Professional standards v4 1 for assessors guild membership

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Professional Standards v4-1
Membership and Professional Standards The Assessors Guild seeks to define, establish
and maintain professional standards of
vocational assessment
This document contains descriptions and content for:
Assessors Guild Membership Types ..........................................................2
Membership...............................................................................................3
Professional Standards for Registered Practitioners and Registered
Advanced Practitioners..............................................................................6
Professional Standards for Ambassador Fellows ....................................20
Members Registered
assessor status
Practitioner
Advanced
Practitioner
Ambassador
Fellow

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Assessors Guild Membership Types Registered Practitioner
Registered Practitioners can bring forward evidence of performance
against the professional knowledge, practice and conduct requirements.
Registered Advanced Practitioner
Registered Advanced Practitioners can bring forward evidence of
performance against the professional knowledge, practice, conduct and
leadership requirements.
Ambassador Fellows
Ambassador Fellows can bring forward evidence to demonstrate making
or having made a significant professional contribution to the field of
vocational assessment. They will have had experience of being an
assessment practitioner.
Members
Membership is open to anyone with professional interest in assessment or
performance management. They could be:
 Assessors, verifiers, examiners
 Trainers, teachers or lecturers
 Managers (including team leaders, mentors and supervisors) and
Lead assessors, verifiers, moderators or examiners
 Trainers and educators planning to be an assessor
 Students and Researchers
 Retired assessors or retirees from assessment related roles
Members
Registered
Practitioner
members
Registered
Advanced
Practitioners
members
Ambassador
Fellows

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Membership
Members have a professional interest in
assessment, generally or in specific aspects
of assessment.
Members can join The Assessors Guild through a self-registration process
using the Guild website. Members are self-selecting and do not undergo
the application and assessment process that is required for Registered
Practitioners, Registered Advanced Practitioners and Ambassador Fellows.
The following pages amplify the categories shown in the diagram on this
page. The Assessors Guild’s ambition is to create a diverse and inclusive
membership community with a strong and collective interest in the
assessor profession.
Members
Assessors,
end-point
assessors,
examiners
Trainers,
lecturers,
teachers
People
planning to be
an assessor
Performance
Managers
MentorsCoaches
Full or Part
time Learners
Researchers
Retirees

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Members are a diverse group of people with a professional interest in assessment.
People can access the
member member status as:
Member Guidance
Assessors Assessors can be working in the Learning and Skills Sector (e.g. further education colleges, independent training
providers, schools, sixth form colleges, universities, and other types of learning provider), or as workplace assessors
working in learning and development teams, or other areas of the business.
Verifiers and Moderators Verifiers and moderators can be working in a variety of contexts and may carry out their responsibilities in an
internal and/or external capacity.
Examiners, Lead/chief
examiners
People working with awarding organisations, end-point assessment organisations, examination boards or
professional associations with a responsibility for assessment, assessment design, administration or quality
assurance are also able to become members.
Performance Managers Those with some form of responsibility for managing, supervising or leading other people and their competence or
performance, may benefit from member status within the Assessors Guild. There are strong relationships between
the role and responsibility of effective performance managers and competence-based assessors. Performance
managers may find value in being able to access assessor community thinking and practice. This will allow access to
support and guidance as well as resources to help inform how to measure or assess competence and performance.
It will also allow access to resources around fair assessment and performance management without bias, ensuring
judgements about performance that are fair and valid.
Members

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People planning to be an
assessor
Individuals looking at the role of assessor (Registered Practitioner or Registered Advanced Practitioner) roles as
career progression. As they build the professional development record of achievements, experience and training in
preparation for this progression there will be benefits in joining the assessment community as a member. This will
allow them to access the support networks, communities and resources likely to help them on their career path and
in helping get them started in a new assessor role.
Mentors and Coaches There are several areas of assessment theory and practice that can be used to strengthen mentoring or coaching
practice. Skills related to formative assessment and feedback can be beneficial for mentors to develop and deploy.
There will be a range of benefits that those responsible for mentoring others will be able to access, including access
to communities of others in a similar position. Access to these Assessor Guild offers will allow them to become
more effective in their mentoring or coaching role.
Full or Part-time Learners Adult learners in a range of context, studying a range of subjects or vocations and looking to move into an area of
work where they may want to become an assessor or may want or need a good working knowledge of assessment
are able to join the Assessors Guild as members.
Researchers For those engaged in academic activity that involves having an interest in assessment.
Retired assessors Those, having previously been assessment professionals, wanting to remain in touch with the assessment
community and keep in touch with developments in the assessment field, but who no longer able to or needing to
keep up with the re-application process of Registered Practitioners and Registered Advanced Practitioners can
become members of the Assessors Guild.

