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L7 - Senior Professional Economist

Site: QMplus - The Online Learning Environment of Queen Mary University of London
Module: Independent External Assessors at Queen Mary
Book: L7 - Senior Professional Economist
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Date: Tuesday, 27 August 2024, 2:17 PM

Description

There are three EPA elements for this programme:

  1. A work-based project
  2. A professional discussion (underpinned by a portfolio)
  3. A test

Table of contents

1. Work-based project

This occupation involves the practical delivery of economic advice at senior levels within an organisation. Senior Professional Economists will draw on a range of complex analyses over time in order to deliver economic solutions for a range of business reasons. This would be difficult for an independent assessor to naturally observe in its entirety

The work-based project will offer flexibility to the apprentice to demonstrate the KSBs (as listed in Annex A) that would naturally occur in their organisation, where they will be working on challenging economic problems that could, for example, influence strategic decision-making within an organisation.

The work-based project will deliver a relevant output, such as a report plus any supporting materials that Senior Professional Economists will regularly demonstrate in their role, where they frequently need to present complex information to a range of audiences through various modes.

The work-based project is the best approach to assessment of competence. To try to replicate the working environment in a valid way would take too long to observe and would not be practicable or cost effective; a project is a reasonable substitute.

1.1. Detailed requirements

The work-based project should be designed to ensure that the apprentice’s work meets the needs of the business; is relevant to their role; and allows the relevant KSBs to be demonstrated for the EPA. The project’s subject, title and scope will be agreed between the employer and the EPAO.

The employer will ensure it has a real application to their workplace and the EPAO will ensure it meets the requirements of the EPA (including suitable coverage of the KSBs assigned to this assessment method).

Apprentices will present the outcome of their project in the form of a report, with any supporting materials including, for example, appendices, excel workbooks, model runs, system maps, references and diagrams.

The project must entirely be the apprentice’s own work; however, the apprentice should have access to a work-based mentor and academic supervisor, appointed by the employer and Queen Mary respectively.

The work-based project should be in the form of an electronic written report. The work-based project may be based on any of the following:

  • a specific problem
  • a recurring issue
  • an idea/opportunity
  • specific piece of analysis relevant to the workplace

As a minimum all work-based projects must include:

  • Non-Technical Executive Summary
  • Introduction
  • Aims, objectives and project scope
  • Literature review or state of the prior art
  • Research methodology
  • Research and findings
  • Project outcomes
  • Recommendations and conclusions

The work-based project will have a word limit of 8,000 with a tolerance of plus or minus 10% (at the apprentice’s discretion). Appendices, references, diagrams etc. will not be included in this word count. The non-technical executive summary is included in the word count. The work-based project must map, in an appendix, how it evidences the relevant KSBs for this assessment method.

The project will reference things such as:

  • The approach to planning and completion of the work-based project, including what will be delivered on completion of the work-based project.
  • The application of the knowledge, skills and behaviours to meet the outcomes in the occupational standard.
  • Evidence of learning and of clear outcomes for the apprentice and their organisation
  • The scope and context, supportive background research, results and analysis, conclusions and recommendations.

The apprentice will be required to document their assumptions and to highlight the consequences of those assumptions, enabling them to demonstrate their understanding of economic theories, and the application of their thinking and problem-solving skills

The project must entirely be the apprentice’s own work (though the apprentice will have access to a work-based mentor and academic supervisor. The project must include a plagiarism statement where the apprentice confirms that this report is their own work, is not copied from any other person’s work (published or unpublished) and has not previously been submitted for assessment anywhere. They must confirm that they have read and understood the EPAO’s regulations on plagiarism.

1.2. Grading descriptors

KSBs

The grading criteria below is based on the following principles:

  • The distinction grading descriptors build on what is set out in the pass grading descriptor;
  • To achieve a pass for an assessment method: pass or above must be demonstrated for every KSB under that assessment method.
  • To receive a distinction for the project 6 out of 9 distinction grading descriptors must be met

The information below can also be downloaded here LINK NEEDED


Applied economic analysis
  • S1 Apply micro-economic and macro-economic theories and modelling, including econometric, to inform a range of business and policy decisions
  • S2 Convert the policy or other question into a tractable appraisal, evaluation or other analysis drawing on the most appropriate analytical method, including non-market valuation methods. Analysis considers, inter alia: the counterfactual, opportunity cost, risk and uncertainty and how to estimate discount rates and costs of capital.
  • S3 Critically assess available information sources and judge validity and usefulness for the issue at hand; clean and manipulate data; be aware of data limitations and explain them; clearly describe and present data using data visualisation techniques; and draw out and explain policy and business implications to clients

