A GUIDE TO ASSESSMENT

Guidance on NVQ/SVQ
assessment for staff in
the Justice sector
A GUIDE TO ASSESSMENT GUIDANCE ON NVQ/SVQ ASSESSMENT FOR STAFF IN THE JUSTICE SECTOR

Contents

1. Introduction................................................................................................................................................ 3

2. Assessment for NVQs/SVQs........................................................................................................... 3

3. Planning and preparation for assessment.................................................................................. 5

4. Carrying out assessment.................................................................................................................. 11

5. Recording and presenting evidence...........................................................................................15

6. Providing feedback............................................................................................................................... 16

7. And finally..................................................................................................................................................16

8. A Guide to Assessment Case studies....................................................................................... 17

9. Useful contacts...................................................................................................................................... 23

Skills for Justice is the sector skills council quality development programmes, and to link
which exists to help organisations and the acquisition of learning to reputable and
individuals in the Justice sector deliver benefit valuable qualifications.
to society by being significantly better skilled.
Contact us for more information on how we
We provide support for the Justice sector to can help you develop skills for success
identify its current and future learning needs,
to engage more effectively with learning Tel: 0114 261 1499
providers to meet these needs with high Email: [email protected]
www.skillsforjustice.com

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 A GUIDE TO ASSESSMENT GUIDANCE ON NVQ/SVQ ASSESSMENT FOR STAFF IN THE JUSTICE SECTOR

1. Introduction 2. Assessment for NVQs/SVQs

If you are an assessor or internal verifier in the 2.1 Competence brings confidence
Justice sector, this handbook is for you. Its main
aim is to provide you with practical guidance and Being assessed as competent against national
straightforward suggestions on how to carry out occupational standards gives confidence to the
assessment. You may be involved in assessment following people
for NVQs, SVQs, Continuing Development
Awards or work based assessment against national • the employee, as they can do the job well in
occupational standards for other purposes. different (and maybe difficult) circumstances and
they have their skills, knowledge and experience
Many staff working in the Justice sector are not recognised through gaining a nationally recognised
based in one place, and many work on the move qualification
in the community (including people’s homes), or • the team, as colleagues can rely on each other
travelling between locations. This guidance aims • the supervisor, as the members of their team can
to provide specific help in these circumstances as perform competently in different situations, and
assessment presents particular challenges. apply rules and procedures appropriately
• the employer, as they have a competent and well-
The material may be useful for candidates, line qualified workforce
managers, internal verifiers, assessment centre staff • the public, as they can be reassured that
and employers. individuals delivering services in the Justice sector
are qualified and competent in their roles.
It is intended to supplement other guidance from
Skills for Justice, the Qualifications and Curriculum Being assessed as competent is particularly
Authority (QCA), the Scottish Qualifications important where staff are working on the move,
Authority (SQA) and awarding bodies. Contact away from their base.
details for all these organisations can be found at the
end of this handbook. National Occupational Standards (NOS) describe
how well people are expected to perform at work.

They can help individuals and organisations deal

with the very real challenges they face by ensuring
that they have the necessary knowledge and skills to
carry out their day to-day work.

NVQs/SVQs, based on NOS have been developed

specifically for the Justice sector covering

• community justice (community safety, work with

offending behaviour, work with victims survivors
and witnesses)
• custodial care
• custodial healthcare
• policing and law enforcement
• youth justice
• courts and prosecution services
• witness care
• fire and rescue services.

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A GUIDE TO ASSESSMENT GUIDANCE ON NVQ/SVQ ASSESSMENT FOR STAFF IN THE JUSTICE SECTOR

Other NVQs/SVQs may also be relevant to Justice 2.3 Assessment requirements

sector organisations including
The Assessment Strategy developed by Skills for
• administration Justice for NVQs and SVQs aims to strike a balance
• learning and development between the clear demands for quality and what
• management and leadership is realistic and acceptable. The Strategy emphasises
• customer services the importance of assessing performance in the
• health and social care. workplace itself, wherever that may be, either

• in the course of day-to-day work, or

2.2 The aim of assessment • in a few circumstances, by a realistic simulation –
e.g. where it is difficult to collect evidence through
The aim of NVQ/SVQ assessment is to a real work situation and/or the nature of the
establish whether the candidate can perform work activity presents high risk/danger to the
to the occupational standards across a range of candidate and others.
circumstances and meet changing demands.
Assessment of performance in the course of
Competence involves day-to-day work does not mean that you as an
assessor need to observe candidates doing
• technical skills - the particular skills required in everything that is described in the standards –
the job there are many other sources of evidence. Being
• planning and problem-solving skills an assessor does not involve following candidates
• the ability to deal with unexpected events all day armed with a clipboard.
• the ability to work with other people as part
of a team and communication skills
• the ability to apply the knowledge and Flexibility is also possible. For example
understanding that underpin overall competence.
• parts of the range can be assessed by questioning,
or using ‘what if ’ scenarios
As the assessor, you want to see evidence of • knowledge and understanding can be assessed
away from the workplace
• how your candidate has carried out the work • technology can be used to streamline the
• the records and other work documents that they assessment process and tools such as digital
normally use. recorders can be used to record aspects of the
assessment process, such as planning, observations,
You also need to feel confident that they know professional discussions and feedback.

• what they are doing You would use ‘what if ’ scenarios or ask additional
• why they are doing it questions
• that they can apply the appropriate organisational
and legal principles and procedures to their work. • when a candidate cannot meet the whole range
of particular units in the course of their
As far as possible assessment should be everyday job
integrated into everyday work to make the most • when it isn’t appropriate at the time to question
of opportunities that arise naturally without why a candidate is acting in a certain way, for
compromising the quality and reliability of the example, in an incident or emergency, or while
assessment process. they are driving.

