Creating and Gathering Evidence

By | February 6, 2017

During your apprenticeship you will be required to create and gather a range of evidence that demonstrates your knowledge and the skills that you use in your role. A range of assessment methods will be used throughout your course so this lesson has been put together to help you understand what you will need to do.

“Bloom” Criteria:

With any questions and answer assessments, remember to read the question carefully in order to tell what exactly is required. Here are some general rules for question terminology:

Lists – require 3 or more items

Describe – requires at least a full sentence

Define – again requires at least a full sentence and must be specific to stand up to scrutiny. Provide a reference if need be.

Compare – requires at least two examples with an analysis of each

Explain – requires a detailed paragraph; think about who, what, where, when, how and why. Examples are a good way to bolster and explanation

Provide/provide guidance – requires you to create something, either file or product, to use as evidence, for example, providing guidance might be a document, poster or a blog/website.

Analyse – requires specific details and features about the subject being analysed

Evaluate – requires a detailed analysis that leads to conclusions, for example, “what have I learned, what worked, and what can I do differently or better next time?”

Evidence types:

Written Questions – all answers should answer the question following the “Bloom” criteria above. Where questions have been written up separately to the original question paper, answers must clearly show which question the answer refers to, either by copying the question or by writing in a complete sentence that practically states the question.

Verbal Questions –This evidence is generally led by the assessor, and the questions answered by the learner. The assessor may prompt or ask for elaboration until learning outcome or criteria has been met satisfactorily. Evidence requires proof that the learner participated; preferably by being an audio recording.

Professional Discussion – This evidence is generally led by the learner, though the assessor may attempt to provide prompts if necessary. Evidence requires proof that the learner participated; preferably by being an audio recording, though a signature on written the assessors paperwork will suffice.

Observation – This can be a record of anything that has been witnessed by the assessor. This requires evidence that the learner participated, such as photographs, videos, screen recording, audio recordings or at the very least a signature on the evidence record.

Project – This is evidence of planned interrelated tasks. This may consist of a range of different items of product evidence. This might include planning tools and records of communication, to evidence of the complete project, for example a website.

Product evidence – This is evidence of something tangible that has been produced for the purpose of work. For example; a physical product, a virtual product such as a blog or digital content, workplace documentation, a video, screenshot, audio or screen recording of a product.

Storyboard/Case study – This is a record of a current task, job or project, documenting the journey from start to finish. Case studies usually include an introduction, annotated screenshots, photos or images, and in many cases, a conclusion or evaluation.

Reflective accounts – This is a record of a task or situation that occurred during the learner’s time on programme. This will require additional evidence in order to validate its authenticity, such as witness testimony, records of communication or product evidence.

Reports – This is a structured written document that can stand in its own right. This should include an introduction and headings at the very least. Note that this must not look like answers to questions.

Scenario – The use of a scenario is acceptable when permitted by the qualification but should only be used when there is no way to obtain evidence in the workplace, for example when there are security or safeguarding concerns. Scenarios are treated in the same way as case studies, though the scenario should be acknowledge in the assessment feedback.

Presentations – This evidence can be used where the learning outcome requires the learner to “present”, “provide guidance” or something similar. Presentations generally show knowledge rather than demonstration; however case studies can sometimes be created using this format.

Witness testimony – Total People witness testimony templates can be used to ensure that the requirements of this evidence are met. Any witness testimony needs to be signed by the witness and their contact details, profession or position, and a brief outline of the activity witnessed must be on record to validate this type of evidence.