Fail Pass Distinction
The minimum pass criteria as defined in this table are not met.
  • Apply their economic knowledge to inform a range of business and/or policy decisions.
  • Assess and argue what an appropriate method and data sources (s) are and identifies any limitations in the policy/business situation
  • Give a clear explanation of the assumptions made in their analysis and argue effectively for why these are appropriate.
  • Choose a presentation style and data visualisation tools that effectively describe the analysis and draw out recommendations for policy/business decisions.
  • Identifies data relevant to the issue and the limitations of that data when judging validity and usefulness
  • Evaluate how limitations in the method/data selected could be improved upon and judge what the risks are for the project’s conclusions
  • Explore a range of ways to improve their assumptions through new analysis and create convincing arguments to support their judgements.
  • Make predictions of the likely impact of their recommendations on the business/policy situation.
Project management and planning
  • S5 Scope areas of work identifying: objectives, analytical methods, resources required and potential delivery risks. Able to recognise when complementary expertise is required e.g. scientists, other social scientists and data specialists.
Fail Pass Distinction
The minimum pass criteria as defined in this table are not met.
  • Set out a clear project scope and had the correct resources to deliver the requirements of the project.
  • Understood the risks to the project and set out evidence of how these were mitigated during the project
  • Have, where required, drawn on other sources of expertise and opinion to inform their results and ensure maximum impact.
  • Demonstrate how the learning they have generated during the project could be used to inform future projects and/or the wider workplace.
  • Devised processes for interdisciplinary working or tools to improve the effectiveness of inter disciplinary working.
Effective communication
  • S7 Clearly communicate economic principles and concepts to non-economists; present trade-offs and ncertainties and articulate these clearly; frame advice, drawing on knowledge of stakeholders' positions, for maximum impact
Fail Pass Distinction
The minimum pass criteria as defined in this table are not met.
  • Communicate complex economic ideas to a non-economist audience.
  • Explore options and trade-offs.
  • Set out key uncertainties
  • Frames advice showing awareness of how stakeholders will react to analysis or recommendations.
  • Demonstrates that they can tailor their communication approach to the needs of different audiences.
Horizon scanning
  • S6 Use horizon scanning methodologies to anticipate new trends, opportunities and challenges that may influence outcomes of interest to client.
Fail Pass Distinction
The minimum pass criteria as defined in this table are not met.
  • Show how trends, future opportunities and future challenges will affect their analysis.
  • Demonstrate how their conclusions are resilient to future events or represent least regret solutions.
Maintaining quality standards
  • S8 Design Quality Assurance processes and implement these, following organisational best practices, and drawing on sources of external expertise; critically assess economic analysis and improve it.
  • B1 Ethical conduct: analyst attributes sources and ideas to their originator; provides honest advice on all relevant aspects to an issue; avoids bias.
  • B4 Rigour: demonstrates a commitment to detail.

Fail Pass Distinction
The minimum pass criteria as defined in this table are not met.
  • Devise a robust quality assurance process for their work to ensure that analysis and written outputs are accurate and error free.
  • Clearly set out and reference all the sources they use, including both data sources and the source of ideas.
  • Selected the appropriate level of detail necessary to achieve the required output.
  • Compare their results with results from other methods or studies to check validity of results and conclusions.
  • Describe the steps taken to ensure that their analysis is free from bias.
  • Ensure that inconvenient facts or analyses that do not fit their argument are addressed.
  • Draw on new sources of expertise that are external to their organisation which substantially improve the robustness of, or insight from, findings
  • Challenge conventional wisdom and/or existing approaches in a sensitive and effective way.

1.3. Mapping of KSBs

Skills

S1 Apply micro-economic and/or macro-economic theories and modelling, including econometric, to inform a range of business and policy decisions.

S2 Where appropriate convert the policy or other question into a tractable appraisal, evaluation or other analysis drawing on the most appropriate analytical method. And, where appropriate, consider: non-market valuation methods, the counterfactual, opportunity cost, risk and uncertainty and how to estimate discount rates and costs of capital.

S3 Critically assess available information sources and judge validity and usefulness for the issue at hand; clean and manipulate data; be aware of data limitations and explain them; clearly describe and present data using data visualisation techniques; and draw out and explain policy and business implications to clients

S5 Scope areas of work identifying: objectives, analytical methods, resources required and potential delivery risks. Able to recognise when complementary expertise is required e.g. scientists, other social scientists and data specialists.

