Why being an apprenticeship assessor helped me find fulfilment

I am one of a number of end point assessors (EPA’s) working with CIH who play a significant role in the assessment of housing apprentices, who are completing the final part of their apprenticeship to become qualified housing professionals. I’m going to tell you my story of why and how I got into this role so you can see why you should consider it for your next step on the housing career ladder.

How did I get into the assessor role?

For me the pathway to this point has been varied. I spent a good number of years working in local authority housing, with my final role with the authority being a senior housing officer. Along the way and following early retirement from a North East based council I gained qualifications in assessment, internal quality assessor (IQA), external verifier (EV) and teaching. I then moved into delivering professional qualifications to learners in both the public and private sector plus carrying out EV duties for awarding bodies.

What does my day to day look like?

Prior to the run up

My workdays always vary but each day is built around supporting learners, maintaining the CIH high standards and ensuring my own continuous professional development (CPD) is current. I believe preparation is everything. It is important to be fair, impartial and consistent. In relation to CPD which includes training, the CIH have mandatory requirements covering GDPR, EDI and cyber security, for example. Additionally, there are standardisation meetings on a regular basis not only to update the team on changes in legislation, but to provide support to ourselves. As individuals you are always well supported by CIH’s internal management structure which is only a phone call or email away, ready to discuss and give advice on any concerns or questions you have… you are never alone with the CIH!

The run up – two weeks prior to the end-point assessment

The role itself covers the EPA element of the qualification. You are asked to initially assess the learners case study (plus knowledge, skills and behaviours at level 2 or project at level 3 and 4) against assessment criteria the learner must meet. 

I then prepare a report on my findings and return this to CIH through their e-portfolio platform. As an assessor I have come across a wide range of project and case study subject areas, some of which are in my field, and some not quite as well known. I give some dates and times for my availability, this fits in well with my other roles of childcare, gardening and chief cook and bottle washer at home. 

I am required to assess these submissions and return my report two weeks prior to the panel date which gives plenty of time to carry out my assessment of the work. 

The day before the end-point assessment

As learners move through the process to the final EPA, I look at the questions I intend to ask and decide on which ones I feel are appropriate after taking into account their case study/project submissions. As the date approaches I prepare by reminding myself of the learners project and taking a little time to read over their project report. 

On the day

Learners at level 3 and level 4 are required to give a presentation, which usually takes the form of a powerpoint presentation lasting 10 mins; this is not assessed as part of their EPA but I feel it shows how they have understood the subject area and gives an insight into their delivery skills. I look for slides which are not to ‘busy’ and bullet points which are expanded on. I always ask a question or two on the day in relation to their presentation. These questions usually revolve around the process, ‘where is the project now’ or a technical question on perhaps benefits just to get a feel on how the learner has interacted with the subject area.

What does an end-point assessment interview look like for an assessor and the learner?

At the outset of an interview I will always introduce myself and provide the standard housekeeping notes like recording of the interview and providing formal ID, but generally I like to try and make them as relaxed as possible by asking where they are based and what’s the weather like to try and get them to talk. 

I then ask a range of preselected questions on each specific area of the knowledge, skills and behaviours making notes on their answers. The interview is recorded so as an assessor if you need to check anything you feel you did not quite capture you can go back and review their answers. 

I always finish by telling the learners what happens next and ask if they have any questions - my favourite saying on this note is, ‘apart from the obvious, which I can’t answer’.

What is the report I have to produce?

On conclusion of the discussion I like to complete my report as soon as possible after the end of the interview so it is fresh in my mind. Once they have my report of feedback based on the interview questions, CIH can carry out quality assurance checks, and the learner can receive their results as soon as possible. 

What’s the biggest tip I would give to someone starting out in this career path?

Always try to relax the learner, this is a very stressful element of their qualification so add an air of informality (but not too much); get them talking and ask open questions so they are engaging with what they have been doing for the previous year.

Why do I do what I do?

I really enjoy the interview element of the process, it allows me to understand and be involved with day-to-day operational side of our industry. I sometimes worry about situations and areas our students are involved in and see our role as going some way to prepare them on how to deal with these situations.

Overall, I really enjoy my role, it is so fulfilling and I am encouraged by the enthusiasm and knowledge of our learners, and what’s more you get paid to do it!