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Condition TQ6.1 allows us to specify requirements and guidance in relation to the assessment of Technical Qualifications.

We set out our requirements for the purposes of Condition TQ6.1 below.

Assessment structure

An awarding organisation must ensure that the assessments for each Technical Qualification are comprised of

1. (a) assessment of the core knowledge, understanding and skills which underpin all of the occupations covered by the T Level of which the Technical Qualification forms part (together the Core Assessments), and
2. (b) assessment of the specific knowledge, skills and behaviours relevant to one or more of the occupations covered by the relevant T Level (the Occupational Specialisms).

With respect to Condition G1.3, an awarding organisation must ensure that the criteria against which Learners performance will be differentiated in each assessment for each Technical Qualification require the allocation of numerical marks based on the level of attainment each Learner has demonstrated.

Under Condition E4.2(f) and (g), in designing the assessments for each Technical Qualification, an awarding organisation must ensure that those assessments are capable of accurately differentiating between Learners on the basis of attainment using the full range of available grades.

(a) The Core Examination

An awarding organisation must ensure that core knowledge and understanding is assessed primarily through one or more Assessments by Examination set by the awarding organisation (the Core Examination).

(b) The Core Project

An awarding organisation must ensure that core skills are assessed through a project completed in line with a brief set by the awarding organisation working with any relevant employer(s) (the Core Project). In setting each brief for the Core Project an awarding organisation must work with an employer who employs staff working in occupations relevant to the Technical Qualification.

An awarding organisation must ensure that each project brief:

• ensures a motivating starting point for Learners Core Projects, for example, a real-world problem to solve,
• ensures Learners can generate evidence that covers the assessment objectives,
• is manageable for Centres to deliver, and
• is officially approved by the awarding organisation and the employer with whom it has worked to develop the brief.

In relation to the project briefs for the Core Project, an awarding organisation must ensure that:

• those briefs do not become predictable,
• the knowledge, skills and understanding required of Learners continue to keep pace with the needs of industry, and
• a sufficient number of brief(s) are available for Learners to choose from to reflect the number and breadth of Occupation Specialism(s) within the Technical Qualification.

In addition to assessing core skills, the Core Project may also require Learners to demonstrate core knowledge and understanding as relevant.

(c) The Occupational Specialisms

In its specification for a Technical Qualification, an awarding organisation must set out the combinations of Occupational Specialisms that may and may not be taken together as part of the same qualification. Those combinations must be in line with any requirements specified by the Institute for Apprenticeships and Technical Education.

An awarding organisation must ensure that

1. (a) each assessment for an Occupational Specialism is set by the awarding organisation in line with the Outline Content,
2. (b) each Occupational Specialism is assessed separately, and
3. (c) as far as possible, the performance outcomes for an Occupational Specialism set out in the relevant Outline Content are assessed together in a way that allows Learners to draw together knowledge, skills and behaviours.

Number of assessments

In respect of each Technical Qualification that it makes available, an awarding organisation must

1. (a) use the smallest possible number of assessments to meet the requirements outlined above, while ensuring that the assessments are manageable, and
2. (b)explain its approach to the number of assessments used in its assessment strategy.

Controls around assessments

An awarding organisation must ensure that each assessment which is not an Assessment by Examination is designed and set to

1. (a) require each Learner to produce such evidence as is required to enable the awarding organisation to assess the extent to which the Learner has met all of the criteria against
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