S6 Use horizon scanning methodologies to anticipate new trends, opportunities and challenges that may influence outcomes of interest to client.

S7 Clearly communicate economic principles and concepts to non-economists; present trade-offs and uncertainties and articulate these clearly; frame advice, drawing on knowledge of stakeholders' positions, for maximum impact.

S8 Design Quality Assurance processes and implement these, following organisational best practices, and drawing on sources of external expertise; critically assess economic analysis and improve it.

Behaviours

B1 Ethical conduct: analyst attributes sources and ideas to their originator; provides honest advice on all relevant aspects to an issue; avoids bias.

B4 Rigour: demonstrates a commitment to detail.

1.4. Outline of assessment requirements

Required supporting materials (see EPA plan).

Not yet provided.

1.5. Marking materials

Required supporting materials (see EPA plan).

Not yet provided.

1.6. Examples of projects

Required supporting materials (see EPA plan).

Not yet provided.

2. Professional discussion underpinned by a portfolio

This assessment will take the form of a professional discussion, which must be appropriately structured to draw out the best of the apprentice’s competence and excellence and cover the KSBs assigned to this assessment method. It will involve the questions that will focus on coverage of prior learning or activity.

A professional discussion underpinned by a portfolio will allow those KSBs which may not naturally occur in every workplace or within a project, to be assessed. The independent assessor will be provided with a portfolio to review in advance of the professional discussion. This will allow questions to be formed and tailored to the evidence presented. Thereby provide a two-way professional discussion to bring out the level of detail required within the KSBs; for the apprentice to defend their own work; and to draw out the best of the apprentice’s competence and excellence.

Time

The professional discussion will last for 60 minutes. The independent assessor has the discretion to increase the time of the professional discussion by up to 10% to allow the apprentice to complete their last answer. Further time may be granted for apprentices with appropriate needs, in-line with Queen Mary's Reasonable Adjustments policy.

The Independent Assessor

There will be one independent assessor appointed by the EPAO. They will be responsible for assessing and grading the professional discussion. In addition there will be one technical expert present, whom must be either a practising or retired senior professional economist with experience in applying economics in the work place. The technical expert is not involved in grading decisions, but their questions will help the apprentice demonstrate how they have applied the KSBs in the workplace.

2.1. Detailed requirements

The professional discussion is a structured discussion between the apprentice and an independent assessor (with support from a technical expert), covering the relevant KSBs. The technical expert may ask questions of the apprentice in order to authenticate the apprentices evidence, experience and competence.

The professional discussion must not take place earlier than 4 weeks after the portfolio is submitted to ensure that it is fully considered and forms the basis for a well-informed discussion. The portfolio will assist you with creating appropriate questions. In doing so you will be guided by example questions, developed by Queen Mary.

  • The independent assessor will ask the apprentice a minimum of five open and holistic questions relevant to the portfolio.
  • The independent assessor and technical expert may ask any number of follow up questions within the time permitted for the professional discussion to delve deeper into the apprentice’s answers if this is necessary.
  • Independent assessors must ensure that apprentices have a different set of questions in the case of re-sits/re-takes.

Questions and responses must be recorded by the independent assessor. 

The apprentice may refer to their portfolio during the professional discussion should they wish to. The portfolio supports the professional discussion but will not be assessed or graded during the end-point assessment. 

The professional discussion should take place in a quiet room, free from distractions and influence. The professional discussion can take place in any of the following:

  • a suitable venue selected by the Queen Mary (e.g. an on campus room or on a university-supported video-conferencing tool)
  • the employer’s premises

2.2. Grading descriptors

The grading criteria below is based on the following principles:

  • The distinction grading descriptors build on what is set out in the pass grading descriptor;
  • To achieve a pass for an assessment method: pass or above must be demonstrated for every KSB under that assessment method.
  • To receive a distinction for the professional discussion 11 out of 15 distinction grading descriptors must be met

The information below can also be downloaded here LINK NEEDED


KSBs


Maintaining quality standards
  • K7 Quality assurance techniques and sources of risks to quality of analysis