Naturally arising opportunities for assessment could

include Detailed assessment guidance will be provided
by the NVQ/SVQ awarding body, with evidence
• when you and your candidate are working together requirements specified for each unit in the
• performance management, e.g. appraisal, qualification. Use of simulation must be agreed by
professional supervision the internal verifier and be in line with the evidence
• audits requirements and the Skills for Justice Assessment
• monitoring exercises. Strategy.
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3. Planning and preparation for You need to work closely with your candidate to
plan for assessment. If you are not sure about the
assessment acceptability of evidence, discuss your ideas with
your internal verifier.
One of the most obvious challenges for assessors In theory, candidates can take as long as they need
involved in on the move assessment is observing to complete their NVQ/SVQ. But, if they identify a
candidates in their daily work. As well as planning for date for completion, along with interim milestones,
assessment, this may also mean taking advantage of it will give both of you a useful set of targets to aim
opportunities as they arise or finding other ways of for. Also, in practice many employers do set specific
gathering evidence. targets by which a qualification must be completed.
3.1 Planning for assessment Therefore it is important to set clear targets with
candidates as they progress with their NVQ/SVQ
Planning is the key to making the assessment process and to arrange regular review meetings. Be clear
as straightforward and cost-effective as possible. from the outset that completion of the NVQ/SVQ
However, this poses a particular challenge for will require commitment and time.
assessors of staff on the move, especially in terms of
The chart on the next page shows the main stages
• making sure you are in the right place at the in the assessment planning process. There are three
right time key principles to bear in mind
• being ready and able to assess the work the
candidate is undertaking. • there are many different sources of evidence –
consider and use them all
For those on the move this can involve making • look for good evidence then check the detail of
particular use of the standards to pinpoint where it fits – do not
go looking for evidence for each element or unit
• documentary evidence e.g. documents produced in turn
in the workplace by the candidate • take an holistic approach by focusing on
• personal testimony workplace activities rather than individual units /
• appropriate witness testimony elements and make the maximum use of the
• video/audio tapes or CCTV recordings, where evidence that you gather – it will probably count
these are available and where appropriate towards more than one unit.
• simulations (when allowed).
3.2 Planning assessment flowchart
So how do you plan in these circumstances?
You can The boxes shaded in light blue indicate activities that
relate to advice/support, and the darker blue boxes
• plan what you can by detailing activities, objectives, indicate activities relating directly to assessment.
timescales, review and completion dates – for
example, planning what you hope to assess over a What needs to be taken into account when setting
period of time e.g. during a shift targets?
• giving clear guidance to the candidates about the
activities they should carry out to demonstrate • your candidate’s current role and the regular
their competence activities they carry out in the workplace
• make the best use of the opportunities that • their current level of competence
are available for observation, e.g. before and • any evidence they can already produce
after journeys • organisational demands
• plan for the use of records that account for • your own availability and capacity
normal activities as well as documenting particular • the time needed for review, evaluation and action
incidents i.e. use the documents that your planning as well as the assessment itself.
candidate has to complete anyway
• develop approaches to deal with unexpected
assessment opportunities
• think creatively about opportunities for
evidence gathering.

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Identify the relevant units for each candidate What does the candidate do?
• mandatory Which optional units best fit the candidate’s role?
• optional.

What is realistic and feasible taking account of

• candidate’s current competence?
• current role?
Plan overall timescale for achievement e.g. set a • existing evidence?
target completion date and interim milestones such • organisational demands?
as an expected number of units to be achieved • assessor availability?

Consider and discuss the workplace activities Identify learning gaps - across whole qualifications/
candidates regularly undertake and then link initial units
them to the National Occupational Standards • how can these be met?
• link to development plans – work-based
learning etc.

Plan which unit/s to start with, depending on

Available evidence. What element/s does it cover?
candidate’s current level of competence
• performance
• are there any learning gaps?
• knowledge
• availability of evidence: are there any
• range.
evidence gaps?

Plan for assessment Evidence gaps

• what methods may be used? Identify assessment opportunities (in everyday
- observation work, specially arranged, simulations) for both
- witness testimony performance and knowledge.
- products
- questioning
• scheduling - where and when. Kinds of evidence
• records, testimony (assessor, witness) cases,
journal entries, test results etc.
Plan review sessions • schedule of assessment.

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3.3 Advice and support This can reduce time spent assessing (and
potential disappointment if your candidate is not
Obviously, it is important that candidates take yet competent and/or needs to produce more
responsibility for their own learning and evidence)
development. However, sometimes they need more • contributing to the assessment planning process,
support when undertaking NVQs/SVQs. Should this particularly in terms of working jointly with your
happen, then giving them the support of a mentor candidate to consider
can be particularly useful in keeping the momentum − evidence gathering
going. In many circumstances, you may be well − how evidence can be applied to a number of
placed to undertake the role of mentor as well different elements/units i.e. holistic assessment
as assessor. − when your candidate is ready for assessment.

The assessment process is a joint effort between Holistic assessment is vital for the efficient and
candidate and assessor in which both have effective gathering of evidence. It means keeping
responsibilities. in mind the requirements of the NVQ/SVQ as a
whole, and relating evidence gathered to as many
The candidate should be fully involved in the units/elements as practicable. At first, it may be
process but their primary focus is on their job and difficult for you to remember all of the units that you
to perform competently the activities described by are assessing for each candidate, so you may wish to
the NOS. start with a handful of units in mind that are naturally
clustered together. As you get more familiar with
The assessor – and the organisation – also need the standards, this will become much easier.
to give structure and support to the candidate and
the assessor needs to take responsibility for the
assessment process. 3.4 Knowing the standards

As assessor, it is vital that you have a good working

What is mentoring? knowledge of the standards you are assessing.

It is a relationship of trust and support developed This includes

between two people in which the more • the activities they cover
experienced person helps the less experienced to • the standard to which the activities should be
reach their potential. performed
• the evidence requirements.

The mentoring role can be carried out by different The more you use the standards as part of everyday
people but if you are your candidate’s manager work the more you will get to know them. You
as well as assessor, working with your candidate will also identify evidence that can be used for
in this way can help integrate the demands of the other elements/units - it is frequently the case that
qualification with the demands of everyday work. each item of evidence can be used towards many
elements/units. If you plan holistically, you should
This kind of support and encouragement can help in identify evidence that naturally links to several units.
a number of ways
3.5 Understanding evidence requirements
• reviewing progress and helping your candidate
make sense of the whole qualification and how it The evidence requirements for each unit specify
all fits together that your candidate has to meet all the performance
• helping your candidate to develop his or her own criteria and has to have sufficient knowledge to
capacity to reflect on their work practice work across all the range.
• using feedback to provide formative assessment, if
you are the assessor as well as mentor (formative
assessment is assessment of your candidate
while they are still undertaking development
activities and/or gaining experience, before they
are ready for their final ‘summative’ assessment).