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Professional Standards for Registered Practitioners
and Registered Advanced Practitioners
Assessors are reflective and enquiring
practitioners who think critically about their
own performance and are acutely aware of
the impact of their assessment decisions for
those subject to them and for those that will
act on them.
They draw on relevant research as part of evidence-based assessment
practice. They act with honesty and integrity to maintain high standards of
ethics and professional behaviour when assessing. Assessors are ‘dual
professionals’; they are subject and/or vocational specialists and experts in
assessment practice. They are committed to maintaining and developing
their expertise in both aspects of their role.
Registered Practitioners and Registered Advanced Practitioners have
been through the independent scrutiny of their credentials and
performance by The Assessors Guild’s application assessment processes.
A Registered Practitioner is performing an assessment role in either
Learning and Skills or workplace environments.
A Registered Advanced Practitioner is someone with a measure of
responsibility for the assessment decisions of others and is likely to have
a level of responsibility for managing the assessment process or key
aspects of it.
Professional
Standards
Professional
Knowledge
Professional
Practice
Professional
Conduct
Professional
Leadership

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Overview of professional standards for registered practitioners and registered advanced practitioners
Advanced Practitioner only
1. Understand the professional assessor
role and responsibilities in carrying
out assessment
2. Maintain and update knowledge and
understanding of your
vocational/occupational area and/or
subject
3. Maintain and update your knowledge
and understanding of relevant
assessment research to develop
evidence-based practice
4. Apply theoretical understanding of
effective practice in assessment
drawing on research and other
evidence
5. Evaluate how your practice and that
of others contributes to the overall
quality of the assessment process
6. Apply assessment approaches in a
fair way without prejudice or bias
7. Apply equality and diversity, and
access and inclusion to assessment
measures
8. Focus assessment on the
candidate’s capability against
intended performance
requirements
9. Ensure assessment performance is
valid and reliable
10. Openly collaborate and seek and
share best practice assessment
approaches
11. Apply moral, ethical and legal
considerations and requirements
(e.g. Safeguarding and Prevent
requirements)
12. Mitigate or control risk to
assessments
13. Be bound by an appropriate code of
conduct related to assessment
performance and behaviour
14. Treat all individuals with respect
and exercise responsibilities in an
ethical manner
15. Be polite and able to communicate
assessment expectations clearly,
respond to enquiries in a
supportive and timely way, and be
punctual
16. Behave in a manner that upholds
the integrity, validity and security of
the assessment being implemented
or administered
17. Carry out and record any CPD
necessary to maintain and enhance
personal competence
18. Communicate effectively by
adapting the language use for the
audience to ensure clarity and
understanding
19. Manage other people to ensure
they are competent in assessment
20. Support and feed back to assessors
about their assessment
performance in constructive,
insightful and sensitive ways
21. Monitor and scrutinise consistency
and comparability of assessment
decisions across an assessment
team or organisation
22. Bring about continuous
improvement through quality
management (quality control and
assurance) processes to ensure the
effectiveness of assessments
Professional
Knowledge
Professional
Practice
Professional
Conduct
Professional
Leadership