Fail Pass Distinction
The minimum pass criteria as defined in this table are not met.
  • Explain how they appraise risks to quality of analysis and take steps to mitigate these; and explain the possible impacts of risks that cannot be mitigated.
  • Explain how they design and implement a robust quality assurance process for their work. Describe the steps taken to ensure that outputs are error free.
  • Build upon and improves the quality assurance process used by their organisation.
  • Show how they have drawn on new sources of expertise that are external to their organisation which substantially improve the robustness of, or insight from, findings.
Project management and planning
  • K8 Team's capacity to deliver - organisation specific processes for: securing additional resource from within and without the organisation; work planning and associated risk management techniques; and the demands from clients.
  • S4 Prioritise scarse resources, including own time, and focus work on areas of greatest impact; deploy project management techniques; negotiate for additional resources where appropriate; manage delivery risks; build and maintain relationships with colleagues and clients and develop and utilise internal and external networks
Fail Pass Distinction
The minimum pass criteria as defined in this table are not met.
  • Explain how they apply project management processes, either generic or employer specific, to deliver the task.
  • Explain how they ensure that contributors to projects are informed of changes and kept on side
  • Explain how they allocate responsibilities and manage risks at each stage of a project
  • Describe how they negotiated for additional resources, if appropriate, and the steps they took to ntegrate these into the project.
  • Describe the steps they took to build successful relationships with stakeholders, including colleagues and clients.
  • Describe how they secured stakeholder buy-in to any changes in project scope or approach.
  • Explain how they show adaptability and flexibility in designing projects to reflect stakeholder needs.
  • Describe how they have taken appropriate steps to get the project back on track when facing delivery challenges.
Effective communication
  • K9 The wider context affecting the work area and how changes might affect clients and analysis.
  • K10 Different communication styles and techniques; stakeholder theory; different ways of presenting data.
Fail Pass Distinction
The minimum pass criteria as defined in this table are not met.
  • Give examples of how they selected different communication styles/presentation methods based on the needs of the audience.
  • Describe how the wider work context influenced the selection, and conduct, of their analysis.
  • Describe the impact of the analysis on the employer or clients.
  • Describe how they experimented with several techniques for the same audience and evaluated the effectiveness of these and explain why they worked or not.
  • Demonstrates how they have adapted to a change in work context and the lessons they draw from the experience.
  • Draw appropriate lessons to judge how impact can be improved through modifying or using different communication methods.
Horizon scanning
  • K11 Techniques to assess how future political, economic, social, technological, legal and environmental developments could affect organization, work programmes or clients
  • K12 Understand high level business objectives and strategy in order to anticipate demands for economic analysis
Fail Pass Distinction
The minimum pass criteria as defined in this table are not met.
  • Describe how they have used horizon scanning to justify opportunities to deploy economic analysis for clients and other stakeholders.
  • Describe the wider context in which they work and describe how work might be affected by new trends or drivers.
  • Explain these new trends and their impacts to their colleagues and to their broader stakeholders.
  • Describe possible responses to these trends and risks associated with them
  • Describe how their active horizon scanning of the risk environment feeds into planning and decisions.
  • Explain how they have evaluated trends and changes in policy or business priorities and adapted work to be more relevant to changed environment.
  • escribe how they influence decision makers to include new areas for economic analysis through their anticipation of future trends.
Leadership
  • B2 Proactive: seeks opportunities to apply analysis to policy and business problems; seeks ideas for improvements, such as new approaches and/or methods; willing to look beyond the narrow confines of a problem or opportunity when producing analysis; is a passionate advocate for analysis; uses professional judgement and reaches conclusions even when evidence is incomplete.
  • B5 Leadership: is willing to lead others, including outside organisational structures, to deliver outcomes.

Fail Pass Distinction
The minimum pass criteria as defined in this table are not met.
  • Assess client’s analytical requirements and how they proactively went about establishing these requirements, taking account of the bigger picture.
  • Describe how they use judgement where there is uncertainty and incomplete evidence and the factors they consider.
  • Describe how they lead people to deliver client outcomes by arguing for a course of action
  • Describe improvements made to improve the utility of analysis to clients.
  • Analysis is an improvement on existing techniques and / or is novel and improves client outcomes.
  • Describe how they overcome leadership challenges to deliver client outcomes.
Effective collaboration
  • B3 Collaborative: understands others point of view and willing to adapt approach or ask; seeks to reconcile different views; builds trust with colleagues and clients; willing to share ideas and work with other professionals; respects and appreciates diversity; listens to others' points of view, however challenging; invites and considers feedback; aware of the impact of language and non-verbal behaviour on others.

