A highlight of the introductory range of assessment considerations. For Higher Degree and Apprenticeship (HDA) programmes, this includes both academic module assessment and End Point Assessment (EPA) requirements
	For assessment of the academic module elements, a range of diverse and accessible practices should be encouraged. To promote good practice here, the accessible assessment toolkit may also be of use
	If a HDA programme has been developed using the Works-Based Learning Framework (WBLF), modules are assessed holistically through portfolios as standard. When the modules are designed for a specific client or end user, the module tutor should provide specific guidance on the formative and summative tasks within the portfolio. These tasks might include: Group presentations Reports Problem solving briefs Literature based assignments and larger projects Summative portfolios from CPD activity Research investigations into practice Management and technical reports Annotated presentations Reflective portfolios Social learning tools such as blogs and wikis Simulations and role play Negotiated assignments Self, peer and co-assessment Problem and enquiry based tasks Varied writing tasks and oral assessment
	See the case study section for a tangible accessible assessment example

The design of the programme assessment strategy and individual tasks should have regard to the Apprenticeship Journey and how the curriculum can help prepare the learner develop towards the specific Apprenticeship End Point Assessment.  This will mean designing practise and preparatory activities, whilst ensuring the outputs are not assessed twice, i.e. within the course and again at the End Point Assessment. As a general principle the on-going use of a portfolio device to store assets can help build evidence for the End point Assessment. The progress on work based learning  might therefore be assessed through critical and reflective activities to demonstrate higher level learning whilst keeping the portfolio assets intact for the EPA.  The University’s Work Based Learning modules provides a natural structure for this.

Assessment planning might also have regard to the knowledge skills and behaviours set out in the Standard. Specific submissions can demonstrate progress towards occupational competence as defined in the employer written standard.  Work Based learning assignments are a great opportunities for learners to capture the progress they have made through work-based projects, experience and CPD, where the attainment of knowledge, skills and behaviours can be captured through reflective journals, logs and critical review