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For example, in the Unit 4C1‘Develop one’s own 3.6 Identifying opportunities to gather evidence
knowledge and practice’, candidates are required
to gather evidence over time and from more than The first step should be to start with the work your
one occasion where they have developed their own candidate does to find out how you can identify
knowledge and practice. The evidence requirements opportunities together for gathering evidence
state that holistically (i.e. evidence that can be applied to
as many elements/units as possible). For example
“The candidate’s package of evidence needs to through
cover all the performance criteria and all of the
aspects of range. • the candidate’s everyday work
• specially planned activities, e.g. projects,
Direct observation of real work activities by the assignments.
assessor must be used to provide at least some of
the evidence of each of the elements in this unit. It is likely that your candidate can already
produce existing evidence from their activities to
The nature of the unit means that the assessor demonstrate their competence.
will only be able to directly observe any changes
in the candidate’s practice (i.e. only the result not Using Accreditation of Prior Learning (APL)
the process). Other evidence will need to come
from written, or oral, reflective accounts and work • your candidate may be able to provide existing
products. Simulations are not appropriate for evidence of competence from a variety of
this unit.” sources
• you need to check that the evidence is admissible,
for example, that it is valid, reliable, authentic and
Evidence requirements also outline sufficient.

• how much of the range your candidate must If you are in doubt or need guidance, ask your
meet by evidence from their performance internal verifier.
at work (e.g. witness testimony, documents
produced, observation by an assessor, etc)
• how much can be met in other ways – for In addition to this you can start the process of
example by ‘what if ’ questions identifying where everyday activities could provide
• where simulations are allowed. a range of evidence that might apply to more than
one unit. An example is shown below.
These points may be particularly helpful for
those candidates who find it difficult to provide
performance evidence for all the range.

Planning simulation

The evidence requirements specify when simulation

may be used for assessment. Setting up a simulation
for assessment (as opposed to learning) means that
it has to resemble real work as closely as possible.

For example, where evidence is needed for a unit

on minimising and dealing with aggressive and
abusive behaviour, volunteers could be asked to
role-play the types of behaviour and action that
candidates are likely to be faced with in specific
situations. Candidates can then be assessed on their

• communication skills – verbal, listening, body

language
• control of the situation.

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Activity * Which units might this activity Typical evidence of this activity
generate evidence for? for all these units

Organise group activities • EC4 Prepare, implement and observation of the candidate by
evaluate group activities an assessor

• EC1 Help individuals address witness testimony from those

their offending behaviour with whom the candidate has
worked in planning, implementing
and evaluating the group activities

• ED4 Deliver accredited products of the candidate’s work:

programmes plans for, and notes from, activities
including where modifications
have been made

reflective practice journal

questioning, oral or written

case studies, projects, assignments

and reflective accounts of their
work.

* Note: These unit numbers are taken from the Community Justice NVQ/SVQ.
The same units may appear in other Justice sector NVQs/SVQs.

There are also likely to be aspects of underpinning Dealing with unexpected assessment opportunities
knowledge that appear in a number of different
units. However, you need to check that the evidence There will be occasions when you are suddenly
fits the context of the performance criteria. faced with an unexpected opportunity to assess a
candidate. For example, something may happen that
Remember to check the evidence requirements you were not expecting, but which is covered by
in each unit so that you are clear how much one of the units selected for the candidate. This is
evidence is required from performance at work particularly likely if you are the candidate’s manager.
and how much can be met by questioning or other
supporting evidence. For example, your candidate may have to deal
with an unexpected incident e.g. responding to an
A clear knowledge of the rights and responsibilities individual’s abusive behaviour
of people underpins many of the units. It is
important to remember that these must be applied or
in the context of the unit being assessed. For
example this will include aspects of Your candidate may have taken on a more senior role
on a temporary basis because of illness, absence, etc.
• national and European legislation e.g. the Human
Rights Act 1998 and the Criminal Justice Act 2003 It is important not to overlook these opportunities
• applying the principles of equality, diversity and and you can use them, in particular, to assess general
anti-discriminatory practice behaviour areas such as teamwork, communication
• organisational policies and procedures. and health and safety.

You may have discussed this possibility during the

planning process but wherever practicable you need
to agree with your candidate on each occasion that
you are carrying out an assessment.

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3.7 Identifying evidence gaps Diary entries can be cross-referenced to where the
evidence is kept. Candidates can refer to their diary
Despite careful planning, you and your candidate when you want to know how they responded to a
may still have to consider whether there are any situation and why they responded in the way that
gaps in evidence. For example, does your assessment they did. This activity should support the assessment
plan allow for sufficient evidence to be gathered process and should not be an additional burden for
covering all the performance criteria, range and the candidate. Use should be made of existing diary
knowledge? In particular, there may be gaps in or recording systems such as electronic diaries and
finding evidence for contingencies. police officer pocket notebooks.

If the evidence gaps are significant you may need to Keeping a diary also encourages your candidates to
think about filling them by develop their own capacity to reflect on
• their work
• simulation, if this is allowed • what they did well/less well
• arranging for your candidate to • how they might improve their approach.
− undertake a project or assignment
− be seconded for a short period
− be allocated particular duties for a short period 3.8 Scheduling the assessment
(for example to cover the full range in a unit)
• questioning – including the use of case studies if When scheduling the assessment, think about the
appropriate. following
• when is the candidate likely to be ready for
Parts of the range may be assessed by questioning, assessment?
or using ‘what if ’ scenarios. You would use ‘what if ’ • the specifics of assessment, such as the following
scenarios or ask additional questions − how often will you do the assessment?
− what targets will you set?
• when a candidate cannot meet the whole range − what are the appropriate assessment methods?
of particular units in the course of their everyday
job Can the assessment be scheduled into everyday
• when it isn’t appropriate at the time to question work?
why a candidate is acting in a certain way, for • what are your candidate’s shift patterns?
example in an incident or emergency. • where will your candidate be?
• when could they be assessed?
• what about confidentiality issues?
How do you plan for the unexpected?

