Lesson 7.2: Methods for conducting personalised assessment that is aligned to apprentices’ specific needs and background

An observation involves observing an apprentice undertaking a task or series of tasks in the workplace as part of their normal duties (‘on-the-job’/naturally occurring). This must be complemented by questioning from the company mentor during and after the observation. Observational assessment is deemed the most appropriate assessment method for evaluating practical skills. By watching the apprentice complete a task, they can demonstrate their occupational competence. It is the assessment method most clearly aligned to the working environment and gives reassurance to employers about an apprentice’s competence level.

A practical assessment involves the company mentor observing an apprentice undertaking a set task or a series of set tasks in a simulated environment. It allows the apprentice to demonstrate their procedural knowledge and skills of ‘how to do something’. This can be complemented by questioning from the company mentor during or after the simulation. This assessment method is suitable for collecting first-hand evidence of knowledge, skills, and competencies. Advantages include: direct testing under controlled conditions, allowing for preparation, and could be performed at any time. This method might be less suitable when assessing skills and competencies that involve interaction with customers/members of the public.

This method includes a variety of tests that are predominately used to assess apprentice theoretical knowledge acquired during in-company training. This can include multiple-choice tests as well as open-ended questions. A multiple-choice test consists of a series of questions in which apprentices are asked to select the correct answer(s) from 3 to 5 options. Individual questions or groups of questions may include case studies, scenarios, sections of text, graphs, or diagrams on which the questions are based. Well-designed multiple-choice tests provide an effective and valid assessment for occupations at all levels. A written test with open-ended questions consists of a series of questions that apprentices are required to answer. These could consist of one type or a variety of types of questions such as open questions and scenario-based questions. Short or long answer responses force the apprentice to demonstrate the extent of their knowledge and skills. Well-designed tests are suitable for assessing knowledge, the ability to judge between different options, assessing skills relating to data and information handling skills, problem-solving, written communication skills, critical thinking, and reasoning. It is easy to administer, is straightforward to mark, can be done electronically, and is low-cost to operate. This assessment method may be less suitable when assessing behaviours and skills pitched above those outlined in the occupational standard. Multiple-choice and written response questions need to be regularly reviewed to prevent predictability and ensure suitability. In addition, some apprentices might be highly skilful when performing a practical task but be less proficient in explaining what and why needs to be done.

A professional discussion is a two-way discussion between an employee at the company and an apprentice to assess the apprentice’s in-depth understanding of their work. In this respect, it differs from an interview, which consists of asking questions and the apprentice answering them, with less scope for interaction and discussion. Professional discussions should not be led by the company mentor himself/herself as it requires active listening and taking notes. Therefore, the company mentor should act as an observer, giving the apprentice the opportunity to make detailed and proactive contributions to confirm their competency across the skills and competencies mapped to this method. This assessment method is suitable when assessing in-depth understanding of a subject, occupations that cannot be directly observed in practice, aspects of an occupation that are difficult to observe, are rare occurrences, or take place in restricted or confidential settings.

An interview consists of the company mentor asking an apprentice a series of questions to assess their skills and competencies. It differs from a professional discussion in that the mentor’s role is restricted to asking set questions, and there is no scope for two-way discussion. The independent assessor leads this process to obtain information from the apprentice to enable a structured assessment decision-making process. This assessment method is suitable when assessing knowledge and understanding of a specific subject, as well as when assessing skills and competencies that are very straightforward or basic. It may be less suitable when assessing skills in practical occupations which would be better assessed through workplace observation or practical assessment. It should be also considered that some apprentices may be nervous or anxious in this type of assessment, which may impair their performance.

Using a project as an assessment method involves the apprentice completing a significant and defined piece of work. This could for example involve producing an item that the company mentor can review and assess. The project should be designed to ensure that the apprentice’s work meets the needs of the business, is relevant to their role, and allows the relevant skills and competencies to be demonstrated. Therefore, the project’s subject and scope should be agreed upon between the employer and the educational institution. This assessment method is suitable when assessing skills and competencies in occupations where the work cycle is too long to be reasonably observed during in-company training. Moreover, this assessment method can lead to producing something that is of genuine business value to the apprentice’s employer, as well as testing skills and competencies holistically (including practical, analytical, and interpretive skills, as well as the wider application of skills and competencies in real situations).