Healthcare science practitioner (integrated degree)

This document explains the requirements for end-point assessment (EPA) for the healthcare science practitioner (integrated degree) degree-apprenticeship. End-point assessment organisations (EPAOs) must follow this when designing and delivering the EPA.

Healthcare science practitioner (integrated degree) apprentices, their employers and training provider should read this document.

A degree-apprenticeship awards a degree with the achievement of the apprenticeship. The degree learning outcomes must be aligned with the knowledge, skills and behaviours (KSBs) in the apprenticeship. The degree must be completed, passed and awarded alongside the healthcare science practitioner (integrated degree) degree-apprenticeship.

The apprentice must complete their training and meet the gateway requirements before starting their EPA. The EPA will assess occupational competence.

A degree-apprenticeship must be delivered by a Higher Education Provider (HEP) that is on the apprenticeship providers and assessment register (APAR). The selected HEP must be the training provider and the EPAO. The apprentice's employer must select a HEP from this register.

If the HEP is using a credit framework, the EPA must contribute to the total credit value, and must be delivered in line with this EPA plan. However, the number of credits devoted to EPA may vary across HEP’s. The recommended EPA contribution is 20 of the total credit value.

A full-time healthcare science practitioner (integrated degree) apprentice typically spends 36 months on-programme. The apprentice must spend at least 12 months on-programme and complete the required amount of off-the-job training in line with the apprenticeship funding rules.

This EPA should then be completed within an EPA period lasting typically 2 months.

Occupational competence is outlined by the EPA grade descriptors and determined, when assessed in line with this EPA plan, by an independent assessor who is an occupational expert and confirms the overall EPA grade.

This EPA has 2 assessment methods.

Assessment method 1 - professional discussion underpinned by a portfolio of evidence:

• fail

• pass

• distinction

Assessment method 2 - situational judgement test:

• fail

• pass

• distinction

The result from each assessment method is combined to decide the overall degree-apprenticeship grade. The following grades are available for the degree-apprenticeship:

• fail

• pass

• merit

• distinction

The EPA is taken in the EPA period. The EPA period starts when the EPAO confirms the gateway requirements have been met and is typically 2 months.

The EPAO should confirm the gateway requirements have been met and start the EPA as quickly as possible.

The apprentice’s employer must be content that the apprentice has attained sufficient KSBs to complete the degree-apprenticeship. The employer may take advice from the apprentice's training provider, but the employer must make the decision. The apprentice will then enter the gateway.

The apprentice must meet the gateway requirements before starting their EPA.

They must:

• confirm they are ready to take the EPA
• have achieved English and mathematics qualifications in line with the apprenticeship funding rules

• have completed and passed all required elements of the BSc (Hons) in Healthcare Science degree-apprenticeship except the EPA

• submit a portfolio of evidence for the professional discussion underpinned by a portfolio of evidence

Portfolio of evidence requirements:

The apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship. It should only contain evidence related to the KSBs that will be assessed by this assessment method. It will typically contain 10 discrete pieces of evidence. Evidence must be mapped against the KSBs. Evidence may be used to demonstrate more than one KSB; a qualitative as opposed to quantitative approach is suggested.

Evidence sources may include:

• workplace documentation and records, for example workplace policies and procedures
• witness statements
• annotated photographs
• video clips (maximum total duration 10 minutes); the apprentice must be in view and identifiable

This is not a definitive list; other evidence sources can be included.

The portfolio of evidence should not rely on reflective accounts or any methods of self-assessment. Reflective accounts should only be used where appropriate to the KSBs. Any employer contributions should focus on direct observation of performance for example, witness statements rather than opinions. The evidence provided should be valid and attributable to the apprentice; the portfolio of evidence should contain a statement from the employer and apprentice confirming this.

The EPAO should not assess the portfolio of evidence directly as it underpins the discussion. The independent assessor should review the portfolio of evidence to prepare questions for the discussion. They are not required to provide feedback after this review.

The assessment methods can be delivered in any order.

The result of one assessment method does not need to be known before starting the next.

Overview

In the professional discussion, an independent assessor and apprentice have a formal two-way conversation. It gives the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method.

The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence.

Rationale

This assessment method is being used because:

• it allows for assessment of knowledge, skills and behaviours that do not occur on a predictable or regular basis.
• it can be conducted remotely, potentially reducing cost.
• professional discussion is a well-recognised method of checking knowledge, skills and behaviours and is widely used within the health sector.

Delivery

The professional discussion must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

An independent assessor must conduct and assess the professional discussion.