Although working in a competent way will reduce • what opportunities will you have to observe the
the likelihood of things not going according to plan, candidate at work?
it is impossible to be prepared for everything. • other people who might be able to provide
witness testimony, i.e. others who saw the
For example, if your candidate is involved in candidate working and can say what he or
maintaining security and order, no-one knows in she did?
advance how individuals might behave. You may • how will you help your candidates obtain
have anticipated being able to cover the range of worthwhile witness testimony?
cooperative and uncooperative individuals but this
may turn out not to be the case. For example, witness testimony may be obtained
from

A useful way to capture evidence from everyday • colleagues / managers

activities (and in particular to gather evidence about • staff from other agencies that work with your
unusual incidents) is to encourage your candidates candidate
to use an aide-memoir such as diaries (including • auditors/monitors
reflective comments) supported by appropriate • lay observers.
records. In this way, you can readily see what they
have been doing and what evidence they have
provided to support their efforts.
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As an assessor, you may be called upon to assess 4. Carrying out assessment

a candidate you don’t normally work with, or to
arrange for another assessor to assess part of
your candidate’s performance. For example, this 4.1 Decide on assessment methods
may happen if another assessor has more relevant
occupational competence for a particular unit, or Decide on the most appropriate methods to gather
will be working with a candidate as they carry out a
particular task. • performance evidence
• evidence of knowledge.
The Skills for Justice Assessment Strategy recognises
that some candidates may have more than one You can get evidence of effective performance from
assessor. In this case, one of the assessors must
be identified as the co-ordinator assessor and the • observation
internal verifier will monitor assessment by different • witness testimony
assessors for consistency. • the candidate’s report
• video
• records
• professional discussion – a guided discussion
based on the activities that candidate has carried
out
• documentation (that the candidate completes as
part of their work) etc.

You can get evidence of your candidate’s knowledge

and understanding from

• the way they carry out their work

• questions posed at the time
• professional discussion
• answers to questions away from work.

The table on the next pages shows an example

assessment plan for a Custodial Care level 3
candidate. This particular example is for the
candidate’s work around basic security procedures.
However, the principles illustrated would be applied
to assessment planning for any Justice sector
standards i.e.

• identify relevant candidate activities

• decide the most appropriate assessment methods
for those activities
• set target dates when the activities are expected
to take place
• be clear about who will be involved
• identify which aspects of the unit (e.g. which
elements) each activity is likely to cover
• consider whether the evidence produced might
contribute to the achievement of other units
• record when planned activities and evidence
collection is completed.

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What candidate Assessment method Date/s Who is Main coverage Evidence Completion
activity? involved? of unit might also date
be used for

Checks locks and Assessor observation Assessor FD2 Element 1 CK3

bolts; security of and questioning FE2
surrounding area, Witness testimony Witness
alarms etc Supporting
documentation

How the Personal testimony Candidate FD2 Elements FB1

candidate dealt 3 and 4 GC8
with an incident GC9
FF3

Monitoring the Assessor observation Assessor FD2 Element 2 FB1

behaviour of Witness testimony FF2
individuals Supporting Witness
documentation

Dealing with Simulation – assessor Assessor FD2 Elements FB1

breach incident observation and 3 and 4 GC8
questioning GC9
FF3

Completing Records and Candidate FD2 Elements FB1

documentation documentation 1-4 GC8
e.g. prisoner GC9
escort record, CK3
security incident FF2
report FF3

Restoring security Assessor observation Assessor FD2 FB1

and order and questioning Elements 3 GC9
to supplement and 4 FF2
observation of real
work or simulation

Using observation • liaise with the internal verifier/manager to explore

the possibility of using
Observation is a key method of gathering evidence − roving or floating assessors or staff who are
for assessment because it enables the assessor to normally office based
consider how the candidate carries out their role − different assessors for candidates
in its entirety. However, assessors - and particularly • plan to meet with candidates before and after
those who work on the move - may find it difficult activities where you cannot be present
to organise observation sessions, because of shift • make use of witness testimony
patterns for example. So what can be done? • plan how to capture observation evidence from
the unexpected – this may include recording
Some ideas include the following observed performance in retrospect because of
operational constraints or unplanned incidents
• where you normally work with your candidate for • consider the use of simulations where they are
example, in the same team allowed.
− you can plan to observe normal activities

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Observation will be most effective and efficient if, as Potential witnesses could be
far as possible, it is planned carefully.
• team members / colleagues / managers
Before an observation, it is important to think about • staff from other agencies
• volunteer lay people
• the units involved • qualified assessors who work in other areas
• what is being observed of the organisation or another part of the
• what is being looked for Justice sector.
• why something is being looked for
• how to record what has been seen
• what notes need to be made Making the most of witness testimony may involve
• what other sources of evidence could be used to briefing potential witnesses on what is required. For
support observation, eg witnesses example
• who else needs to be informed e.g. colleagues /
managers / staff from other agencies. • the need to understand the demands of the
particular unit/s being assessed
• the requirements for observing the candidate’s
Using witness testimony work, including the need to limit their testimony
to what they saw the candidate doing.
Sometimes it is difficult to arrange an observation. In
these circumstances, witness testimony can make a ENTO’s Unit L20:
particularly useful contribution to assessment on the Support competence achieved in the workplace is
move, so long as a few guidelines are adhered to. relevant to the contribution of witnesses.

Witnesses need to be Using records or documentation

• credible and, Good practice requires that records are kept for
• aware of the standards they are offering many everyday activities in the Justice sector and
testimony for. these records are an excellent source of evidence,
especially where it is impossible for you to be
In circumstances where witness statements relate to physically present to observe your candidate.
technical or specialist activities, the witness will also There should be no problem with using most
need to be occupationally competent. normal documents so long as the forms are filled in
correctly and there is no breach of confidentiality
– in line with organisational procedures. You may
As well as any written testimony, you can question need to be sure that people’s names are removed
the witness if you want to clarify or expand any if copies of records are included as part of your
points made in the testimony and to check the candidate’s evidence.
relevance to the performance criteria and range in
the unit/s you are assessing. It can often be more However, you need to be confident that any
effective for an assessor to contact a witness by documentation demonstrates that your candidate
telephone as a 2-way discussion may prompt the carried out their work in accordance with the
witness to provide evidence that they didn’t think requirements of the standards. This may mean asking
was relevant. questions about what happened and why.

