Apprenticeship - End Point Assessor - Learning and

Apprenticeship - End Point Assessor - Learning and Skills Teacher Level 5

Reference: EPA/LST/L5

**Job description: Independent end-point assessor for Learning and Skills Teacher (LST) LEVEL 5 About Pearson**

**Overview of the independent end-point assessor role**

Government has introduced a requirement that all apprenticeships contain an end-point assessment (EPA) which is a holistic assessment of the Knowledge, Skills and Behaviour (KSBs) that have been learnt throughout the apprenticeship. This is to make surethat apprentices meet the rigorous standard set by employers and are fully competent in the relevant occupation. Pearson must provide employers with the confidence that completing an apprenticeship means an individual is fully job-ready and that all apprentices,following the same standard, are assessed consistently, regardless of where they are undertaking their apprenticeship or who they are doing it with.

An independent EPA means that those deciding on the competency of the apprentice have nothing to gain from the outcome of the assessment. To maintain independence within the scope of this EPA, an independent end-point assessor (IEA) can only undertake end-pointassessments of apprentices, with whom they have no conflict of interest. This means they must be independent of the registered apprenticeship training provider at which the apprentice completed their on-programme element and must not have been involved inthe on-programme training, assessment, or line management of such apprentices.

The end-point assessments will be conducted onsite, or remotely, on dates agreed with employers and/or providers if appropriate. Independent end-point assessors will record and submit the EPA outcomes, with clear justifications for the grading decisions.EPA activities will be quality assured by Pearson quality assurance representatives.

IEAs for these EPAs will be qualified IQAs that meet the occupational profile of the apprentices they are assessing and will be trained, standardised and approved to operate as IEAs. The IEAs will undertake EPAs in line with the associated apprenticeshipassessment plan, and the materials provided by Pearson. Please see the below Key Accountabilities and Person Specification sections for further details.

**Key Accountabilities**:
The independent end-point assessor will:
?Take part in regular training and standardisation activities, associated with the role of independent end-point assessor for this EPA

?Maintain and provide evidence of ongoing, relevant Continuous Professional Development (CPD)

?Follow the protocols set out in Pearson’s specifications, assessment materials and quality assurance protocols, relating to the EPAs

?Maintain service-level agreements with regards to responding to EPA planning, operational activities, reports and submissions of assessment outcomes

?Report all risks and issues encountered during the end-point assessment to Pearson, including any suspected malpractice/maladministration

?Ensure all EPA reports and assessment evidence are high quality and recorded accurately

?Support Pearson, if necessary, with any appeals from apprentices, regarding assessment decisions

?Allow additional time for travel, when making EPA arrangements

?Raise any conflicts of interest, including in relation to the independence of assessment

?Ensure that any personal actions are completed, as required by Pearson

?Contribute to the continuous improvement of Pearson’s end-point assessment activities

?Contribute to the external quality assurance activities undertaken by the Institute for Apprenticeships (IfA).

**Person Specification**

LSTs teach young people and adults within all parts of the ETS, including: work based/independent training provision; further, adult and higher education; offender-learning; and the voluntary sector.LSTs are responsible for planning and delivering learningthat is current, relevant, challenging, and that inspires learners to engage and achieve their full potential.LSTs collaborate closely with colleagues and other ETS professionals in supporting learner progress. LSTs ensure the physical, psychological and socialwellbeing of learners.

**Occupational Profiles**:
**Background and Experience (essential)**:
?Current relevant occupational competence within the workplace for at least 5 yrs.

?Knowledge and understanding of the Learning and Skills Teacher standard.

?Qualified with a relevant qualification/s at or above the level they are assessing such as PGCE, Certificate in Education.

?Experience of leading meetings/structured interviews/discussions

?Experience of complying with quality assurance/regulatory requirements

?Evidence of commitment to maintaining CPD, in line with new apprenticeship requirements and the EPA specialism

**Background and Experienc e (desirable)**:
?Experience of Marking or grading Judgements

?Experience in all areas of Telecommunications.

**Skills & Knowledge (Essential)**

?Excellent written, verbal and interpersonal skills, including the ability to effectively respond to conflicts

?Knowledge of relevant legislation, codes of practice

?Sufficient and relevant technical knowledge of the telecoms industry:
?In-depth knowledge of the associated apprenticeship standard, assessment plan, specification, assessment instruments and recording tools

?Ability to assess, free from bias

?Ability to assess and report risks

?Ability to meet deadlines

**Other requirements**

Any applicant undertaking this role w