Assessor Qualifications (Level 3)
Level 3 Award in Assessing Competence in the Work Environment (RQF) (9 credits)
This qualification is intended for assessors who assess occupational competence in an individual’s work environment. It includes the following assessment methods (although not all of these require performance evidence):
- assessments of the learner in simulated environments
- skills tests
- oral and written questions
- assignments
- projects
- case studies
- recognising prior learning
To achieve the Level 3 Award in Assessing Competence in the Work Environment, learners must achieve 9 credits from the two mandatory units.
- Understanding the Principles and Practices of Assessment
- Assess Occupational Competence in the Work Environment
Level 3 Award in Assessing Vocationally Related Achievement (RQF) (9 credits)
This qualification is intended for those who assess vocational skills, knowledge and understanding in environments other than the work environment (for example a workshop, classroom or other training environment). It includes the following assessment methods (although not all of these require performance evidence):
- assessments of the learner in simulated environments
- skills tests
- oral and written questions
- assignments
- projects
- case studies
- recognising prior learning
To achieve the Level 3 Award in Assessing Vocationally Related Achievement, learners must achieve 9 credits from the two mandatory units.
- Understanding the Principles and Practices of Assessment
- Assess Vocational Skills, Knowledge and Understanding
Level 3 Certificate in Assessing Vocational Achievement (RQF) (15 credits)
This qualification is intended for those who assess both occupational competence in the work environment and vocational skills, knowledge and understanding in environments other than the workplace (for example a workshop, classroom or other training environment).
To achieve the Level 3 Certificate in Assessing Vocational Achievement, learners must achieve 15 credits from the three mandatory units.
- Understanding the Principles and Practices of Assessment
- Assess Occupational Competence in the Work Environment
- Assess Vocational Skills, Knowledge and Understanding
Work At Your Own Pace
Candidates work at their own pace and can complete the award in two weeks to twelve months, with an average being three-months. This award does not require 10-12 weeks attendance at a college, so is very suitable for people who work shifts. The online system provides 24/7 access to the assignments and assessor feedback.
All of your assignments are completed and stored online and, as such, can be accessed from any venue with access to the internet. This means you can complete your award from work or home.
There is no requirement to write an essay. The Award is broken down into small bite sized chunks making it achievable for busy people.
NAPPI assessors recognise that each candidate is unique and plan person-centred progress throughout with regular access to a personal-assessor. This is ideal for those who are nervous, or who have not completed formal education for a while, or who are just simply busy. Increasingly this delivery option is chosen by people living in remote places and those working abroad.
Dates
A start date can be set that best suits your requirements. Please contact NAPPI for more information.
Award Price
- The cost of completing the 9 credit Level 3 Award in Assessing Competence in the Work Environment is £525 + VAT.
- The cost of completing the 9 credit Level 3 Award in Assessing Vocationally Related Achievement is £525 + VAT.
- The cost of completing the 15 credit Level 3 Certificate in Assessing Vocational Achievement is £695 + VAT.
Please note that we are sometimes able to take payment in installments (no certification would be awarded until full payment was received).
Training Qualifications UK Recognised Centre
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We are a Training Qualifications UK Recognised Centre.
Training Qualifications UK (TQUK) are a UK-based awarding body. The qualifications offered by TQUK are recognised by the UK Government, who also officially regulates the sector. TQUK is also recognised as an awarding body by Ofqual and they only provide qualifications that sit on the Regulated Qualifications Framework (RQF). |
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Methods of Assessment
Assessment for these qualifications takes the form of ongoing review of learner performance by the Assessor and Internal Quality Assurer. The units are assessed using a holistic approach, incorporating worksheets, professional discussion, and reflective journals.
Learner Feedback
“Liz and her team delivered a great course with superb guidance and support throughout the duration of my studies. During and after the initial consultation my tutor was extremely helpful in her advice and guidance on the structure and content of the course and in regards to what was required of myself as a student. The learning platform and the format in which the assessment criteria was presented made the learning a straight forward and pleasurable experience. A great service and would definitely recommend to those who require a professional and reliable training provider, thank you.”
Mark Bresland
“Finally I’d like to reflect on how important the role of the assessor is. Receiving prompt and supportive feedback is vital to keep the momentum going. Carefully worded reflections on work submitted empower the process and I am grateful to have had such an engaging and supportive assessor.
Whilst PTLLS is primarily focused on teachers, I still found it very relevant to my own role as a trainer. Sessions still need to be effectively planned, assessments need to be carried out, records kept and boundaries maintained. In addition, this is a good foundation for anyone wishing to go further into the teaching world and I wouldn’t rule this out as a possibility for myself. One of the unexpected benefits is how I have developed in my capacity to coach others in the ‘art of teaching’, something I have enjoyed sharing very much.”
Richard Mills
EQA Feedback
Feedback from our External Verifiers at TQUK – March 2023 visit:
“The learner portfolios reviewed as part of this sample were all held on the centre’s secure e-portfolio system. A variation of learner evidence was sampled across the qualifications, which consisted of learner written responses and submitted performance evidence. The evidence viewed confirmed all of the learners meeting of the requirements for their respective qualifications. The standard of assessment practice was very good, it is standardised across the units, with learners receiving clear, supportive and developmental feedback when appropriate.
IQA activity was evident across all of the portfolios sampled. Feedback was supportive, developmental and reflected those decisions made by the assessors. Assessment practice is consistent with the qualification requirements. During the visit, the IQA demonstrated a very good understanding of the centre’s policies, processes, and procedures and those in relation to TQUK.
