Assessment approach (Conditions TQ2 to TQ3)

Rules and guidance about assessment objectives and assessment strategies for Technical Qualifications

Condition TQ2 - Assessment objectives

1. TQ2.1 In respect of each Technical Qualification which it makes available, or proposes to make available, an awarding organisation must comply with any requirements, and have regard to any guidance, relating to the objectives to be met by any assessment for that qualification which may be published by Ofqual and revised from time to time.

Guidance on assessment objectives

Condition TQ2.1 allows us to set guidance in relation to the objectives to be met by any assessment for a Technical Qualification.

We set out our guidance for the purposes of Condition TQ2.1 below.

The Core Examination

We expect an awarding organisation to use the following assessment objectives in respect of each assessment for the Core Examination –

	Objective
AO1	Demonstrate knowledge and understanding of the content.
AO2	Apply knowledge and understanding of the content to different situations and contexts.
AO3	Analyse and evaluate information and issues related to the content

We expect an awarding organisation to ensure that there is a reasonable balance between the weighting of these assessment objectives and to explain its approach to their weighting in its assessment strategy.

The Core Project

An awarding organisation should develop assessment objectives in relation to Core Project assessments that require Learners to –

• plan their approach to meeting the project brief,
• apply core knowledge and skills as appropriate,
• select relevant techniques and resources to meet the brief,
• use maths, English and digital skills as appropriate, and
• realise a project outcome and review how well the outcome meets the brief.

We expect an awarding organisation to set a separate assessment objective in relation to each of the five requirements above.

In setting those assessment objectives, we expect an awarding organisation to –

1. (a) ensure that the assessment objective in relation to ‘core knowledge and skills’ is drafted in such a way as to be specific to the relevant Outline Content on core skills, and
2. (b) weight the assessment objectives such that the assessment objective in relation to ‘core knowledge and skills’ is at least 50% with a reasonable balance between the remaining four assessment objectives.

Condition TQ3 - Assessment strategies

1. TQ3.1 In respect of each Technical Qualification which it makes available, or proposes to make available, an awarding organisation must –
   1. (a) establish and maintain an assessment strategy for that qualification,
   2. (b) ensure that the assessment strategy complies with any requirements which may be published by Ofqual and revised from time to time, and
   3. (c) have regard to any guidance in relation to assessment strategies which may be published by Ofqual and revised from time to time.
2. TQ3.2 In particular, an awarding organisation must ensure that the assessment strategy for a Technical Qualification sets out how the awarding organisation intends to secure, on an ongoing basis, compliance with its Conditions of Recognition in respect of the assessments for that qualification.
3. TQ3.3 An awarding organisation must ensure that all assessments for a Technical Qualification which it makes available, or proposes to make available, are designed, set, delivered and marked in compliance with its assessment strategy for that qualification.
4. TQ3.4 An awarding organisation must –
   1. (a) keep under review its assessment strategy for a Technical Qualification, and revise it where necessary, so as to satisfy itself that the assessment strategy meets at all times the requirements of Conditions TQ3.1 and TQ3.2,
   2. (b) review that assessment strategy promptly upon receiving a request from Ofqual to do so, and subsequently ensure that its assessment strategy complies with any requirements that Ofqual has communicated to it in writing, and
   3. (c) promptly notify Ofqual of any revisions made by it to that assessment strategy.
5. TQ3.5 An awarding organisation must –
   1. (a) upon receiving a request from Ofqual to do so, demonstrate to Ofqual’s satisfaction that it has complied with its assessment strategy for a Technical Qualification in respect of any particular assessment for that qualification, or provide an explanation to Ofqual as to why it has not so complied, and
   2. (b) give effect to any recommendation that Ofqual may make in respect of its compliance with its assessment strategy.

Assessment strategy requirements

Condition TQ3.1(a) requires an awarding organisation to establish and maintain an assessment strategy for each Technical Qualification which it makes available or proposes to make available. Condition TQ3.2 requires an awarding organisation to ensure that the assessment strategy for a Technical Qualification sets out how the awarding organisation intends to secure, on an ongoing basis, compliance with its Conditions of Recognition in respect of the assessments for that qualification.

