
 Judging evidence against
standards & making decisions
(Covering A1.2 and is split into two
element for A2,observation A2.2,
and questioning A2.3)
(1)
Evidence requirements and the
Assessors’ role

Giving feedback and support
on assessment decisions,
identifying and agreeing the
next steps in assessment
(A1.3 and A2.4)
(2)
Evidence requirements and the
Assessors’ role
(3)
Contributing to the quality assurance process
(Covering all of A1.4 and is included in A2.4
criteria)

Assessor meetings provide very good evidence of
standardising assessment practice

Keeping accurate and up to date assessment and
verification records provide an essential audit trail of
evidence
Requirements and the Assessors’ role
— motivating
An Assessor
requirement that
doesn’t appear in
the standards, but is
very important!
The Assessors’ role
 The effective Assessor plays many parts, which
fit together to provide an all round support and
assessment mechanism to promote
non-discriminatory and effective assessment
within the workplace
Structure of A Units
 Each Unit is broken down into 4 elements
 Each element contains Performance
Criteria, Scope (previously Range) and
Knowledge requirements (37 in all) are
based on the complete Unit and not individual
elements.
 Each Unit also has a set of Evidence
Requirements
We are about to look at each of these
areas in more depth
Performance Criteria
(1)
Has been written using clear instructional
language. Example criteria element A1.3:
a) Give feedback at an appropriate time and
place
b) Give candidates feedback in a constructive
way, which meets their needs and is
appropriate to their level of confidence
c) Clearly explain your assessment
decision on whether candidates’
evidence of competence is
good enough
Scope (previously Range)
(1)
The scope covers methods of assessment:
Unit A1 all of following; A2 shown with *
 *Observation of candidate performance in the
workplace
 *Asking candidates questions
 Taking account of past
experiences/achievements (APL)
 Projects, tasks, assignments
Scope (previously Range)
(2)
 Professional discussion between assessors
and assessor-candidates
 Assessing the candidates’ report of their work
(personal statement, reflective account)
 Using evidence from others, eg supervisors,
peers (Witness Testimony)
Knowledge requirements
 Knowledge requirements for A1 encompass
37 points (35 for A2)
 Points cover the essential knowledge
required by an assessor in order to perform
effectively. Therefore, to achieve A1/2,
knowledge should be recognised wherever
possible in the performance of the assessorcandidate, through their work activities.
A1.1 Evidence Requirements
(1)
 Three assessment plans; two different
candidates
 Each plan must cover one full Unit and four
different assessment methods (plan must
include observation and an example where
others will make a contribution to the
assessment process)
 An explanation from the assessor-candidate
regarding the methods they have selected
 Two written progress reviews
for two candidates
A1.2 Evidence Requirements
(3)
 Three assessment decision records for two
different candidates (in A1.1)
 One record of explanation covering:
— how chosen methods were
used/implemented/evaluated (min of four
methods including observation)
— how assessor-candidate demonstrated
competence for criteria c, d and g
A1.3 Evidence Requirements
 One observation by the assessor of the
assessor-candidate providing feedback to
one candidate planned for in A1.1
 Two records of feedback from the assessorcandidate provided for the candidates
planned for in A1.1
 One record of explanation indicating how
criteria a, d and f were addressed
A1.4 Evidence Requirements
 The assessment records for the different
candidates planned for in A1.1 which have
been used as part of the quality assurance
process
 Written evidence of having contributed to
internal standardisation (meetings) involving
the review of at least two pieces of evidence
for each of two different candidates
 A written statement from the person
responsible for internal quality assurance
confirming the assessor-candidates’
contribution to agreed quality
assurance procedures
A2.1 Evidence Requirements
(2)
Three assessment plans covering two Units; two
different candidates
 Each plan must indicate which aspects of
competence will be assessed by observation
and when and how observation will be
conducted
 Plan should also show how safety, minimum
disruption to work activities and unobtrusive
assessment have been planned for
 Two written progress reviews
for two candidates
A2.2 Evidence Requirements
The observation records showing assessorcandidate decisions for three assessment plans (in
A2.1)
 One record of explanation indicating:
— how observation of performance was used
to demonstrate achievement of the
standards
— how effectiveness of observation was
evaluated in light of assessing
candidates
A2.3 Evidence Requirements
 The knowledge evidence records showing
assessor candidate’s decisions for 3
assessment plans (in A2.1)
 One record of explanation where the
assessor-candidate:
— explains how questioning was used to
assess the knowledge requirements of the
standards
— evaluates the effectiveness of
questioning in light of having
assessed his/her candidates
A2.4 Evidence Requirements
 A min of one observation by the assessor of
the assessor-candidate providing feedback to
one candidate planned for in A2.1
 Two records of feedback from the assessorcandidate provided for the candidates
planned for in A2.1
 Assessment records (covering candidates
planned for in A2.1) which have been passed
to the internal verifier
 A written statement from the person
responsible for internal quality
assurance
In summary
(1)
 The assessor role has not changed
dramatically with the introduction of A1/A2;
activities such as planning, judging evidence,
providing constructive feedback and support
are still crucial to fulfilling the role.
 Good practice has been captured and
incorporated into the standards
In summary
(2)
 The language used to describe Performance
Criteria and knowledge has been simplified
and made more relevant to work based
learning
 The evidence requirements are structured
differently from the previous D Units and
focus more on the duties/tasks that an
assessor performs in the course of their
work
The Assessment Strategy
All centres offering delivery of the A & V Units
must sign up and abide by the Learning and
Development Assessment Strategy, which
includes:
 Occupational Competence of Assessors and
Internal Verifiers
 Independent assessment (quality control)
 Ongoing updating of knowledge and
skills (CPD)
Occupational competence
(1)
The Assessment Strategy for Learning and
Development states:
 Assessors of the A and V Units must have a
sound, up-to date, working knowledge and
experience of the principles and practices
specified in the standards they are assessing
and must hold the relevant D or A and/or V
Units
Occupational competence
(2)
 Assessors assessing in all other subject
areas, ie Hospitality, Care, Construction who
currently have the D Units or equivalent do
not have to attain the A1 or A2 Units, but they
should aim to update their knowledge and
working practices in line with A1 Unit
standards
 The following slides relate to assessors and
internal verifiers of the A and V Units
Assessor for A1/A2 candidates:

I have been a qualified and practising
assessor for at least one year within
the last two years
OR I could have been a qualified
experienced trainer of assessors for
at least one year

I have a sound working knowledge of
A1/2 and the Assessment Strategy

I have undertaken at least two
updating activities in the past
year
Internal Verifier of A1/A2 Candidates:

I am already a qualified practising
assessor and internal verifier

I have been an assessor for D32/A2
and/or D33/A1 (similar standards
would also be acceptable) for at least
one year within the last two years

I have a sound working knowledge of
A1/2 and the Assessment Strategy

I have undertaken at least two
updating activities in the past
year
Independent Assessment
(1)
Introduced by ENTO to strengthen quality
assurance (Guidance on independent assessment
can be found in the Learning and Development
Assessment Strategy)
 Requires the assessor-candidate to present a
balance of evidence which must include a
substantive component which has been
assessed by someone who is independent
of the assessor-candidate, ie not his/her
primary assessor or internal verifier for
the A1 or A2 Unit
Independent Assessment
(2)
ENTO have given the
following as an example
of a substantive piece of
outcome evidence for
the Independent
Assessor to assess:
 For A1 or A2, an
Assessment Plan
The Independent Assessor

Should be occupationally
competent and qualified (a
competent job-holder)

Must not be the candidateassessor’s primary
assessor or internal
verifier

May be employed by the
same centre or by another
approved centre

Should feature in
Assessment Plans
Updating of knowledge & skills (CPD)
Assessors should demonstrate Continuing
Professional Development within the last year
involving at least two of the following activities:







Work Placement

Job Sharing

Technical skill update
training

Attending courses
Studying for learning and
development Units
Study related to job role
Collaborative working with
Awarding Bodies
Examining
Qualification
development work
Other appropriate
occupational activity
as agreed with the
Internal Verifier
Who is responsible for the CPD
process?
 The centre is responsible for including
arrangements for CPD in their Internal
Verification Strategy. CPD should at least
partially be planned in advance.
 All assessors are responsible for managing,
maintaining and recording their own CPD
 External Moderators are responsible for
monitoring CPD activity within centres.
Any questions?