Fail Pass Distinction
The minimum pass criteria as defined in this table are not met.
  • Systematically identify the key internal and external stakeholders that they need to consult (e.g. through use of engagement models).
  • Actively seek out, take on board and reconcile the views of a diverse range of contributors through formal and informal feedback. Adapts use of language and non-verbal behaviour to the circumstances.
  • Develop and maintain professional on-going relationships with stakeholders/clients and own external network of contacts.
  • Work with other professionals and recognises the value they bring.
  • Explain how they have managed analytical aspects of external relationships, acting as an ambassador for their organisation
  • Explain how they actively promote the economics profession to a wider audience in their organisation and beyond
  • Describe how they initiate the exchange of ideas between economists and others, including other specialists.

2.3. Mapping of KSBs

Knowledge

K7 Quality assurance techniques and sources of risks to quality of analysis

K8 Team's capacity to deliver - organisation specific processes for: securing additional resource from within and without the organisation; work planning and associated risk management techniques; and the demands from clients.

K9 The wider context affecting the work area and how changes might affect clients and analysis.

K10 Different communication styles and techniques; stakeholder theory; different ways of presenting data.

K11 Techniques to assess how future political, economic, social, technological, legal and environmental developments could affect organisation, work programmes or clients

K12 Understand high level business objectives and strategy in order to anticipate demands for economic analysis

Skills

S4 Prioritise scarce resources, including own time, and focus work on areas of greatest impact; deploy project management techniques; negotiate for additional resources where appropriate; manage delivery risks; build and maintain relationships with colleagues and clients and develop and utilise internal and external networks

Behaviours

B2 Proactive: seeks opportunities to apply analysis to policy and business problems; seeks ideas for improvements, such as new approaches and/or methods; looks beyond the narrow confines of a problem or opportunity when producing analysis; is a passionate advocate for analysis; uses professional judgement and reaches conclusions even when evidence is incomplete.

B3 Collaborative: understands others point of view and adapts approach or ask; seeks to reconcile different views; builds trust with colleagues and clients; shares ideas and work with other professionals; respects and appreciates diversity; listens to others' points of view, however challenging; invites and considers feedback; aware of the impact of language and non verbal behaviour on others.

B5 Leadership: leads others, including outside organisational structures, to deliver outcomes.

2.4. Outline of assessment requirements

Required supporting materials (see EPA plan).

Not yet provided.

2.5. Marking materials

Required supporting materials (see EPA plan).

Not yet provided.

2.6. Example question bank

Required supporting materials (see EPA plan).

Not yet provided.

3. Test

Rationale for this assessment method Some of the theory the apprentice will have learned may not be directly relevant to their current roles. This means that they would not have an opportunity to demonstrate that knowledge in either their work-based project or the professional discussion. The test allows them to demonstrate their understanding of the knowledge as set out below. 

Apprentices must have 120 minutes to complete the test. The test will be set by the EPAO and will be invigilated by an appropriate invigilator. The invigilator may be the independent assessor or another external person employed by the EPAO or specialised (proctor) software, if the test is computer based.

3.1. Detailed requirements

The test can be computer based or paper based. It will consist of 10 questions. In terms of marking, all questions will have equal weight and are graded against the grading descriptors set out in this EPA plan. These questions will consist of:

  • Open questions requiring short, structured answers: there will be three macro and three micro questions. These questions can also cover topics from competing streams of economic thought. In addition, there should be two questions covering non-market valuation techniques and appraisal/evaluation techniques. The questions can involve the interpretation of graphs, tables or diagrams. 
  • Data analysis questions: There should be a total of two questions involving econometric analysis and data analysis. The questions can involve the interpretation of graphs, tables or diagrams.

The test is closed book which means that the apprentice cannot refer to reference books or materials.

3.2. Grading descriptors

The grading criteria below is based on the following principles:

  • The distinction grading descriptors build on what is set out in the pass grading descriptor;
  • To achieve a pass for an assessment method: pass or above must be demonstrated for every KSB under that assessment method.
  • To receive a distinction for the test 6 out of 8 distinction grading descriptors must be met.

The information below can also be downloaded here LINK NEEDED


KSBs


Applied Econometrics and data
  • K1 Applied econometric techniques, including micro-econometric techniques, time series and panel data, including limitations thereof.
  • K3 Understanding the robustness and quality of economic statistics, model generated data and external information; data cleaning; hypothesis testing; the most relevant software and programming techniques; main requirements for successful survey design.