It may be worth thinking with your candidate about Wherever possible, all documentation produced by
the range of people who could potentially provide the candidate as part of their regular work activities
witness testimony. If they are already working should remain in the workplace. Your assessment
within the team or are otherwise familiar with the judgement of documents (and a note of where the
work your candidate is undertaking this should be originals can be found) is added to your candidate’s
straightforward. evidence, rather than actual copies of documents.
This also has advantages in complying with
confidentiality and data protection requirements and
saves time and money when reproducing documents.

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Examples of documents and records include objectives and an agreed duration. There should be
evidence of the discussion in the form or digital /
• client assessment records electronic or written records.
• incident forms/records
• work planning records 4.2 Making assessment decisions
• IT based records.
Acceptability of evidence

Using questioning All the evidence your candidate gathers has to be

acceptable. This means it has to be
Questioning can be used to supplement
performance evidence and to check your candidate’s • valid
understanding of • authentic
• relevant.
• facts, legislation, policies and procedures, etc.
• principles and theories valid evidence relates to a specific part of the
• ways of using and applying knowledge. standards (and is not just your idea of competent
behaviour)
Getting the best from questioning authentic evidence is the work of your candidate as
an individual
Ask candidates probing questions to relevant evidence matches the required competence.

• check whether they know why they are doing

something (to cover aspects of knowledge and Interpreting evidence
understanding)
• find out what they might do in different The interpretation of evidence is more important
circumstances (to cover aspects of the range) than simply gathering more and more – quality is
• see how familiar they are with rules and always better than quantity.
procedures underpinning their work.
To interpret evidence effectively, as an assessor,
you need
Questioning can be particularly useful to cover
the range, where permitted in the evidence • the appropriate occupational knowledge and
requirements, for example “how would you do that understanding – a good knowledge of the
differently if…?” National Occupational Standards
• familiarity with the organisation’s own systems,
You can question your candidate while you observe procedures and practice.
them at work or you can use questions to assess
them away from their work. In either case, be clear Interpreting evidence
in advance what you expect to achieve through
questioning, and check that the answers you receive • is the source credible (e.g. witness testimony)?
meet the required standards for the unit/s being • are you balancing positive with any negative
assessed. evidence?
• are you inclined to err on the side of caution or
Using professional discussion generosity?
• what cues do you focus on (spoken, non-verbal,
Professional discussion is a ‘case discussion’ whereby etc)?
your candidate prepares to discuss an activity they • how do you assess knowledge that a candidate
have undertaken that is linked to a particular unit may not be consciously aware of?
or units and presents relevant examples from • how confident can you be in predicting how well
their work. You facilitate a discussion with your the candidate can transfer their competence from
candidate to explore how they have demonstrated one situation to another?
competence (and in particular, to collect evidence
of their knowledge and understanding). Each
professional discussion must have clearly defined

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Making judgements 5. Recording and presenting

You need to be confident that, taken together, the evidence
candidate’s ‘package’ of evidence from different
sources
The awarding bodies provide examples of records
• covers all the performance criteria (including you can use - or your organisation may have
contingencies) and range developed their own documentation in line with the
• meets the evidence requirements awarding body requirements. Recording information
• demonstrates the candidate’s knowledge and is important so that others can see what has been
understanding done. However, it can look as if the assessment
• shows that the candidate’s competence is current process itself has to be met by a series of tick boxes
and consistent over a period of time – this is not the case. It is the evidence itself that
• covers a range of contexts and situations. shows someone is competent.

The evidence must be referenced in such a way

that it can be easily located and it is clear how it
relates to the units. It is the candidate’s job to collect
their evidence, and typically, records relating to the
evidence are stored in a file – the portfolio. There is
no prescribed format for a portfolio, as long as the
evidence can be found easily and clearly relates to
the evidence requirements of the units.

Assessment records and documentation need to be

in the portfolio. The majority of product evidence
should remain in the workplace and be referenced
and signposted in the portfolio (i.e. it must be clear
where the evidence can be found).

In the future, it is likely that the use of information

technology will increasingly provide innovative
methods of recording and referencing evidence e.g.

• digital recording of discussions/questioning

with candidates – these can then be saved on
computer files
• storing and referencing evidence digitally (i.e. using
e-portfolios).

Whatever method you choose for recording and

presenting evidence, the internal verifier will be
ensuring that your standards are acceptable by
sampling candidates’ assessed work, so it is in your
own interest that you keep up-to-date, accurate
records.

Once you have made your decision about whether

the candidate’s evidence shows that they meet
all of the necessary standards or whether more
assessment or evidence is needed, you will need to
complete the necessary paperwork to record and
confirm your decision.

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6. Providing feedback 7. And, finally

Part of the assessment process is providing the Dealing with the challenges of assessment can be a
candidates with feedback after assessment, whether rewarding process.
they are competent or not yet competent. This is
known as summative assessment. Remember to work with your candidate/s to

A ‘not yet competent’ decision could indicate a need • plan for efficient and effective assessment – set
for targets, regularly review progress and be realistic
about the time commitment
• more development • integrate assessment into everyday work as far as
or possible
• more evidence. • use evidence to cover as many units as possible
(i.e. always think holistically about the uses of
items of evidence)
Whatever the assessment decision, feedback is • encourage the use of records and documentation
an aid to the candidate’s progress and learning. as supporting evidence where appropriate
It is used to identify any areas that need more, (backed up by questions)
or different, evidence and any areas where the • make the most of unexpected assessment
candidate needs further development. opportunities
• make use of appropriate witness testimony.
It is essential that assessors use the feedback process
in a constructive, supportive way. As far as possible, And, if in any doubt, ask your internal verifier for
feedback should be advice.

• honest
• specific
• accurate
• factual
• evidenced.

Feedback should be something the candidate can

understand, accept and do something about.

Giving feedback – golden rules

Always

• be clear about what you want to say

• emphasise the positive
• be specific – give examples
• avoid sweeping statements including ‘all’, ‘never’,
‘always’
• focus on behaviour rather than the person
• be descriptive rather than judgemental
• make clear and specific suggestions about what
can be done
• deal with things that can be changed
• consider your own motives for giving feedback
• own the feedback – use ‘I’ statements.

