Workplace-based evidence submitted for assessment should demonstrate the appropriate application of specialty knowledge and skills through the quality and types of evidence in an e-portfolio and to the learning outcomes of the specialist curriculum.
Each HSST pathway will require evidence that is bespoke to the individual and negotiated with the Workplace Supervisor through the creation of a training plan designed to help determine the types of evidence required. It is expected that this will be through a diversity of evidence types to support the achievement of progression. When submitting evidence, you must highlight your role in the work; for example, identifying whether the work has been carried out through group work activities.
Evidence that is submitted for assessment needs to be:
- Sufficient– Covering all aspects of the assessment criteria for each of the learning outcomes (LO) and standards of proficiency (SoP) referenced. Sufficient does not mean a mass of evidence. It simply means collecting enough evidence to demonstrate competence.
- Authentic– Evidence put forward for assessment should be explained and substantiated. It is important that the submitted evidence relates only to the trainee’s own performance and that it can be declared at programme exit as authentic.
- Relevant– Any evidence for assessment must relate specifically to the specialist programme and bespoke pathway the trainee is pursuing. An assessor should only be interested in the evidence of performance pertinent to the LO and SoP referenced in the submission. It is not necessary to include reference documents, training materials or other evidence that does not demonstrate competence.
- Current– ‘Current’ means evidence relating to the appropriate specialty knowledge, skills, attitudes and behaviours a trainee can currently demonstrate and which clearly relate to the activities and areas of work a trainee could still perform if required to do so.
- Cross-referenced– Evidence (especially written) must be referenced to the LO and SoP of the programme being undertaken. A clear referencing system is essential.
Your Workplace Supervisor should work with you to determine what is meant by sufficient, authentic, relevant and current and this should be reflected through an agreed training plan and through regular (monthly) recorded reflective meetings to discuss progression cross-referenced to the LO and SoP.
Evidence that is acceptable can be divided into two main categories –directandindirect.
Direct evidence
Direct evidence can include:
- performance being observed by an assessor
- projects or work-based assignments
- personal reports
- minutes of meetings, action plans, progress reports
- internal and external correspondence
- prior qualifications which relate directly to the LO and SoP
- product evidence e.g. examples, samples, photographs
- responses to oral or written questions
- video or authenticated audio tapes
- supervisor observations
- performance appraisal and multi-source feedback with reflection
Indirect evidence
Indirect evidence can include:
- witness testimonies from people within or outside the organisation
- achievement in related areas
- attendance on courses/training activities relevant to the LO and SoP
- membership of related committees or outside organisations
- previous evidence from assignments, tests and other forms of assessment that have been achieved
- documents produced through work-related activities such as reports and related material
- reports by supervisors and managers
Such indirect evidence will likely be used mainly to support or confirm direct evidence.
FAQs
Evidence that is submitted for assessment needs to be: Sufficient – Covering all aspects of the assessment criteria for each of the learning outcomes (LO) and standards of proficiency (SoP) referenced. Sufficient does not mean a mass of evidence. It simply means collecting enough evidence to demonstrate competence.
What are the evidences of assessment? ›
In assessment, evidence of student learning is essential to understanding the success of a course or program. Generally, there are two types of evidence of student learning, direct and indirect measures.
What is sufficient evidence in assessment? ›
For evidence to be sufficient, it must satisfy all elements of the competency standard, as well as the criteria listed under the 'critical aspects of evidence'. In addition, it must cover a sufficient number of variables from the 'Range statement' with adequate demonstration of the knowledge and skills requirements.
How competitive is the scientist training programme? ›
Competition for the STP is usually quite strong (on average 20 applicants per job) although this varies between specialisms - the NSHCS has a breakdown of competition ratios. Making an effective application is vital. Recruitment to the STP takes place on an annual cycle.
What is the assessment of evidence approach? ›
Evidence assessment can be defined as the primary method of establishing the facts of an individual case through the process of examining and comparing available pieces of evidence. The area of evidence assessment is, in general, not regulated by international law.
What are examples of an evidence-based assessment? ›
Evidence-based assessments can be used to represent understanding of any scenario for any domain at any level of detail. Examples include diagnosis of problems in humans, plants, or animals, or troubleshooting mechanical and technical issues.
What are the three types of evidence in training? ›
This rule means the assessor is assured that the evidence presented for assessment is the learner's own work. The three types of evidence used in VET are direct, indirect or supplementary, and confirming authenticity looks different for each type.
What are the rules of assessment evidence? ›
There are four Rules of Evidence; Validity, Sufficiency, Authenticity and Currency. The Rules of Evidence are very closely related to the Principles of Assessment and highlight the important factors around evidence collection. We will be discussing each of these and what it means for RTO Assessment.
What is authentic evidence in assessment? ›
Authentic assessment focuses on students using and applying knowledge and skills in real-life settings. For example, you might have students take part in: a simulation or role play of a scenario. completion of a real-world task. assessment in a workplace setting.
What is legally sufficient evidence? ›
SUFFICIENT EVIDENCE Definition & Legal Meaning
a term that is used to describe the evidence that is adequate enough to justify the bringing of a law suit.
I do not advise budding scientists to do the STP unless you are really really adamant you want to stay within the NHS. The band 6 to 7 salary is poor for the job role. Stay in industry instead.
How to get into a scientist training programme? ›
STP applicants must have a 1st or 2:1 in either an undergraduate honours degree or an integrated master's degree. Both options must be in a pure or applied science subject relevant to the specialty being applied for. Medical degrees are only accepted for Life and Physiological Science specialties.
How long is the scientist training Programme? ›
The Scientist Training Programme (STP) is a three-year programme of work-based learning, supported by a University accredited master's degree.
What is assessment evidence? ›
Assessment evidence is the proof in the pudding of whether learning is, or is not, taking place, including both intended and unintended outcomes. Educative assessment is a cyclic process of: 1. Gathering and discussing information from multiple and diverse sources, 2.
How do you collect assessment evidence? ›
- Five Evidence Gathering Routines.
- Activity 3.7.
- Introduction.
- Eliciting evidence through activating prior knowledge.
- Eliciting evidence through academic dialogue.
- Eliciting evidence through questioning.
- Eliciting evidence through observation and analysis of student work.
- Eliciting evidence through peer and self-assessment.
Evidence-based assessment (EBA) emphasizes the use of research and theory to inform the selection of assessment targets, the methods and measures used in the assessment, and the assessment process itself.
What is evidence of assessment in a lesson plan? ›
Assessment Evidence: A range of items that can be used to infer a student's level of understanding, knowledge, and skill (i.e., assessment tasks, student work, performances, observations, student reflection or journals, etc.)
What are the 5 elements of the assessment? ›
The five elements:
- Provide accessible and actionable information that supports further learning.
- Be understood, embraced, and valued by students as authentic and worthwhile.
- Align with curriculum and instruction to support knowledge transfer.
- Create opportunities to build strong identities.
- Promote equity.