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Standards Description Evidence examples
Registered
Practitioners
and Registered
Advanced
Practitioners
actively develop
and maintain professional knowledge in
both assessment theory and practice,
and the (subject, vocational or
occupational) areas in which they
assess.
The Guild expects Registered Practitioners and
Registered Advanced Practitioners operating in
any vocational context, engaged in normal
working practice as an assessor, to be able to
meet these standards.
Conducting initial, formative and/or summative
assessments should allow assessors to generate
naturally occurring evidence to use to meet these
standards. This will complement and sit alongside
formal CPD activities.
The examples given below are intended to help identify
activities that demonstrate the required competence and
commitment for membership of The Assessors Guild.
The examples are illustrative and indicative of the types of
activities that Registered Practitioners or Registered Advanced
Practitioners may be undertaking. They are not exhaustive and
are designed to illustrate types of evidence that could be used
to demonstrate competence and commitment.
1) Understand the professional
assessor role and responsibilities in
carrying out assessment
The Assessors Guild requires all members to
understand and operate to its Code of
Professional Conduct, or to be working to a Code
of Professional Conduct appropriate for an
assessment related role that could be used
instead of the Guild’s code.
This is evidenced by working to and with a professional Code of
Conduct.
See section 1 “Professional Competence and Behaviour” of the
Guild’s Code of Professional Conduct for further guidance on
evidencing the professional assessor role.
Professional
Knowledge

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2) Maintain and update knowledge
and understanding of your
vocational/occupational area
and/or subject
Registered Practitioners and Registered
Advanced Practitioners must be up-to-date with
occupational and technological developments,
maintaining currency of knowledge and
understanding of occupations, sectors,
vocational areas or subject matter being
assessed.
This is particularly important for Registered
Practitioners involved in the assessment of work-
place competence (e.g. apprentice end-point
assessors), and those Registered Advanced
Practitioners responsible for good practice
assessment strategies designed to determine
competence.
Both Registered Practitioners and Registered Advanced
Practitioners must understand current occupational and
industrial competences and technologies in the sectors or
occupations being assessed.
This can be done through:
 work experience
 CPD events
 secondments
 membership of related professional bodies
 attendance at trade conferences
 participating in local, regional or national work-focused
networks or groups.
Knowledge and understanding of changes in workplace
competences and technologies will need to be updated
systematically and at appropriate intervals, as the basis for valid
assessment.
3) Maintain and update your
knowledge and understanding of
relevant assessment research to
develop evidence-based practice
Advanced Practitioners need to ensure their
knowledge of assessment instruments and
practice remains current and up-to-date.
Knowledge of available and emerging assessment
approaches, products, services and technology
should be maintained to continue to keep the
assessment reliable, efficient and cost effective.
Registered Practitioners and Registered Advanced
Practitioners should participate in and be able to evidence their
professional CPD in relation to current assessment practice.
There is a range of sources of appropriate CPD, including CPD
offered through the Assessors Guild. The Guild will also provide
a CPD tracking system.
For Registered Advanced Practitioners, this could include
where appropriate, understanding technological advancements
for assessment (e.g. algorithms, artificial intelligence, e-
assessment and e-solutions) and how they can enhance
assessment in terms of, for example, access and inclusion,
reliability and efficiency.

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4) Apply theoretical understanding of
effective practice in assessment
drawing on research and other
evidence
Advanced Practitioners should maintain an
awareness of and draw on in their practice,
current theory and research evidence.
Theoretical understanding needs to be
appropriate to the assessment role being carried
out and will vary for Registered Practitioners or
Registered Advanced Practitioners depending on
the nature of the assessment process and their
assessment roles.
Effective practice can relate to:
 assessment for learning
 initial and diagnostic assessment
 improvements related to the validity of the assessments
and assessment processes
 equality and diversity issues and/or improving access and
inclusion
 uses of technology for assessments.
Where there is little to draw on in terms of research in a
specific context there will be opportunities to learn from
research evidence in other circumstances.
5) Evaluate how your practice and
that of others contributes to the
overall quality of the assessment
process
Advanced Practitioners should monitor,
evaluate and understand their own performance
in conducting assessments.
This includes analysis of the outputs of
assessment and whether their outcome is as
intended.
Registered Practitioners will focus on the impact
of their immediate performance in relation to
assessment. They may contribute to the testing
of different approaches to quality assurance
involving others.
Registered Advanced Practitioners will also have
an interest in evaluating the assessment
performance of their assessors or the systems
they are responsible for.
Registered Practitioners may look to evaluate their own
performance when administering assessments for example, in
carrying out work-based observations or professional
discussions. The focus of the evaluation could be on their own
consistency in measurement and application of assessment
techniques and in the consistency of their approach from one
candidate to another, essentially scrutinising their own
reliability.
Registered Advanced Practitioners may want to test or
implement different approaches to quality assurance to identify
how best to ensure reliability and consistency in the assessor
team.
Evaluation can be at item level in test performance, instrument
or assessment component level, or across the whole
assessment (e.g. all end-point assessment components).
Evaluation can also focus on processes and service levels.
There is also the need to consider the impact that the
assessment is having on learning and it delivery.