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 A GUIDE TO ASSESSMENT GUIDANCE ON NVQ/SVQ ASSESSMENT FOR STAFF IN THE JUSTICE SECTOR

8. A Guide to Assessment will assess. The assessment planning process needs

to be recorded / documented in some way but this
Case Studies can often be difficult when the nature and timing of
the candidates’ work is unpredictable.
Policing For example, Ben does not know in advance exactly
what each shift will involve. However, Cathy and Ben
Initial Assessment and Assessment Planning agree that over a period of 4 shifts, it is reasonable
to expect that Ben will conduct patrol and deal with
Ben is undertaking an NVQ in policing and he is offences as they occur. As part of the assessment
allocated Cathy as his assessor to guide, support planning process, Cathy and Ben discuss
and assess him throughout the award. Cathy and
Ben meet to carry out an initial assessment of Ben’s • What will be assessed
skills and to discuss the type of work activities he is e.g. skills, knowledge, specific work activities
involved in to identify where they provide evidence • When assessment will take place
for the Policing NVQ. • Who will be involved
e.g. individual, manager, other colleagues
From their initial discussion, Cathy and Ben identify • How the individual will be assessed
that Ben carries out a range of activities that will e.g. assessment methods such as observation,
provide evidence for the NVQ and they start to discussion, self-assessment
plan for the assessment process. As part of this • How the assessment will be judged
planning process Cathy identifies a number of e.g. using NOS criteria, organisational values.
activities for Ben to carry out during his shift, links
these to the units they will provide evidence for and They agree to put this into an assessment plan,
also suggests a variety of evidence sources that she shown below

Candidate Name Ben

Assessor Name Cathy

Qualification NVQ Level 3 in Policing Date of Plan 3rd April 2009

Date of Review 17th April 2009

Activity Units Assessment Methods

During the next four weeks conduct patrol 2C1 / 1B9 / AA1 Witness Testimony / Observations /
and when necessary attend a crime incident, Personal Statement / Product Evidence
providing an initial police response. (pocket notebook)

Deal with the incident in an effective manner, 2G2 / 2H1 / 1B9 Witness Testimony / Observations /
providing support and assistance for any Product Evidence (victim statement /
victims, conducting an initial investigation and pocket notebook)
interview a witness and/or victim.

Make an arrest (where possible connected to 1A1 / 2C3 / 2I1 / Observation / Witness testimony /
an incident you have attended) and present 2I2 / 2H2 / 2K1 / Product Evidence (pocket notebook /
the suspect to custody and interview them. 2K2 interview tape)

Demonstrate knowledge and understanding As above Professional Discussion

relating to the above during a de-brief.

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A GUIDE TO ASSESSMENT GUIDANCE ON NVQ/SVQ ASSESSMENT FOR STAFF IN THE JUSTICE SECTOR

A range of assessment methods have been Ben and Cathy meet, as agreed, to review the
identified as being appropriate including an assessor assessment plan. Cathy provides feedback in relation
observation carried out by Cathy, review of product to Ben’s achievements following the observation,
evidence produced naturally as part of Ben’s discussion and examination of product evidence, and
work and a professional discussion following the to show where he has met the performance criteria,
observation. They both agree the assessment plan and also to show where competence has not yet
and arrange to meet again in 2 weeks to review the been shown. They then plan for the next period of
plan and to plan for the next assessment period. assessment.

Carrying out the assessment Recording assessment

Ben returns to the workplace and over the next For the assessment process, the following
few weeks carries out his duties. On the agreed documents were produced
date Cathy arrives at his station and they go out on
patrol together where Cathy observes Ben carrying • assessment Plan and review
out his duties as agreed previously. Ben has to attend • an Assessor decision record detailing
an incident of an assault where he is required to − the product evidence Cathy had assessed, her
investigate the offence, obtain a statement from the decisions and feedback to Ben
victim and deal with that person in an appropriate − details of the observation including what Ben
manner. did, how he did it, feedback from Cathy and
links to the performance criteria, range and
Following the investigation the offender is identified knowledge criteria
and Ben makes an arrest and presents the suspect − a summary of the professional discussion
to the Custody Sergeant for detention after which including timings, a brief summary of the
he carries out an interview with her. Cathy is present content and links to the performance criteria,
throughout all these procedures and observes range and knowledge.
him, recording what Ben does and subsequently
preparing an observation report outlining what she
has seen happening and what performance criteria
and range the observation provides evidence for.

Once Ben has completed his work activity he and

Cathy have a professional discussion to establish his
knowledge around the procedures and processes he
has undertaken during this incident. Their discussion
is digitally recorded and retained. As part of her
approach to the assessment process Cathy later
prepares a bullet pointed list of the areas covered
during the discussion and the time these areas
appear on the recording.

Ben identified a number of pieces of product

evidence for Cathy to assess and make a judgement
on including a witness statement, pocket notebook
entry, interview tapes and prosecution file. Cathy
views these documents and makes an assessment
judgement using the relevant national occupational
standards, recording these on an assessor decision
record. All these documents are retained in the
workplace and must not be photocopied nor placed
in a portfolio.

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 A GUIDE TO ASSESSMENT GUIDANCE ON NVQ/SVQ ASSESSMENT FOR STAFF IN THE JUSTICE SECTOR

A Guide to Assessment The assessment planning process needs to be recorded

/ documented in some way but this can often be
Case Studies difficult when the nature and timing of the candidates
work is unpredictable. For example, Lucy does not
know in advance exactly what each day will involve.
Court operations
However, Chris and Lucy agree that over a period
Initial Assessment and Assessment Planning of 4 weeks, it is reasonable to expect that Lucy will
work in the court and deal with a variety of people
Lucy is undertaking an NVQ in Court Operations such as members of the public, the press, jury
and she is allocated Chris as her assessor to guide, members, other court personnel, members of the
support and assess her throughout the award. legal profession and judiciary.
Lucy and Ben meet to carry out an initial
assessment of Lucy’s skills and to discuss the type As part of the assessment planning process, Chris
of work activities she is involved in to identify and Lucy discuss
where they provide evidence for the Court
Operations NVQ. • What will be assessed
e.g. skills, knowledge, specific work activities
From their initial discussion, Chris and Lucy identify • When assessment will take place
that Lucy carries out a range of activities that will • Who will be involved
provide evidence for the NVQ and they start to e.g. individual, manager, other colleagues
plan for the assessment process. As part of this • How the individual will be assessed
planning process Chris identifies a number of e.g. assessment methods such as observation,
activities for Lucy to carry out during her everyday discussion, self-assessment
work in the court. Chris explains how these • How the assessment will be judged
activities link these to the units in the NVQ and e.g. using NOS criteria, organisational values.
he suggests a variety of evidence sources that he
will assess. They agree to put this into an assessment plan,
shown below