Decisions made by the assessors I found to be VACSR. Well done!”
Feedback from our External Verifiers at Pearson – March 2019 visit:
Centre Recognition Criteria:
“Staff have appropriate teacher training qualifications to effectively deliver the courses and CPD was evident on the day of the visit. Staff are appropriately qualified and staff who delivered on the programmes were experienced and competent in Teacher Training. The centre has the appropriate resources to effectively deliver the qualifications and all learner work is kept in e-portfolios, these are held securely and safe. Records of learners are kept confidential, password protected and therefore data protected.”
Learner Support:
“Learners were supported well on the courses and received suitable information advice and guidance. Learners complete diagnostic assessments as part of the entry requirements. Individual support is given and communication with learners was regular and very good. There were very good communication and effective policies in place to support the learners and effectively deliver the qualification.”
Assessment and Verification:
“Assessments were carried out by qualified staff and assessment decisions are recorded. The centre provided the learners with detailed information explaining what must be completed within the e-portfolio. All learning outcomes and assessment criteria were evident. Assessment methods included written work, reflective accounts, micro teach, reflective journals, and classroom assessments. It was also evident during the visit learners had presented the work in an organised manner and portfolios were presented well. Feedback by the tutors was detailed and feedback overall was excellent for the micro teach/observation, constructive comments were evident: giving learners areas for improvement and targeted developments.
The IV process is in place and it is evident the procedures were completed as paperwork was given on the visit. A full IV plan was evident on the day and used consistently in the department to show planned sampling. The IV documentation is detailed and includes specific targets and constructive comments including clear guidance for assessors to improve. IQA is timely and robust. All records are in place and there is an effective system in place to monitor all learners registered on the courses in line with Pearson requirements. No significant failings were identified at the centre for this visit.”
Feedback from our External Verifiers at Pearson Edexcel – December 2016 visit:
Centre Recognition Criteria:
“All delivery staff are suitably qualified. In terms of physical resources, the centre has a well-organised online platform providing a range of learning and assessment materials.”
Learner Support:
“The centre continues to offer good learner support, which includes a comprehensive initial assessment process (500 word personal statement, learning styles questionnaire and diagnostic assessment of the three functional skills). The online platform is well structured and the content is well presented.
Telephone conversations with learners today confirmed that their tutors are supportive and they enjoyed the flexibility of the distance-learning approach to learning and assessment. They confirmed the textbooks they were using are user-friendly and appropriate to their studies and these form the basis of their extended research online. Learners are aware of the appeals process should this be required.”
Assessment and Verification:
“Assessment and verification for the Level 3 Education and Training programme is valid and decisions are accurate. Learners undertake the micro-teach session in their workplace with an audience of their colleagues and/or managers. A DVD recording is then forwarded to the centre for evaluative feedback and assessment decisions. A recording of a micro-teach session was reviewed during the sample and the assessment decisions agreed.
There are no significant failings identified during this visit. The centre is proactive in responding to constructive feedback from Pearson SVs and it is encouraging to see the distance travelled from evidence presented a few years ago to that of today. Robust initial assessment process. Detailed and constructive feedback provided to learners.”
Feedback from July 2015 visit:
“Portfolios demonstrate consistency in the quality of assessment and IQA activity and recording conducted at the centre. Complying with award and awarding body requirements. Evidence presented is of a very high standard and is representative of the learner. Effective use of learner statements, worksheets and self evaluation completed by the learner. All assessments and IQA decisions are justified with clear and concise feedback. Guidance and support recorded is clear and concise. Feedback is both constructive and supportive throughout. Well done.”
Previous Feedback:
“Centre policies and records are readily available for audit and comply with centre approval, OFQUAL and external agencies requirements. Procedures are clearly defined, recorded and practiced by all members of the team. No concerns recorded. Well done.”
“Internal Quality Assurance systems and processes practiced at the centre are robust ensuring quality is maintained and reviewed as an ongoing process to address future demands. All guidance, support and feedback is both constructive and supportive across all learners. Census points are agreed for each learner to monitor progress and identify where help is needed. Feedback is clear, concise, constructive and supportive throughout. Records are maintained in an auditable manner. Team are looking to expand their expertise in assessment and IQA to meet the changing demands of awards under QCF. No concerns recorded. Well done.”
“Learner’s portfolios are comprehensive and are consistant with the quality practiced within the centre. Assignments and Micro teach sessions conducted and recorded are comprehensive. Assessment and internal QA feedback is constructive, supportive and informative. Learners provide full justification of their methods and support these where needed by referencing relevent theorists using Harvard style of referencing. They all give a reflective account on each assignment highlighting areas where they could improve the learners experience. In doing so they have self evaluated their own performance and acted on areas they and their assessor have identified as needing some change. This is consistent across all portfolios. No concerns recorded. Well done.”
“Assessors are maintaining good standards in the quality of assessment recorded in portfolios, complying with centre approval and award criteria. Learners have presented portfolios of evidence ranging from learner statements, self evaluation, questions, product, lesson plans and Micro Teaching. Throughout each portfolio there is recorded excellent examples of good practice by the learners in the use of referencing using the Harvard style. Feedback from assessors is both constructive and supportive and in some cases informative. No concerns recorded. Well done.”
Contact Us
For further information, please contact the team on:
Call 01723 353353 to speak to NAPPI uk