The purpose is to assess the apprentice’s competence against the following themes:

• providing, planning, monitoring, assessing and troubleshooting technical scientific services
• monitoring the quality of services and leading service improvement
• contributing to the development of services through innovation or research
• maintaining and developing own competence and that of others via ongoing review and continual professional development

The EPAO must give an apprentice 2 weeks' notice of the professional discussion.

The independent assessor must have at least 2 weeks to review the supporting documentation.

The apprentice must have access to their portfolio of evidence during the professional discussion.

The apprentice can refer to and illustrate their answers with evidence from their portfolio of evidence however, the portfolio of evidence is not directly assessed.

The professional discussion must last for 60 minutes. The independent assessor can increase the time of the professional discussion by up to 10%. This time is to allow the apprentice to respond to a question if necessary.

The independent assessor must ask at least 8 questions. The independent assessor must use the questions from the EPAO’s question bank or create their own questions in line with the EPAO’s training. Follow-up questions are allowed where clarification is required.

The apprentice may choose to end the assessment method early. The apprentice must be confident they have demonstrated competence against the assessment requirements for the assessment method. The independent assessor or EPAO must ensure the apprentice is fully aware of all assessment requirements. The independent assessor or EPAO cannot suggest or choose to end the assessment methods early, unless in an emergency. The EPAO is responsible for ensuring the apprentice understands the implications of ending an assessment early if they choose to do so. The independent assessor may suggest the assessment continues. The independent assessor must document the apprentice’s request to end the assessment early.

The independent assessor must make the grading decision.

The independent assessor must keep accurate records of the assessment. They must record:

• the apprentice’s answers to questions
• the KSBs demonstrated in answers to questions
• the grade achieved 

Assessment location

The professional discussion must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises.

The professional discussion should take place in a quiet room, free from distractions and influence.

The professional discussion can be conducted by video conferencing. The EPAO must have processes in place to verify the identity of the apprentice and ensure the apprentice is not being aided.

Overview

In the situational judgement test, the apprentice answers questions in a controlled and invigilated environment. It gives the apprentice the opportunity to demonstrate the knowledge, skills and behaviours mapped to this assessment method.

Rationale

This assessment method is being used because:

• it allows for assessment of knowledge, skills and behaviours that do not occur on a predictable or regular basis.
• it can be conducted remotely, potentially reducing cost.
• situational judgement tests are a well-recognised method of checking knowledge, skills and behaviours and are widely used within the healthcare science sector.

Delivery

The situational judgement test must be structured to give the apprentice the opportunity to demonstrate the knowledge, skills and behaviours mapped to this assessment method to the highest available grade.

The test can be computer or paper based.

The apprentice must be given at least 2 weeks’ notice of the date and time of the test.

The test must consist of 5 long answer questions and must always total 100 marks. To support comparability, the distribution of marks will be allocated proportionally according to the number of KSBs in each theme.

Long answer questions (LAQs) need a written response. Responses to LAQs provide an extended writing opportunity that will typically require multiple paragraphs to achieve the marks available.

Mark scheme and grading guidance

The grading table shows both the numerical grade boundaries and written descriptors for the situational judgement test. The grade boundaries and written descriptors must be used by EPAOs to create valid and reliable mark schemes for the situational judgement test.

The mark scheme design and approach can be determined by the EPAO (e.g. either levels based-banded, points based or a mixture). EPAOs should ensure that the questions within the situational judgement test mirror the level of demand set by the wording within the supporting written descriptors. This should be done by using the same command verb where possible (or a comparable verb, in terms of demand, where not).

The grading table should inform the question writing whilst also providing EPAOs with the numerical outcomes required for each level of attainment. Questions may be written that target part of the KSB statement, as long as, the full statement is assessed within the paper overall. However, EPAOs must ensure that the level of demand is not altered as per the supporting written descriptors.

Employers have determined the levels of performance required by apprentices on the situational judgement test. The minimum level of performance required to demonstrate competency at a pass standard is set at 50% (or 50 marks) of the 100 marks available. To demonstrate a distinction, the standard is set at 75% (or 75 marks) of the 100 marks available.

To support overall standards alongside the overall mark requirements, apprentices must also achieve a minimum number of marks against each of the following themes:

• practice in line with professional standards - 10 marks
• providing clinical care using scientific and professional knowledge and skills - 8 marks
• communicating with others and managing information - 10 marks
• working in partnership - 8 marks
• maintaining a healthy, safe and secure workplace - 4 marks

EPAOs must ensure that their mark scheme approach supports these required standards in a reliable way. Specifically, if a levels-based, banded mark scheme design is used then the quality of performance described within each band descriptor should be set in an appropriate way to safeguard standards.

Test administration

The apprentice must have 90 minutes to complete the test.

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

The following equipment is allowed to be used during the test:

• a scientific calculator.

