The role of the trainer assessor for apprenticeships is changing: Here’s what you need to know, and how to prepare…

If you currently deliver apprenticeship training as a trainer / assessor, your role is likely to be going through considerable change.

In the new world of apprenticeship standards, trainer / assessors need to:

• Design and conduct the training differently
• Integrate new assessment methods
• integrate the concept of grading within the training, and
• Prepare apprentices to meet the gateway and undertake end-point assessment.

This change is a huge amount to process for trainer / assessors.

So, to help, we’ve set out 15 quick questions to ask yourself to test whether you’re ‘standards ready’, or need to brush up on a couple of things:

15 quick check questions before embarking on the new trainer / assessor role

1. I understand the detail of the standards relevant to my technical/professional area
   Check: Would you be able to describe the key elements of the standard to another person?

2. I can talk confidently about the differences between the roles of TRAINER and ASSESSOR within the new system
   Check: Can you explain the different roles of the training provider and their staff and the end-point assessment organisation and appointed assessors for the end-point assessment?

3. I fully understand the terms ON-PROGRAMME, GATEWAY and END-POINT ASSESSMENT
   Check: Can you describe these to another person?
4. I understand the grading criteria as relevant to my standard(s)
   Check: Can you identify what an apprentice needs to do to achieve a pass versus a distinction and where to find this information?

5. My existing skills / qualifications are appropriate for delivery, at the level for the standard(s), including English and maths
   Check: Can you describe your training/mentoring skills or qualifications? Have you maintained your occupational competence by undertaking CPD activities and retaining industry links?
6. I can identify similarities and differences between an existing framework and a new standard
   Check: Can you map the learning content from the existing framework to the new knowledge, skills and behaviours in the new standard, as a starting point for your delivery model?

7. I am confident in my ability to use initial assessment to inform the individual learning plan
   Check: does your initial assessment tease out the right information to create a unique ILP?

8. I can design appropriate content to meet the knowledge, skills and behaviours which form the apprenticeship standard, including activities that will be conducted off-the-job
   Check: Can you present a high-level scheme of work / training plan to an employer or apprentice? Can you explain what activities contribute to off-the-job training and how this will be tracked?

9. I recognise and can respond appropriately to those elements of the standard which are qualifications-based and those that are not
   Check: Can you identify these clearly on your proposed scheme of work / training plan?

10. I am confident in my ability to provide the right level of academic input to meet the relevant standard(s)
    Check: Can you identify any elements of the standard that require more academic input than a relevant existing framework? How will you respond to this?
11. I can identify which of our existing resources can be used to support this standard and develop new resources where required
    Check: Can you talk through your proposed resource repurposing / development plan through with a colleague?
12. I can confidently use technology which enhances the learner’s experience
    Check: Can you demonstrate your preferred technology solutions to colleagues to help them to see the value in using it?
13. I can integrate opportunities to strengthen competence and confidence in literacy and numeracy
    Check: Can you identify the potential to integrate maths and English requirements within the curriculum / scheme of work you have proposed?
14. I can adapt my style of delivery appropriately to meet the apprentice’s development needs
    Check: Can you explain how you would differentiate your approach to your colleagues or an employer?

15. I can explain my role in preparing the learner for the experience of end-point assessment
    Check: Can you explain how your proposed curriculum will offer opportunities to practice and prepare the learner for end-point assessment, and the concept of grading?

Louise Doyle, Director of Mesma and SDN Strategic Associate