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Registered
Practitioners
and
Registered
Advanced
Practitioners
apply knowledge and skills in a
manner that demonstrates insight in
the purpose of assessment and
empathy for those under-going
assessments.
Registered Advanced Practitioners operating in any
vocational context, engaged in normal working
practice as an assessor, to be able to meet these
standards.
Practitioners may be undertaking. They are not exhaustive and
are designed to illustrate types of evidence that could be used
to demonstrate competence and commitment.
6) Apply assessment approaches in
a fair way without prejudice or
bias
Conduct assessment and/or assessment design in
any assessment context (e.g. end-point assessment,
work-place assessment, assessment of technical
certificate performance etc.) in a fair way, free from
bias.
Work with access arrangements, reasonable
adjustments or special considerations to ensure
fairness and inclusion, while maintaining the
integrity of the overall assessment.
The target performance is the ability to design
and/or conduct assessments fairly. This applies to
the assessment of candidates work e.g. apprentices,
so is applicable to Registered Practitioners assessing
routinely or the assessment of practitioner
performance, which may be an activity undertaken
by Registered Advanced Practitioners.
Examples of assessment practice could be drawn from:
 Designing a multiple-choice test and using a fair assessment
quality control process
 Undertaking training on how to conduct professional
discussions that are free from bias
 Designing or applying access arrangements and/or
reasonable adjustments
 Carrying out workplace observations
Registered Advanced Practitioners may draw evidence from
above, and should also be able to draw on examples from:
 Evidence drawn from external regulatory scrutiny
 Running internal training and standardisation events
focused on equality, diversity and inclusion
 Designing of corporate assessment access arrangements,
special consideration and/or reasonable adjustments
7) Apply equality and diversity,
and access and inclusion to
assessment measures
Professional
Practice

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8) Focus assessment on the
candidate’s capability against
intended performance
requirements
Registered Practitioners will carry out assessments
with a clear sense of what the assessment target
proficiency is; how this needs to be demonstrated;
and what sufficiency of evidence looks like. This will
involve implementing a variety of assessment
techniques, for example, conducting professional
discussions where there is a less structured
assessment environment and still being able to
determine performance against the assessment
objective.
Registered Advanced Practitioners will be clear
about the importance of the relationship between
the assessment objectives, inference and claim that
can be made as a result, in their design,
implementation and evaluation of an assessment
instrument or implementation activity. This is
predicated on having a clear sense of the assessment
goal (target proficiency), allowing focus on the
candidate’s capability in responding to the
assessment.
Practitioners will be taking part with varying degrees of
participation and responsibility for the design and/or
implementation of assessment strategy; assessment
specifications; test specifications; assessment plans will all
require a clear sense of the aims and objectives of the
assessment and the inferences and claims that can be made as
a result.
Any of the following involve having a clear focus on the
candidate’s ability in relation to the assessment goal:
 Work-based observation
 Professional discussion
 Test design
 Portfolio review
Registered Advanced Practitioners no longer so heavily
involved in direct assessment practice may be able to draw
evidence from the design, monitoring, and quality assurance
and improvement aspects of the assessment process.

