Product design and development engineer (degree)

This document sets out the requirements for end-point assessment (EPA) for the product design and development engineer (degree) apprenticeship standard. It explains how the EPA for this apprenticeship must operate.

It provides the EPA design requirements for end-point assessment organisations (EPAOs) for this apprenticeship standard. It will also be useful for apprentices undertaking this apprenticeship, their employers and training providers.

Product design and development engineer (degree) apprentices, their employers and training providers should read this document.

An approved EPAO must conduct the EPA for this apprenticeship. Employers must select an approved EPAO from the apprenticeship providers and assessment register (APAR).

In an integrated degree apprenticeship standard, the degree incorporates on-programme learning and assessment with an EPA to test the occupational standard’s knowledge, skills, and behaviours (KSBs). The degree required for this apprenticeship standard is a BEng Honours or BSc Honours degree accredited by an Engineering Council licensed Professional Engineering Institution (PEI). The BEng Honours or BSc Honours degree must be worth 360 credits, with the EPA contributing between 30-60 credits to complete both the Honours degree and the apprenticeship. Employers may use a degree that intends to get accreditation - a PEI must be involved and consulted on content from the outset.

A full-time apprentice typically spends 42 months on-programme (this means in training before the gateway) working towards occupational standard. All apprentices must spend at least 12 minths on-programme. All apprentices must complete the required amount of off-the-job training specified by the apprenticeship funding rules.

Before starting EPA, an apprentice must meet the gateway requirements. For this apprenticeship they are:

• the employer must be content that the apprentice is working at or above the occupational standard
• apprentices must have achieved English and mathematics qualifications in line with the apprenticeship funding rules
• the employer must have agreed the subject, title, and scope for the EPA work-based project with the EPAO
• apprentices must have compiled and submitted a portfolio of evidence to underpin the EPA professional discussion
• apprentices must complete and pass all credit carrying modules of the BEng Honours or BSc Honours engineering degree accredited by an Engineering Council (UK) licensed Professional Engineering Institution (PEI), apart from the final 30-60 credits which will form the EPA. Employers may use a degree that intends to get accreditation - a PEI must be involved and consulted on content from the outset.

The EPAO must confirm that all required gateway evidence has been provided and accepted as meeting the gateway requirements. The EPAO is responsible for confirming gateway eligibility. Once this has been confirmed, the EPA period starts. This EPA should then be completed within an EPA period lasting typically for 6 months.

This EPA has 2 assessment methods.

The grades available for each assessment method are:

Assessment method 1 - work-based project report with presentation and questioning:

• fail

• pass

• distinction

Assessment method 2 - professional discussion underpinned by a portfolio of evidence:

• fail

• pass

• distinction

The result from each assessment method is combined to decide the overall apprenticeship grade. The following grades are available for the 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 6 months.

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

The apprentice should only enter the gateway once the employer is content that the apprentice is working at or above the level of the occupational standard. In making this decision, the employer may take advice from the apprentice's training provider(s), but the decision must ultimately be made solely by the employer.

The EPAO determines when all other gateway requirements have been met, and the EPA period will only start once the EPAO has confirmed this.

In addition to the employer's confirmation that the apprentice is working at or above the level of the occupational standard, the apprentice must have completed the following gateway requirements prior to starting EPA:

• achieved English and maths qualifications in line with the apprenticeship funding rules

• completed and passed all credit carrying modules of the BEng Honours or BSc Honours engineering degree accredited by an Engineering Council (UK) licensed Professional Engineering Institution (PEI), apart from the final module which will form the EPA. Employers may use a degree that intends to get accreditation - a PEI must be involved and consulted on content from the outset
• for the work-based project report with presentation and questioning, the employer must have the subject, title and scope agreed by the EPAO.

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

Portfolio of evidence requirements:

• apprentice must compile a portfolio of evidence during the on-programme period of the apprenticeship
• It must contain evidence related to the KSBs that will be assessed by the professional discussion
• the portfolio of evidence will typically contain 15 discrete pieces of evidence
• evidence must be mapped against the KSBs assessed by the professional discussion
• 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, policies, or procedures for example: specific records of the work undertaken by the apprentice including any relevant design related documentation, quality, compliance, fault, diagnostic and test records, simulation data, reports or documents used or produced as part of the normal work activity
• evidence of the way the apprentice carried out the activities to meet the requirements of the standard, such as technical expert observation records
• 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.