Candidate Name Lucy

Assessor Name Chris

Qualification NVQ Level 2 in Court Operations Date of Plan 3rd April 2009
Date of Review 17th April 2009

Activity Units Assessment Methods

During the next four weeks provide support DC2 / AA1 Witness Testimony / Observations /
and information to people attending the court Personal Statement / Product Evidence
as part of your everyday duties. Address any (e.g. customer enquiry forms)
special requirements that people may have
within the remit of your role.

Deal with people in a professional manner, DH1 / AA1 / HF5 Witness Testimony / Observations /
respond to customer enquiries and resolve Product Evidence
problems for customers. Communicate with
people clearly and with respect.

Ensure that the court room is fully prepared DC1 / DC4 / Observation / Witness testimony /
for proceedings and that those attending the HA1 Product Evidence (e.g. courtroom
court adhere to the operating protocols. checklist)

Demonstrate knowledge and understanding As above Professional Discussion

relating to the above during a de-brief.
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A GUIDE TO ASSESSMENT GUIDANCE ON NVQ/SVQ ASSESSMENT FOR STAFF IN THE JUSTICE SECTOR

A range of assessment methods have been Lucy and Chris meet, as agreed, to review the
identified as being appropriate including an assessor assessment plan. Chris provides feedback in relation
observation carried out by Chris, review of product to Lucy’s achievements following the observation,
evidence produced naturally as part of Lucy’s discussion and examination of product evidence,
work and a professional discussion following the and to show where she has met the performance
observation. They both agree the assessment plan criteria, and also to show where competence has
and arrange to meet again in 2 weeks to review the not yet been shown. They then plan for the next
plan and to plan for the next assessment period. period of assessment.

Carrying out the assessment Recording assessment

Lucy returns to the workplace and over the next For the assessment process, the following
few weeks carries out her duties. On the agreed documents were produced
date Chris arrives at the courts where he observes
Lucy carrying out her duties as agreed previously. • assessment Plan and review
Lucy has to provide advice to a member of the • an Assessor decision record detailing
public who is attending the court and wants more − the product evidence Chris had assessed, his
information about where to sit and the timings decisions and feedback to Lucy
of proceedings. Chris observes Lucy providing − details of the observation including what Lucy
that information and dealing with the member of did, how she did it, feedback from Chris and
public in an appropriate manner. Lucy also ensures links to the performance criteria, range and
that the courtroom is well prepared and that all knowledge criteria
the equipment needed is working and in place. − a summary of the professional discussion
Chris is present throughout all these procedures including timings, a brief summary of the
and observes her, recording what Lucy does and content and links to the performance criteria,
subsequently preparing an observation report range and knowledge.
outlining what he has seen happening and what
performance criteria and range the observation
provides evidence for.

Once Lucy has completed her work activity she and

Chris have a professional discussion to establish her
knowledge around the procedures and processes
she has undertaken during this observation. Their
discussion is digitally recorded and retained. As part
of his approach to the assessment process Chris
later prepares a bullet pointed list of the areas
covered during the discussion and the time these
areas appear on the recording.

Lucy identified a number of pieces of product

evidence for Chris to assess and make a judgement
on including a courtroom preparation checklist
and a completed customer enquiry form. Chris
views these documents and makes an assessment
judgement using the relevant national occupational
standards, recording these on an assessor decision
record. All these documents are retained in the
workplace and must not be photocopied nor placed
in a portfolio.

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 A GUIDE TO ASSESSMENT GUIDANCE ON NVQ/SVQ ASSESSMENT FOR STAFF IN THE JUSTICE SECTOR

A Guide to Assessment The assessment planning process needs to be

recorded / documented in some way but this can
Case Studies often be difficult when the nature and timing of the
candidates work is unpredictable. For example, Matt
does not know in advance exactly what each day
Custodial Care will involve. However, Claire and Matt agree that
over a period of 4 weeks, it is reasonable to expect
Initial Assessment and Assessment Planning that Matt will transport a number of individuals
between custodial environments. As part of the
Matt is undertaking an NVQ in Custodial Care assessment planning process, Claire and Matt discuss
and he is allocated Claire as his assessor to guide,
support and assess him throughout the award. Claire • What will be assessed
and Matt meet to carry out an initial assessment of e.g. skills, knowledge, specific work activities
Matt’s skills and to discuss the type of work activities • When assessment will take place
he is involved in to identify where they provide • Who will be involved
evidence for the Custodial Care NVQ. e.g. individual, manager, other colleagues
• How the individual will be assessed
From their initial discussion, Claire and Matt identify e.g. assessment methods such as observation,
that Matt carries out a range of activities that will discussion, self-assessment
provide evidence for the NVQ and they start • How the assessment will be judged
to plan for the assessment process. As part of e.g. using NOS criteria, organisational values.
this planning process Claire identifies a number
of activities for Matt to carry out during his role They agree to put this into an assessment plan,
in transporting individuals between custodial shown below
environments. Claire explains how these activities
link to the units in the NVQ and she suggests a
variety of evidence sources that she will assess.

Candidate Name Matt

Assessor Name Claire

Qualification NVQ Level 3 in Custodial Care Date of Plan 3rd April 2009
Date of Review 17th April 2009

Activity Units Assessment Methods

During the next four weeks provide FE3 / FE1 / FE2 Witness Testimony / Observations /
transportation services for individuals between Personal Statement / Product Evidence
custodial environments. Ensure that all vehicles (e.g. vehicle log book)
are secure and are searched before and after
transportation duties.

Ensure that security and order is maintained FD2 / GC9 / AF1 Witness Testimony / Observations
within all custodial environments during
transportation and that inappropriate
behaviour is prevented / managed.