Condition TQ3.1(b) requires an awarding organisation to have regard to any requirements in relation to assessment strategies published by Ofqual. We set out our requirements for the purposes of Condition TQ3.1(b) below.

There is no requirement for an awarding organisation to publish its assessment strategy. An awarding organisation may publish its assessment strategy if it wishes but, where it does so, it must ensure that any such publication does not breach its Conditions of Recognition.

General requirements

An assessment strategy for a Technical Qualification must provide a comprehensive picture of the steps and approach an awarding organisation will take to secure compliance with its Conditions of Recognition in relation to the design, delivery and marking of assessments for, and the award of, that qualification.

An assessment strategy must present a logical and coherent narrative that includes clear and concise evidence demonstrating how an awarding organisation will seek to ensure that the qualification, and the assessments for it, are fit for purpose. In particular, it must include information and evidence to show how the awarding organisation promotes and acts on feedback between the different stages of the qualification development cycle so as to continuously improve the assessments for that qualification.

Detailed requirements

We set out below our detailed requirements on the specific information and evidence an awarding organisation must include in its assessment strategy. The amount of information and evidence that can be included may vary across the areas identified, depending on the relevant point in the qualification development cycle to which a particular item pertains and the extent to which Ofqual has determined the regulatory approach in relation to a particular issue.

These detailed requirements are intended to indicate the minimum items that an assessment strategy must include. They are not intended to provide a template specifying the form that it must take, since the optimal structure and content of an assessment strategy will depend on the approach that is being proposed by the awarding organisation.

Where the Institute for Apprenticeships and Technical Education specifies additional requirements in relation to an awarding organisation’s assessment strategy, the awarding organisation may include that additional material in a single version of its assessment strategy which it provides to Ofqual when required.

Section 1: Assessment design and approach

Assessment times

• Individual assessment time for each assessment, and a rationale for these times, for example in terms of covering the required subject content effectively, and balancing reliability and manageability.
• Combined assessment time for the different assessments, and a rationale for this.

Number of marks

• Number of marks for each individual assessment, and a rationale for those numbers of marks, for example in terms of covering the required subject content effectively, and balancing reliability and manageability.

Assessment structure

• Details of how assessments will be structured and a rationale for the approach, for example in terms of covering the required subject content effectively, and balancing reliability and manageability, including:
  • number of tasks and assessments for the Core Examination
  • number of tasks and assessments for the Core Project
  • relative weightings of the Core Assessments
  • number of tasks and assessments for each Occupational Specialism
  • approach to differentiating for the available grade range in each case

Coverage of subject content

• Approach to coverage of the subject content, including:
  • how the Outline Content has been covered overall and in each assessment
  • how the Outline Content has been expanded where necessary
  • mapping of specification content coverage in specimen assessment materials
  • approach to coverage of specification content over time
  • how Learners’ interests will be protected if there are changes to content
  • rationale for any inclusion of content in an assessment that is not in line with the Outline Content.

Assessment objectives and performance outcomes

• Assessment objectives and weightings for the Core Examination and the Core Project, with a rationale for these.
• Approach to targeting assessment objectives in Core Assessments.
• Approach to targeting performance outcomes in assessments for each Occupational Specialism.

Task types and mark schemes

For each assessment:

• an explanation of the range of task types to be used (e.g. multiple-choice, short answer, extended response, practical observation) and how these will support valid assessment of the subject content
• approach to mark scheme design, including for different task types, and an explanation of how resulting mark schemes will support reliable application by Assessors
• a sample of example tasks and associated mark schemes, representing the range to be used in assessments, with commentaries explaining the approaches.