The test must be taken in the presence of an invigilator who is the responsibility of the EPAO. The EPAO must have an invigilation policy setting out how the test must be conducted. It must state the ratio of apprentices to invigilators for the setting and allow the test to take place in a secure way.

The EPAO must verify the apprentice’s identity and ensure invigilation of the apprentice for example, with 360-degree cameras and screen sharing facilities.

Marking

The EPAO must develop a marking scheme for the written response questions. The test must be marked by an independent assessor or marker employed by the EPAO. They must follow the marking scheme produced by the EPAO.

Individual marks can be awarded for partial responses. Half marks are not permitted. Where there is insufficient evidence to award any marks in a response, a zero mark must be given. Marks will be awarded in line with the EPAOs mark scheme. The grading descriptors must inform the mark scheme.

The EPAO is responsible for overseeing the marking of the test. The EPAO must ensure standardisation and moderation of tests with written answers.

Assessment location

The apprentice must take the test in a suitably controlled and invigilated environment that is a quiet room, free from distractions and influence. The EPAO must check the venue is suitable.

The test could take place remotely if the appropriate technology and systems are in place to prevent malpractice.

Question and resource development

The EPAO must develop a purpose-built assessment specification and question bank. It is recommended this is done in consultation with employers of this occupation. must maintain the security and confidentiality of EPA materials when consulting with employers. The assessment specification and question bank must be reviewed at least once a year to ensure they remain fit-for-purpose.

The assessment specification must be relevant to the occupation and demonstrate how to assess the KSBs mapped to this assessment method. The EPAO must ensure that questions are refined and developed to a high standard. The questions must be unpredictable. A question bank of sufficient size will support this.

The EPAO must ensure that apprentice has a different set of questions in the case of re-sits or re-takes.

• independent assessor assessment materials which include:
  • training materials
  • administration materials
  • moderation and standardisation materials
  • guidance materials
  • grading guidance
  • test specification
  • sample test and mark schemes
  • live tests and mark schemes
  • question bank
• EPA guidance for the apprentice and the employer

The EPAO must ensure that the EPA materials are subject to quality assurance procedures including standardisation and moderation.

Performance in the EPA determines the overall grade of:

• fail

• pass

• merit

• distinction

An independent assessor must individually grade the professional discussion underpinned by a portfolio of evidence and situational judgement test in line with this EPA plan.

The EPAO must combine the individual assessment method grades to determine the overall EPA grade.

If the apprentice fails one assessment method or more, they will be awarded an overall fail.

To achieve an overall pass, the apprentice must achieve at least a pass in all the assessment methods. To achieve an overall merit, the apprentice must achieve one distinction. To achieve an overall distinction, the apprentice must achieve two distinctions.

Grades from individual assessment methods must be combined in the following way to determine the grade of the EPA overall.

If the apprentice fails one assessment method or more, they can take a re-sit or a re-take at their employer’s discretion. The apprentice’s employer needs to agree that a re-sit or re-take is appropriate. A re-sit does not need further learning, whereas a re-take does. The apprentice should have a supportive action plan to prepare for a re-sit or a re-take.

The employer and the EPAO should agree the timescale for a re-sit or re-take. A re-sit is typically taken within 1 months of the EPA outcome notification. The timescale for a re-take is dependent on how much re-training is required and is typically taken within 2 months of the EPA outcome notification.

Failed assessment methods must be re-sat or re-taken within a 6-month period from the EPA outcome notification, otherwise the entire EPA will need to be re-sat or re-taken in full.

Re-sits and re-takes are not offered to an apprentice wishing to move from pass to a higher grade.

The apprentice will get a maximum EPA grade of if pass they need to re-sit or re-take one or more assessment methods, unless the EPAO determines there are exceptional circumstances.

The EPAO must have reasonable adjustments arrangements for the EPA.

This should include:

• how an apprentice qualifies for reasonable adjustment
• what reasonable adjustments may be made

Adjustments must maintain the validity, reliability and integrity of the EPA as outlined in this EPA plan.

Internal quality assurance refers to the strategies, policies and procedures that EPAOs must have in place to ensure valid, consistent and reliable end-point assessment decisions.

EPAOs for this EPA must adhere to all requirements within the roles and responsibilities table and:

• appoint independent assessors who also:
  • have relevant experience of the occupation to at least occupational level 6 gained in the last 5 years

Affordability of the EPA will be aided by using at least some of the following:

• utilising digital remote platforms to conduct applicable assessment methods

• using the employer’s premises

• conducting assessment methods on the same day

This apprenticeship aligns with:

• Academy for Healthcare Science for Practitioner Register

• Institute of Physics and Engineering Medicine for Register of Clinical Technologists

• The Science Council for Registered Scientist (RSci)