Deal with people in a professional manner, AB1 / AA1 Observation / Witness testimony /
respond to their needs and communicate with Product Evidence (e.g. courtroom
people clearly and with respect. checklist)

Demonstrate knowledge and understanding As above Professional Discussion

relating to the above during a de-brief.

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A GUIDE TO ASSESSMENT GUIDANCE ON NVQ/SVQ ASSESSMENT FOR STAFF IN THE JUSTICE SECTOR

A range of assessment methods have been Matt and Claire meet, as agreed, to review the
identified as being appropriate including an assessor assessment plan. Claire provides feedback in relation
observation carried out by Claire, review of product to Matt’s achievements following the observation,
evidence produced naturally as part of Matt’s discussion and examination of product evidence, and
work and a professional discussion following the to show where he has met the performance criteria,
observation. They both agree the assessment plan and also to show where competence has not yet
and arrange to meet again in 2 weeks to review the been shown. They then plan for the next period of
plan and to plan for the next assessment period. assessment.

Carrying out the assessment Recording assessment

Matt returns to the workplace and over the next For the assessment process, the following
few weeks carries out his duties. On the agreed date documents were produced
Claire arrives at HMP Sandway where she observes
Matt carrying out his duties as agreed previously. • assessment Plan and review
Matt has to prepare the vehicles for transportation, • an Assessor decision record detailing
ensure that he searches them thoroughly before − the product evidence Claire had assessed, her
and after transportation and completes the decisions and feedback to Matt
relevant vehicle log and security documentation. − details of the observation including what Matt
Claire observes Matt carrying out these activities did, how he did it, feedback from Claire and
and also communicating with his colleagues in a links to the performance criteria, range and
professional and appropriate manner. Matt also knowledge criteria
ensures that he has provided all relevant information − a summary of the professional discussion
to his colleagues at other custodial environments. including timings, a brief summary of the
Claire is present throughout all these procedures content and links to the performance criteria,
and observes him, recording what Matt does and range and knowledge.
subsequently preparing an observation report
outlining what she has seen happening and what
performance criteria and range the observation
provides evidence for.

Once Matt has completed his work activity he and

Claire have a professional discussion to establish his
knowledge around the procedures and processes
he has undertaken during this observation. Their
discussion is digitally recorded and retained. As part
of her approach to the assessment process Claire
later prepares a bullet pointed list of the areas
covered during the discussion and the time these
areas appear on the recording.

Matt identified a number of pieces of product

evidence for Claire to assess and make a judgement
on including a vehicle logbook and completed
security records. Claire views these documents and
makes an assessment judgement using the relevant
national occupational standards, recording these on
an assessor decision record. All these documents
are retained in the workplace and must not be
photocopied nor placed in a portfolio.

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 A GUIDE TO ASSESSMENT GUIDANCE ON NVQ/SVQ ASSESSMENT FOR STAFF IN THE JUSTICE SECTOR

9. Useful contacts

Organisation Contact details Comments

Skills for Justice Centre Court Sets standards and designs

Atlas Way NVQs/SVQs and related awards
Sheffield S4 7QQ for the Justice sector.

T 0114 261 1499

F 0114 261 8038
E [email protected]
www.skillsforjustice.com

ENTO Kimberley House ENTO was formerly the

4th Floor Employment NTO and is now
47 Vaughan Way an independent Standard
Leicester LE1 4SG Setting Body. Its remit includes
assessment, verification and
T 0116 251 7979 learning and development in the
F 0116 251 1464 workplace.
E [email protected]
www.ento.co.uk

Lifelong Learning UK 5th Floor Sets standards and develops

St Andrew’s House NVQs/SVQs and related awards
18-20 St Andrew’s Street for workforce development and
London the lifelong learning sector.
EC4A 3AY

T 0870 757 7890

F 0870 757 7889
E [email protected]
www.lluk.org

Qualifications and Curriculum 83 Piccadilly The accrediting body for National

Authority (QCA) London Vocational Qualifications (NVQs).
W1J 8QA

T 020 7509 5555

F 020 7509 6666
E [email protected]
www.qca.org.uk

Scottish Qualifications Authority The Optima Building The accrediting body for Justice
(SQA) 58 Robertson Street sector Scottish Vocational
Glasgow G2 8DQ Qualifications (SVQs) and also an
awarding body for SVQs.
T 0845 279 1000
F 0845 213 5000
E [email protected]
www.sqa.org.uk

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A GUIDE TO ASSESSMENT GUIDANCE ON NVQ/SVQ ASSESSMENT FOR STAFF IN THE JUSTICE SECTOR

Organisation Contact details Comments

City and Guilds 1 Giltspur Street Awarding body for Justice sector
London EC1A 9DD NVQs.

T 020 7294 2800

F 020 7294 2400
E [email protected]
www.cityandguilds.com

Edexcel 190 High Holborn Awarding body for Justice sector

London WC1V 7BH NVQs.

T 0844 5760026
F 020 7190 5700
E [email protected]
www.edexcel.com

OCR OCR Head Office Awarding body for Justice sector

(Oxford, Cambridge and RSA 1 Hills Road NVQs.
Examinations) Cambridge CB2 1PB

T 01223 553 998

F 01223 552 627
E [email protected]
www.ocr.org.uk

Chartered Management Institute Management House Awarding body for Justice sector
(CMI) Cottingham Road, Corby NVQs.
Northamptonshire NN17 1TT

T 01536 204 222

F 01536 201 651
E [email protected]
www.managers.org.uk

The Open University Student Registration Awarding body for Justice sector
& Enquiry Service NVQs.
The Open University
PO Box 197
Milton Keynes MK7 6BJ

T 0845 3006090
E [email protected]
www.open.ac.uk

24
Skills for Justice
Centre Court
Atlas Way
Sheffield
S4 7QQ

T 0114 261 1499

E [email protected]
www.skillsforjustice.com

Skills for Justice is registered in England and Wales as JSSC, a

company limited by guarantee under Company no 4826715 at
Centre Court, Atlas Way, Sheffield S4 7QQ. Skills for Justice is
a registered charity in England and Wales (charity no 1107141)
and in Scotland (charity no SC38928). May 09/V1/PDF ONLY