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9) Ensure assessment performance
is valid and reliable
This criterion is targeting quality-focused activities
with Registered Practitioners likely to have a more
participatory role. This would include taking part in
standardisation training or events done to
demonstrate comparability with others, work done
to ensure reliability of assessment judgements
across candidates and assessment windows to
ensure personal consistency, e.g. from one
professional discussion to another, and/or one end-
point assessment to another.
The target practice is reliability in assessment
judgements, individually and as a team.
Registered Advanced Practitioners may have
responsibility for the design, implementation and
evaluation of quality control and assurance
processes in relation to assessment instrument
design and the assessment process.
Registered Practitioners will be able to demonstrate
appropriate performance and practice by participating in:
 Standardisation training or training events about
consistency
 Moderation training or events
 Verifier training
 Design or running of quality assurance activities
Registered Advanced Practitioners may also be able to cite
evidence of this type of performance by drawing on experience
of:
 Responding to external scrutiny of qualifications or
assessments
Designing, implementing and/or evaluating quality control (e.g.
assessment specification design and monitoring, exam question
or assessment instrument pre-testing) and/or quality assurance
practices (e.g. designing, running and evaluating
standardisation or moderation events).
10) Openly collaborate and seek
and share best practice
assessment approaches
Practitioners can participate in teams or networks of
peers (formally or informally) either to collaborate in
assessment or assessment support activities (e.g. as
part of a wider end-point assessment team, exam-
marking team or in a Learning and Development
team in an employer context; member of a wider
network of assessment delivery support, e.g. local,
regional or nations) that has as its purpose
improving assessment practice.
Registered Practitioners may be involved in:
 Team building activities
 Networking and collaborative events
 Participation in events, e.g. AoC, AELP, EPAO, FAB,
awarding organisation events, focusing on assessment.
 Formal and informal networks, e.g. LinkedIn groups, subject
associations etc.
Registered Advanced Practitioners may be engaged in
collaborative exercises listed above and/or more focused
networks or groups of peers in similar roles or with similar
responsibilities.

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11) Apply moral, ethical and legal
considerations and
requirements (e.g. Safeguarding
and Prevent requirements)
Registered Practitioners will be able to demonstrate
compliance and implementation of Safeguarding and
Prevent considerations in their work roles. They will
have evidence of applying these requirements in
practice and in upholding the intent of policies in this
area.
Registered Advanced Practitioners may also have
responsibility for ensuring corporate compliance
with legislative requirements.
Registered Practitioners will have Enhanced Disclosure and
Barring Service checks (Enhanced DBS) and may undergo
training on how to behaviour in ways that complies with the
legislative requirements in these areas. They may undergo
specific training in these areas.
Registered Advanced Practitioners may have responsibility for
the creation, monitoring and evaluation of Safeguarding and
Prevent policies within the assessment teams they lead and/or
be responsible for ensuring compliance in assessment design
and practice. They may also design and lead training in this area
and/or be responsible for the upholding of corporate values
within their area of responsibility that deals with corporate
values and culture.
12) Mitigate or control risk to
assessments
Risk, particularly in high stakes assessment but also
in the design, development and implementation of
assessments and assessment materials, more
generally, is important and must be identified,
monitored and controlled. Risk awareness and
management should be an integral part of an
assessor’s practice. The ability to identify and control
risk as Registered Practitioner and Registered
Advanced Practitioner will differ based on the
amount of responsibility individuals have for more
and more aspects of the assessment process.
Registered Practitioners may want to look at the risks to their
immediate practice and their conducting of assessments
reliably. Risks can be operational, logistical and/or
developmental but needed to be viewed as capable of
interfering with the integrity of the assessment process.
Registered Advanced Practitioners will be able to look at risk
from a systems perspective given their responsibility for leading
assessors and assessment processes.

