Guidance

Annex 1: Assessment method definitions

Published 19 June 2026

This document gives a snapshot of the assessment methods available to the Occupational Group to select for an Apprenticeship Assessment Plan (AAP).

In most cases, the methods and terminology below should be used in the AAP.

When justified by evidence, the AAP may:

• set out more than one mandatory assessment method
• adapt the terminology
• combine assessment methods

This will usually be to align with the requirements set by the regulator, sector body, or professional body.

Below, 12 assessment methods are split into 4 categories.

1. Demonstration, simulation, presentation, and observation

During these assessment methods, the apprentice completes tasks that reflect real work activities. These methods provide insight into how the apprentice applies their knowledge and demonstrates the assessment outcomes in authentic contexts. The tasks may take place in a natural workplace setting or a simulated environment. These assessments are, typically, designed to assess knowledge and skill statements synoptically.

1.1 Demonstration

The apprentice performs a task or skill to show competence, for example, operating equipment or delivering a procedure.

1.2 Simulation

The apprentice undertakes tasks that mimic real-life situations. For example, an assessor might observe the apprentice undertaking a task that is simulated:

• in a simulated environment
• using simulated data
• responding to a simulated scenario
• by role-playing the enactment of relevant tasks or interactions

Simulations should be designed by the assessment organisation (AO) to be realistic, with clear objectives and criteria.

Simulations are especially effective at mitigating risks (for example, around safeguarding or using sensitive data) and for assessing decision-making and interpersonal skills (such as customer service or leadership).

1.3 Presentation

The apprentice prepares and delivers a presentation to an audience, using visual aids or other supporting materials when appropriate.

1.4 Observation

An assessor directly evaluates the apprentice’s performance in naturally occurring tasks and situations. This will, typically, be undertaken in the workplace. The observation should be structured, using standardised criteria and focussing on specific observable outcomes.

Observations can happen in real-time or be recorded and assessed at a later point. In some instances, observations can also be undertaken remotely.

2. Interview, professional discussion, and question and answer

These assessment methods are structured conversations used to explore the apprentice’s:

• knowledge
• skills
• reasoning
• experiences
• decision‑making

2.1 Interview

During an interview, an assessor asks the apprentice specific questions to verify the assessment outcomes against set criteria. Interviews are assessor led. Questions are targeted and specific to the assessment outcomes. Interview and question structure helps to ensure consistency across different candidates.

2.2 Professional discussion

More open and exploratory than an interview, a professional discussion sees the apprentice and an assessor engage in a two-way discussion.

Professional discussions encourage reflective and detailed responses. They are led by the apprentice but facilitated by the assessor. This ensures the apprentice has the opportunity to demonstrate the relevant assessment outcomes.

2.3 Question and answer (‘Q and A’)

During this assessment method, the assessor asks the apprentice questions which the apprentice responds to.

‘Q and A’ is often combined with another assessment method to either assess a specific aspect of an assessment outcome, or to assess a higher level of attainment, where this hasn’t been possible in the linked method.

3. Written assessment and project

These are assessment methods where apprentices produce written evidence demonstrating knowledge, understanding, analysis and application.

3.1 Written assessment

Written assessments can vary in complexity and format. They can be undertaken in both exam and non-exam conditions. They can be open or closed book, and paper or digital based. They may make use of one or more of the following question types:

• multiple-choice
• short answer
• long answer

3.2 Project

A project is an extended piece of work undertaken by an apprentice. Projects are structured tasks, or a series of tasks, that require the apprentice to apply their knowledge and skills to produce a tangible outcome, product, or solution. Projects may mirror real-world scenarios, or make use of real business developments, issues, or improvements. The outputs of a project may take a variety of formats, depending on the nature of the project undertaken. Examples could include:

• written reports
• presentations
• video recordings

4. Portfolio, showcase, journal and case study

These assessment methods compile evidence over time to demonstrate competence and development.

4.1 Portfolio

Evidence within a portfolio could include:

• written documents
• recorded observations
• audio or video recordings
• photographic evidence
• artefacts
• logbooks
• records of completing particular tasks

The AO decides when the apprentice should start collecting portfolio evidence. Typically, the portfolio will be assessed when it has been fully collated to the requirements and timescales defined by the AO.

4.2 Showcase

A showcase generally provides an opportunity for an apprentice to evidence their strongest work. Evidence included within a showcase is typically selected to demonstrate their competency at the point it was generated, and as such, may include evidence generated towards the end of the apprenticeship. Evidence within a showcase might include completed products or artefacts, supported by supplementary evidence of how these were produced.

Similar to a portfolio, the AO decides when the apprentice should start collecting evidence and any additional requirements.

4.3 Journal

A journal requires the apprentice to describe the thoughts, experiences and learning gained over a period of time, or in response to a particular situation.

Journals may allow the apprentice to demonstrate:

• self-awareness
• continuous learning and development
• their ability to evaluate their own performance

If the assessment requires observable performance, a reflection alone cannot demonstrate competence (for example, assessing whether someone can use machinery safely).

4.4 Case study

A case study requires the apprentice to analyse a specific problem, or scenario. The problem or scenario may be real, or hypothetical. A case study may require the apprentice to apply theory, evidence or frameworks to understand the context of their case. The apprentice may also be required to evaluate issues, draw conclusions or make recommendations on their case.