• it should not include reflective accounts or any methods of self-assessment
• any employer contributions should focus on direct observation of performance (for example witness statements) rather than opinions
• the evidence provided must be valid and attributable to the apprentice; the portfolio of evidence must contain a statement from the employer and apprentice confirming this
• the portfolio of evidence must be submitted to the EPAO at the gateway

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

The apprentice must submit any policies and procedures as requested by the EPAO.

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

A project involves the apprentice completing a significant and defined piece of work that has a real business application and benefit. The project must meet the needs of the employer’s business and be relevant to the apprentice’s occupation and apprenticeship.

This assessment method has 2 components:

• project with a project output

• presentation with questions and answers

Together, these components give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method. They are assessed by an independent assessor.

Rationale

This assessment method is being used because:

• this is a holistic method of assessment of multiple KSBs across a range of duties carried out through a work-based project
• the project report method has been selected as it provides the opportunity to assess a wide range of knowledge, skills, and behaviours over a time period not possible through direct observation
• a work-based project and report allows the apprentice to demonstrate their competence by completing a typical activity undertaken by a design or development engineer and the project should have a business benefit
• the assessment method is a cost-effective way of demonstrating competence of the relevant KSBs and replicates the typical real-world environment.

Delivery

The apprentice must complete a project based on any of the following:

• a specific problem or recurring issue related to a product, or a research or development project, for example a continuous improvement project or product system update

• a new project such as the design of a product (depending on size this may only cover a certain aspect of the project)

• a feasibility study such as investigating a new piece of equipment or technology

To ensure the project allows the apprentice to meet the KSBs mapped to this assessment method to the highest available grade, the EPAO must sign-off the project’s title and scope at the gateway to confirm it is suitable. The EPAO must refer to the grading descriptors to ensure that projects are pitched appropriately.

The project output must be in the form of a report and presentation.

The apprentice must start the project after the gateway. The employer should ensure the apprentice has the time and resources, within the project period, to plan and complete their project.

The apprentice may work as part of a team to complete the project, which could include internal colleagues or technical experts. The apprentice must however, complete their project report and presentation unaided and they must be reflective of their own role and contribution. The apprentice and their employer must confirm this when the report and any presentation materials are submitted.

Component 1: Project report

The report must include at least:

• executive summary
• an introduction - what is the project or activity about?
• the scope of the project (including key performance indicators)
• a project plan
• project research and finding
• evaluation of potential solutions
• project outcomes and how these outcomes were achieved
• recommendations and project conclusions

The project report must have a word count of 9000 words. A tolerance of 10% above or below is allowed at the apprentice’s discretion. Appendices, references and diagrams are not included in this total. The apprentice must produce and include a mapping in an appendix, showing how the report evidences the KSBs mapped to this assessment method.

The apprentice must complete and submit the report and any presentation materials to the EPAO by the end of week 20 of the EPA period.

Component 2: Presentation with questions

The presentation with questions must be structured to give the apprentice the opportunity to demonstrate the KSBs mapped to this assessment method to the highest available grade.

The apprentice must prepare and deliver a presentation to an independent assessor. After the presentation, the independent assessor must ask the apprentice questions about their project, report and presentation.

The presentation should cover:

• an overview of the project
• the project scope (including key performance indicators)
• summary of actions undertaken by the apprentice
• project outcomes and how these were achieved

The presentation with questions must last 60 minutes. This will typically include a presentation of 20 minutes and questioning lasting 40 minutes. The independent assessor must use the full time available for questioning. The independent assessor can increase the time of the presentation and questioning by up to 10%. This time is to allow the apprentice to complete their last point or respond to a question if necessary.

The independent assessor must ask at least 5 questions. They 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 purpose of the independent assessor's questions is:

• to verify that the activity was completed by the apprentice
• to seek clarification where required
• to assess those KSBs that the apprentice did not have the opportunity to demonstrate with the report, although these should be kept to a minimum
• to assess level of competence against the grading descriptors

The apprentice must submit any presentation materials to the EPAO at the same time as the report - by the end of week 20 of the EPA period. The apprentice must notify the EPAO, at that point, of any technical requirements for the presentation.