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Assessor
practitioners
and Registered
Advanced
Practitioners
behave in a
professional manner demonstrating care
and respect for candidates, ensuring the
integrity of the assessments and
demonstrating a commitment to
professional values.
Registered Advanced Practitioners operating in
any vocational context, engaged in normal
working practice as an assessor, to be able to
Practitioners may be undertaking. They are not exhaustive
and are designed to illustrate types of evidence that could be
used to demonstrate competence and commitment.
13) Be bound by an appropriate code of
conduct related to assessment
performance and behaviour
The Assessors Guild requires all members to
understand and operate to its Code of
Professional Conduct, to underpin their
assessment performance and practice.
Registered Practitioners may be working with and
to one or more Codes of Conduct, depending on
the nature of their employment with the
assessment organisation. For example, a freelance
assessor may work with more than one end-point
assessment organisation when assessing within the
apprenticeship context.
The adherence to an appropriate Code of Conduct is key to
establishing the assessor as a professional.
There may also be additional conduct considerations (for
example, an assessment or an awarding organisation policies
and codes) as well as an employer or other professional
institution code of conduct (e.g. IET or other engineering
institution).
The Registered Advanced Practitioner may be responsible for
ensuring that the assessors are aware and appreciate the
significance of the professional nature of their role and what
this means.
14) Treat all individuals with respect and
exercise responsibilities in an ethical
manner
The focus is on individuals rather than ‘candidates
or ‘apprentices’. The professional and collaborative
nature of the Registered Practitioner and
Registered Advanced Practitioner role means that
the contact and communication is with a range of
stakeholders who needs to have confidence in the
assessment process. These could be parents and
carers; customers e.g. employers, universities
colleges, training providers; regulators; internal
managers; and the public.
Registered Practitioners will be able to evidence, with
examples that will occur through work with internal and
external customers and could be seen, for instance, in email
correspondence with training providers, colleges, employers
or the public.
Registered Advanced Practitioners may have more
opportunities to also include examples from other senior
managers within their organisation, working relationships
with organisations like Ofqual, the EQAOs for apprenticeships
and others, as well as those listed above.
Professional
Conduct

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15) Adopt professional inter-personal
skills appropriate to an assessment
context.
Practitioners should maintain professional
interpersonal skills and abilities to draw upon at all
stages of the assessment process, in establishing
effective and respectful relationships with
candidates and all stakeholder organisations.
Registered Practitioners may choose to demonstrate and
evidence this through their practice in delivering assessment.
Examples of appropriate behaviours include:
 demonstrating active listening skills
 demonstrating cultural and social awareness
 communicating effectively and sensitively
 being well prepared to give clear information
 effectively managing challenging conversations
In addition, Registered Advanced Practitioners can evidence
how they manage this with others, in addition to any personal
work done in this area as assessors themselves.
16) Behave in a manner that upholds the
integrity, validity and security of the
assessment being implemented or
administered
Public and stakeholder confidence and trust in
assessments and qualifications generally is
dependent on the behaviour and actions of
assessors. The professional nature of the assessor
role means that assessors can and should be
trusted to behave in ways that warrant and earn
this level of confidence and trust.
In all contexts Registered Practitioners and
Registered Advanced Practitioners will always be
able to demonstrate how their assessments and
assessment practice warrants confidence and trust.
This means that any inferences derived from
measured achievement through assessment
remains valid.
The upholding of the integrity and security of assessments
should be able to be demonstrated through proper
assessment implementation, care of assessment instruments
and the candidate responses to assessments.
Evidence drawn from quality assurance activity and work to
standardise performance (individually or as teams) can also be
used to demonstrate how validity is being upheld.
Registered Practitioners may choose to demonstrate and
evidence this through their practice in delivering assessment.
Whereas Registered Advanced Practitioners can evidence
how they manage this with others, in addition to any personal
work done in this area as assessors themselves.
17) Carry out and record any CPD
necessary to maintain and enhance
personal competence
Actively manage and maintain appropriate CPD
plans and records.
Evidence of development through on-the-job learning, private
study, in-house courses, external courses and conferences.
The Assessors Guild provides CPD tracking for its members
and makes available opportunities for appropriate CPD.

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18) Communicate effectively by
adapting the language use for the
audience to ensure clarity and
understanding
The ability to communicate assessment instruction,
performance and results appropriately is a key part
of the Registered Practitioner role. The nature of
the communication may vary depending on the
message recipient.
Evidence may be available through media and feed-back
mechanisms. For example, a Registered Practitioner feeding
back to apprentices on end-point assessment performance
will involve a degree of empathy, clarity, appropriate use of
vocabulary and insight about the nature of performance.
Registered Advanced Practitioners will have examples drawn
from speaking to candidates, assessors, internal and external
customers and stakeholders. Each may need the language
used to be adapted to ensure clarity of meaning.

