The size of the qualification and makeup of a qualification can factor into the answer to this
question. Some of our Highfield qualifications are internally assessed short courses where
assessment paperwork has been designed for centres to use to show learners have met
criteria. In this instance, using the paperwork supplied by Highfield will support you in delivery,
assessment and IQA.
However, with larger portfolios of evidence we would typically expect to see the following:
Individual Learner Plan ‘ILP’ – an individual learner plan is a document that an assessor
starts at the beginning of the qualification or ‘learner journey’. It documents initial discussions
concerning the learner’s prior achievements, goals, current role and how the assessor can
support them through the qualification.
The assessor will then use this information to provide a timeframe for the learner on start and
finish times for the qualification and map out assessment milestones such as when a unit or
certain assessment criteria would be met or when an observation should take place.
The evidence matrix/evidence tracking sheet - this is a document that sets out the units
that the learner is undertaking and normally specifies the learning outcomes and individual
assessment criteria. It is normally set out as a grid so that an assessor can review evidence from
a learner, decide if it meets criteria and then reference this with a number or letter format within
the portfolio which is then identified in the evidence matrix.
Essentially, the evidence matrix is like a table of contents that shows the assessor that evidence
has been met and through what methods. It also shows the IQA and EQS where the evidence is
for sampling purposes.
Examples of evidence matrices are provided within assessment packs which you can locate
within the download area of the members area.
Assessor feedback - with internally assessed qualifications, it is important that learners are
supported throughout the duration of their learner journey. Formative and summative assessor
feedback should be detailed within the portfolio of evidence.
• Formative – this would be feedback that the assessor gives to support the learner during
their qualification. It could be provided verbally during meetings, written on the learner’s
work and should always be supportive and developmental.
• Summative – this feedback is provided by the assessor at the end of the qualification and
is a final piece of feedback to the learner on what they have achieved. It also provides a
final rationale from the assessor to their IQA on why they are now claiming the learner has
SPaG - you may see some reference to this within EQS reports or from assessment or IQA staff.
This means Spelling, Punctuation, and Grammar. It is important that an assessor ensures that
learners are supported throughout their qualification in producing evidence that meets criteria
and that they also support learners by identifying any areas for improvement in their written