Availability of assessments

• Approach to availability of assessments, including:
  • its scheduling of the assessment series in each academic year, for each of the Core Examination, the Core Project and the Occupational Specialism(s), as relevant
  • its explanation as to how its approach is appropriate, including consideration of:
    • the amount and weight of material to be covered
    • the extent to which different aspects would be covered sequentially or concurrently
    • how coherence with the overall programme will be promoted
    • the need to ensure that enough time is available for sufficient learning to have taken place, and
    • how the approach will support standard setting
  • its rationale around when the first assessment series will be held when the qualification is first made available, taking into account the need to ensure that standards are set appropriately and can be carried forward to future assessment series
  • its arrangements for Learners to retake, in full, any or all of the Core Examination, Core Project and assessments for each Occupational Specialism
  • the type of assessment (e.g. online and/or paper-based) for Core Assessments and assessments for each Occupational Specialism.
• In light of the approach to assessment availability, any specific risks that have been identified, how these will be mitigated, and how particular challenges will be addressed, including:
  • ensuring comparability of assessments
  • minimising predictability of assessments
  • ensuring security of assessments.

Approach to marking

• The steps taken to identify the risk of any Adverse Effect which may result from the awarding organisation’s approach to marking assessments (and to Moderation where appropriate).
• Where such a risk has been identified, the steps taken to prevent that Adverse Effect or, where it cannot be prevented, to mitigate that Adverse Effect.

Section 2: Assessment development and delivery

Developing assessment materials

• Process for developing assessment materials, including different stages and Workforce roles involved, how evidence regarding functioning of previous assessments is used, and any differences by assessment type.

Exemplification materials

• An explanation of how indicative exemplification materials will be produced, with input from employers.
• An explanation of how actual exemplification materials will be produced, and kept under review, with input from employers.

Assessment setting arrangements

• Approach to training individuals who will be responsible for setting assessments and/or items, including ensuring security and mitigating any conflicts of interest.

Controls on taking assessments

• Approach to controls on taking assessments, including controls for the Core Project and Occupational Specialism assessments.

Assessor standardisation

• Approach to training and standardising Assessors, including details of standardisation procedures and any wider training.

Marking process

• Explanation of how marking processes will operate, including any variation between assessments for the Core Examination, Core Project and the Occupational Specialisms.

Monitoring marking

• Processes in place to monitor accuracy and consistency of marking and issuing of results, and to take remedial action where necessary.

Malpractice & security arrangements

• How malpractice will be addressed and security of assessments will be ensured, including any differences between assessments.

Section 3: Centres

Centre assessment

• Approach to where Centre-marking will be permitted.
• An explanation of the rationale for this, for example, in terms of validity and manageability of assessment.
• An explanation of how any risks will be managed, for example in relation to authenticity of Learners’ work and accuracy of Centres’ marking, so as to ensure that, as far as possible, Centre-marking is as robust as marking by the awarding organisation.

Guidance and training to Centres

• Approach to the provision of guidance and training to Centres around delivery of assessments for the Core Project and Occupational Specialisms.
• Approach to the provision of guidance and training to Centres around Centre-marked assessments, where relevant.

Centre monitoring arrangements

• Approach to monitoring Centres in relation to the delivery of assessments for the Core Project and Occupational Specialisms, including how this will ensure assessments remain fit for purpose on delivery.

Moderation of Centre-marked assessments

• Approach to Moderation of Centre-marking, where relevant, including demonstration that it has had regard to Ofqual’s guidance on Moderation, rationale for sample sizes, tolerances, and when a Centre’s rank order will be questioned.

Section 4: Standard setting and maintenance

Standard setting process

• An explanation of the technical methodology employed in the standard setting process, including the Workforce roles involved.
• An explanation of how the decisions from the standard setting process are approved within the awarding organisation and the Workforce roles involved in this.
• Details around the aggregation of marks between the Core Examination and Core Project assessments and the use of any conversion scales.

Approach to ensuring decisions in relation to standard setting are based on an appropriate range of qualitative and quantitative evidence

• Details of the range of qualitative and quantitative evidence used to inform decisions and the weight given to different evidence.
• A rationale for this approach, in light of the assessment design and cohort make-up.
• How this approach will be kept under review and may be adjusted, including any variation between initial standard setting and maintenance of standards.

Approach to ensuring decisions in relation to standard setting promote comparability, including over time, and are kept under review

• Details of how comparability between different options and different types of assessment (e.g. online vs paper-based) is addressed, both where these are available at the same time and on an ongoing basis.
• Details of how evidence generated in line with any requirements set by Ofqual under Condition TQ8.2(a) will be used to inform decisions on standard setting.