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Registered
Advanced
Registered
Practitioner
assessors lead by
example and
manage assessment processes and teams
in a manner that optimises the
effectiveness of the assessment for the
candidate and their employer.
The Guild expects Registered Advanced
Practitioners operating in any vocational context,
engaged in normal working practice, to be able to
Working with assessment teams and being
responsible for quality assurance of the
assessment process should allow Registered
Advanced Practitioners to generate naturally
occurring evidence to use to meet these standards.
This will complement and sit alongside formal CPD
activities.
activities that Registered Advanced Practitioners may be
undertaking. They are not exhaustive and are designed to
illustrate types of evidence that could be used to demonstrate
competence and commitment.
19) Manage other people to ensure they
are competent in assessment
At the centre of the Professional Leadership
criteria are the additional responsibilities involved
in leading the assessment process and leading
others in the assessment process. The leadership
responsibility equates to both the ‘ownership’ of
the quality of the assessment process and any
assessment strategy in place and the performance
of others responsible for implementing the
assessment process, from design through delivery
to reporting. This additional responsibility is the
qualitative differentiator between Registered
Practitioner and Registered Advanced
Practitioner. Leadership role also includes support
for their teams and assessors that work for/with
them. Registered Advanced Practitioners may be
solely responsible for assessment and the
assessment process, quality control and assurance
needed for high-quality assessment strategies,
assessment design, implementation and evaluation
of performance and of concerns.
Registered Advanced Practitioners may be in any one of the
following roles where there is a responsibility for the
performance of others involved in the assessment process:
 Internal quality assurance and/or verification
 External quality assurance and/or verification
 Lead assessor role
 Chief or lead Examiner
 Chief verified/lead moderator
 Assessment Director
 Quality Assurance officer
 Lead moderator
 Programme leader
 Head of Department/Faculty
 Lead trainer/Head of Training
 Lead end-point assessor
This list in not designed to be exhaustive but indicative of the
types of roles Registered Advanced Practitioner may be
operating in.
20) Support and feed back to assessors
about their assessment performance
in constructive, insightful and
sensitive ways
Professional
Leadership

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21) Monitor and scrutinise consistency
and comparability of assessment
decisions across an assessment team
or organisation
Registered Advanced Practitioners have
responsibility for providing stakeholders with high
levels of confidence in the assessment process.
A key part of the performance of assessors is the
accuracy, consistency, reliability and comparability
in performance across individuals and teams, of
their assessment judgements.
These are key concerns when reassuring
stakeholders about the reliability of the
assessments and the amount of confidence they
can have in the assessment process, the claims
being made for the assessments and the inferences
they can draw.
Registered Advanced Practitioners will be aware of the
performance indicators governing appropriate service levels
and quality of outcomes and outputs for the assessment
products and services under their control. These might
include:
 Test item performance
 Assessor performance
 Re-marking requests or grade challenges
 Resits
 Assessment complaints
 Standardisation and/or moderation results and resultant
actions needed
Registered Advanced Practitioners will be responsible for
monitoring performance, managing risks and measuring
outputs against agreed expectations. This will provide
opportunity to reference personal performance against this
aspect of the Professional Leadership requirements.
22) Bring about continuous
improvement through quality
management (quality control and
assurance) processes to ensure the
effectiveness of assessments
An extension to the quality processes associated
with compliance with existing processes is the
need to improve. Through a personal commitment
as a practitioner, the Registered Advanced
Practitioner also has the added responsibility for
systems improvements and the continuous
improvement for those under their direct
responsibility.
Examples might include evidence-based change or
improvements to assessment practice to improve the quality
or accuracy of the outcomes. This could be to:
 design and implement an assessment strategy
 improve test development processes, or test items
development (in MCQ settings)
 strengthen or improve reliability across assessors
 gaining quality kite-marks for assessment processes (e.g.
ISO 9001)
 improve productivity or service levels of operations teams
as a result of T&D changes
 design or resource the impact of appropriate CPD for the
team

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Professional Standards for
Ambassador Fellows Ambassador Fellows are recognised for
making or having made significant
professional contributions to the field of
assessment, sharing their knowledge, skills
and experience willingly with others.
Ambassador Fellows make significant professional contributions to the
assessment community in a range of ways including time-served in the role
of Registered Practitioner and/or Registered Advanced Practitioner role,
significant academic contributions made in published work and/or
significant, active participation in assessment communities from a thought-
leadership position.
The application process starts with the creation of a professional
assessment biography by the applicant.
Fellow
Making a
professional
contribution