During the presentation, the apprentice must have access to:

• presentation software
• videos
• a flip chart
• interactive demonstrations
• notes
• computer
• their project report with annexes

The independent assessor must have at least 1 weeks to review the project report and any presentation materials, to allow them to prepare questions.

The apprentice must be given at least 10 days’ notice of the presentation with questions.

Assessment decision

The independent assessor must make the grading decision. They must assess the project components holistically when deciding the grade.

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

• the KSBs demonstrated in the report and presentation with questions
• the apprentice’s answers to questions
• the grade achieved

Assessment location

The presentation with questions must take place in a suitable venue selected by the EPAO for example, the EPAO’s or employer’s premises. It should take place in a quiet room, free from distractions and influence.

The presentation with questions 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.

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

EPAO must produce the following materials to support the project:

• independent assessor EPA materials which include:
  • training materials
  • administration materials
  • moderation and standardisation materials
  • guidance materials
  • grading guidance
  • 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.

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 is a holistic assessment method, allowing the apprentice to demonstrate KSBs in an integrated way
• it allows for fair assessment of apprentices employed in various contexts and or size of organisation
• it allows the apprentice to reference experience gained as part of the on-programme journey
• it can be used for synoptic assessment of knowledge, skills, and behaviours. This method also helps to assess the apprentice’s in-depth understanding of product design or development engineer processes and procedures that are difficult to observe and take place over a longer period of time

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 of the independent assessor's questions is to look at the following themes

• principles and applications
• problem solving and improvement
• project planning
• values and commitment

The EPAO must give an apprentice 10 days' notice of the professional discussion.

The independent assessor must have at least 0 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 10 questions. The independent assessor must use the questions from the EPAO’s question bank. Follow-up questions are allowed where clarification is required.

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 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.

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

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

The EPAO must produce the following materials to support the professional discussion underpinned by a portfolio of evidence:

• independent assessor assessment materials which include:
  • training materials
  • administration materials
  • moderation and standardisation materials
  • guidance materials
  • grading guidance
  • 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.

All assessment methods are weighted equally in their contribution to the overall EPA grade.

Performance in the EPA will determine the apprenticeship grade of:

• fail

• pass

• merit

• distinction

An independent assessor must individually grade the: work-based project report with presentation and questioning and professional discussion underpinned by a portfolio of evidence 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 or more assessment methods, 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. In order to achieve an overall EPA ‘merit’, apprentices must achieve a distinction in one of the assessment methods and a pass in the other assessment method. In order to achieve an overall EPA ‘distinction’, apprentices must achieve a distinction in both assessment methods.

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 or more assessment method, they can 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 EPAO agree the timescale for a re-sit or re-take. A re-sit is typically taken within 2 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 4 months of the EPA outcome notification. 

If the apprentice fails the project assessment method, they must amend the project output in line with the independent assessor’s feedback. The apprentice will be given

If the apprentice fails the project assessment method, they may amend the project and presentation in line with the independent assessor’s feedback, rather than complete a new project.

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 pass for a re-sit or re-take, 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 section and

• have effective and rigorous quality assurance systems and procedures that ensure fair, reliable, and consistent assessment across employers, places, times, and independent assessors
• appoint independent assessors who are competent to deliver the EPA and who:
  • have recent relevant experience of the occupation or sector to at least occupational level 6 gained in the last 3 years or significant experience of the occupation or sector
  • have professional body membership with:
    • will typically have professional recognition at incorporated engineer level or above by a professional body recognised by the engineering council
• operate induction training for anyone involved in the delivery or assessment of the EPA
• provide training for independent assessors in good assessment practice, operating the assessment tools and making grading decision
• where appropriate provide ongoing training for markers and invigilators
• provide standardisation activity for this apprenticeship standard for all independent assessors:
  • before they conduct an EPA for the first time
  • if the EPA is updated
  • periodically as appropriate (a minimum of annually)
• conduct effective moderation of assessment decisions and grades
• conduct appeals where required, according to the EPAO’s appeals procedure, reviewing and making final decisions on EPA decisions and grades
• have no direct connection with the apprentice, their employer or training provider.

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

• potential to use the employer's premises and resources for the presentation and the questioning and the professional discussion
• the option to use technology such as video conferencing
• a work-based project contributing to workplace productivity

This apprenticeship aligns with:

IMechE for Incorporated Engineer

IET for Incorporated Engineer