Regular On Programme Assessment With the change from portfolio-based qualifications to EPA, it is really important that apprentices are regularly assessed. This will help delivery staff in determining how the curriculum is contributing to the development of knowledge, skills and behaviours. On programme assessment will help:
Determine through empirical evidence what apprentices are learning
Identify gaps in the delivery of knowledge, skills and behaviours
Inform teaching pedagogy by aligning best practices with apprentice and employer needs
Identify weaknesses in the curriculum leading to improvement actions
Demonstrate overall programme effectiveness and have a clear understanding of what works for apprentices and employers.
Developing On Programme Assessment There is a fairly straightforward sequence to developing on programme assessment:
Identify the apprenticeship standards
Link standards with other outcomes such as functional skills, Prevent Guidance etc
Identify direct measures that will determine if apprentices have met that standards as well as being able to demonstrate the commitment to their long term memory.
Review the delivery at suitable times - annually, end of course etc
Add findings against each of the measures
Add actions against each of the findings
Communicate the results to staff involved with the programme. From an inspection perspective, you should try to identify links between the standards, assessment results and how you will make improvements to delivery, pedagogy, curriculum planning, off and on the job learning and endpoint assessment success.
Making improvements to apprenticeship programmes Many apprenticeship providers are in uncharted waters with the new standards-based programmes but using on programme assessment and then reviewing success will help improve the delivery. Using assessment results is a core element in ensuring that there is a continual improvement process. It is also vital in determining curriculum impact. As part of the improvement process, apprenticeship providers should ask:
What did our findings tell us about the development of knowledge, skills and behaviours?
Did we identify the curriculum impact?
From the findings we have gathered are we able to make improvements?
How prepared were learners for EPA and what was the achievement data?