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Ambassador Fellows make significant professional contributions to the assessment community. In order to recognise
the diverse nature of the assessment environment, progression to Fellowship status recognises the extent and nature of
the contribution made to assessment and the assessment community.
You can be considered for
Fellowship status by:
What does significant means in this context? How might this be evidenced?
Making a significant and positive
contribution through length of
quality service in your
assessment related role
This route recognises the length of time someone (in one or
more assessment-related roles) has accrued, working in
assessment-related work. Generally, speaking this is
recognition of ‘time-served’ working to a high standard in
assessment.
Two key assessment criteria need to be evidenced:
1. The quality of the service given in post/s
2. The positive impact achieved
Generally, this category is available to applicants after 10
years of appropriate work experience has been accrued.
Evidence covering at least the minimum duration that
shows the significant, positive contribution made
coming from:
 Job descriptions
 Line manager reviews, references and/or
testimonials
 Workplace evidence of meeting appropriate Key
Performance Indicators
Evidence could be presented that demonstrates:
 Continued progression of candidates to positive
destinations post-assessment because of the
confidence stakeholders have in the assessment
performance and the work you have done on it.
 Sustained productivity and/or safety record because
of on-going competence assessment of the work
force because of your contributions to competence
assessment.
 Sustained corporate improved performance
because of improved assessment practice in
performance management.
Making a
significant
contributions

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Making a significant positive
impact on candidates, assessors,
quality assurers or other
assessment stakeholders
through your assessment-
related activity
This route recognises those making a positive impact to the
assessment community. There is less of an emphasis on time
and positive impact in this route but more on the nature of
the positive impact and the positive outcomes the
contribution makes to the assessment community.
Evidence could be presented that demonstrates:
 Successful textbook/s publication might be an
example of demonstrating positive impact on
assessment
 Outputs of work in a consulting capacity might be
used to demonstrate direct, positive impact on
assessment systems in the UK, or internationally
 Creation of an assessment service or solution
making a significant positive impact
Actively leading and
participation in assessment
communities in thought-
leadership roles
The focus is on thought-leadership must have strengthening
assessment communities and furthering assessment learning
and practice as a primary purpose. This thought leadership
position can be:
 sector specific
 occupationally-focused
 subject or skills specific (numeracy, ICT, health & safety,
management, assessing behaviours etc)
The thought leadership role could be local, regional, national
and/or international.
The assessment communities could be formal or informal; on-
line and/or have a more physical presence.
Evidence could be generated from a variety of sources
including:
 Keynote speaker records
 Media coverage
 Awards and nominations, or other forms of
recognition
 Organisational minutes

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Contributing to the body of
knowledge and evidence about
occupational and/or vocational
assessment
This could be in an academic capacity or in the applied role,
perhaps researching or evaluating policy reforms or
implementation of assessment change. The key is that this
work should be open and accessible to the assessment
community and lessons learned or knowledge and
understanding conveyed able to be passed on and used by
others.
Examples may be drawn from:
 Academic research and publications
 Conference papers
 Journals
 On-line publishing
 Evaluation reports about implementation of
assessment-related policy reforms
 Policy review publications
Combining a range of high
quality assessment
contributions across a range of
different fields and roles
This route is designed to recognise those people engaging
successfully in a range of assessment thought-leadership
positions and who have built up a track record of performance
and assessment contributions worthy of wider recognition.
Generally, this type of Fellow will have made contributions in
one or more of the other Fellow categories, but it is the sum
of their activity in total that is worth recognising.
This could be through a track record that shows evidence of
assessment related, positive impact that could, for example,
include a combination of various contributions like:
 Assessment consultancy
 Policy design, implementation and evaluation work
 Service design and delivery
 Textbook publications
 Academic publications
 Job role performance as Registered Practitioner and/or
Registered Advanced Practitioner
Evidence may be drawn from a range of sources, each
designed to illustrate the contributions made in the
various roles and capacities.
Examples of the types of evidence are illustrated in the
other categories above.

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