Fail Pass Distinction
The minimum pass criteria as defined in this table are not met.
  • Assess the suitability of different econometric techniques to investigate economic issues, including pros and cons of different methods.
  • Interpret estimated results of econometric models and comment on their economic implications.
  • Assess the quality of data and show understanding of methods and techniques for improvement.
  • Identify where econometric results are biased or unreliable (e.g. omitted variable bias) and can take appropriate corrective action.
  • Formulate a policy or business hypothesis and critically assess the practical implications relating to a given estimated econometric model.
  • Derive a model from theory and use that to test hypotheses.
  • Judge and justify where data driven biases may occur
Advanced economic theory
  • K2 Applications of micro-economic and macro-economic theory in a range of policy and business contexts.
  • K5 Non-market valuation techniques including willingness to pay/accept.
  • K4 Appraisal and evaluation techniques, including cost-benefit analysis, multi-criteria decision analysis, real options and least regrets; and the underpinning tools that are required to conduct appraisals e.g. asset pricing models.
  • K6 Topics from competing streams of economic thought and the implications they have for policies, e.g. market failures, rationale for intervention, and business strategies.
Fail Pass Distinction
The minimum pass criteria as defined in this table are not met.
  • Apply micro and macro models and appraise their suitability to policy and business issues.
  • Show knowledge of the main methods for non-market valuation.
  • Show knowledge and understanding of at least two appraisal and evaluation methods and are able to apply these in an example
  • Show knowledge and understanding of different schools of thought on economic issues and are able, in a question, to apply these to a context (e.g. a business problem, a policy topic).
  • Select an appropriate theoretical economic framework to analyse an issue and justify the choice in terms of its advantages and limitations.
  • Select and justify the most appropriate non-market valuation methods in test.
  • Critically describe the main reasons for differences in results from different appraisal and evaluation methods.
  • Describes the assumptions of different schools of thought on economic issues and show how these lead to different conclusions in a policy or business example.

3.3. Mapping of KSBs

Knowledge

K1 Applied econometric techniques, such as micro-econometric techniques, time series and/or panel data, including limitations thereof.

K2 Applications of micro-economic and macro-economic theory in a range of policy and business contexts.

K3 Understanding the robustness and quality of economic statistics, model generated data and external information; data cleaning; hypothesis testing; the most relevant software and programming techniques; main requirements for successful survey design.

K4 Appraisal and evaluation techniques, including cost-benefit analysis, multi-criteria decision analysis, real options and least regrets; and the underpinning tools that are required to conduct appraisals e.g. asset pricing models.

K5 Non-market valuation techniques including willingness to pay/accept.

K6 Topics from competing streams of economic thought and the implications they have for policies, e.g. market failures, rationale for intervention, and business strategies.

3.4. Test specification

Required supporting materials (see EPA plan).

Not yet provided.

3.5. Question bank

Required supporting materials (see EPA plan).

Not yet provided.

3.6. Sample tests and mark schemes

Required supporting materials (see EPA plan).

Not yet provided.

3.7. Live tests and mark schemes

Required supporting materials (see EPA plan).

Not yet provided.

3.8. Analysis reports showing areas of weakness for completed tests

Required supporting materials (see EPA plan).

Not yet provided.

4. Overall grading

Performance in the EPA will determine the apprenticeship grade of fail, pass or distinction. Each assessment method will be graded fail, pass or distinction. An apprenticeship pass award represents minimum competence against the standard.

Marking is based on the following principles:

  • All assessment methods will be weighted equally, i.e. 33.3 % each.
  • All pass criteria need to be reached in all three assessment methods; in achieving this, the apprentice will be demonstrating a minimum competence level in all knowledge, skills and behaviours in the standard
  • A distinction overall requires apprentices to achieve a distinction in two or more assessment methods.

Individual assessment method grades will be collated using the Table below to produce an overall EPA / apprenticeship grade.


Work-based project Professional discussion Test Overall
Fail Fail Fail Fail
Fail Fail Pass or above Fail
Pass or above Fail Fail Fail
Fail Pass or above Fail Fail
Pass or above Fail Pass or above Fail
Pass or above Pass or above Fail Fail
Fail Pass or above Pass or above Fail
Pass Pass Pass Pass
Pass Pass Distinction Pass
Distinction Pass Pass Pass
Pass Distinction Pass Pass
Distinction Pass Distinction Distinction
Distinction Distinction Pass Distinction
Pass Distinction Distinction Distinction
Distinction Distinction Distinction Distinction


5. Occupational Standard

The Occupational Standard file can be found here