Qualification in Occupational Psychology(Stage 2)Assessment Guidelines

Valid from 31 March 2012

Qualifications Office

Qualifications Office

The British Psychological Society, St Andrews House, 48 Princess Road East, Leicester, LE1 7DR.

Tel: (0116) 252 9505 Fax: (0116) 227 1314

Email: exams@bps.org.uk

www.bps.org.uk/exams

List of commonly used Society abbreviations........................................................................................... 4

1 The Qualification in Occupational Psychology (Stage 2) (QOP (Stage 2))and the Qualifications Board............................................................................................................... 51.1 The Qualification ........................................................................................................................ 51.2 The Occupational Psychology Qualifications Board (OPQB)................................................. 5

2 Appointment of Assessors.................................................................................................................... 62.1 How to apply to become an Assessor ......................................................................................... 62.2 Person specification for Assessor................................................................................................ 6

3 Assessors’ Objectives ............................................................................................................................ 6

4 Applications for Accreditation of Existing Competence (AEC)........................................................ 74.1 The General Application Process............................................................................................... 74.2 Who is eligible for AEC? ............................................................................................................. 7

5 Annual Submissions .............................................................................................................................. 85.1 Annual Progress Report .............................................................................................................. 85.2 Portfolio of Competence Submission ........................................................................................ 85.3 Allocation of Portfolio of Competence Submissions ................................................................ 85.4 Timeline for receipt of feedback from Assessors ...................................................................... 9

6 How the Assessors undertake the Assessment of Portfolios of Competence (PoCs) ..................... 106.1 How the Assessments are carried out ........................................................................................ 106.2 Annual Portfolio of Competence Submission Assessments ..................................................... 106.3 Final Actions by the Assessors – Ongoing Annual Submissions .............................................. 146.4 Final Actions by the Qualifications Office – Ongoing Annual Submissions........................... 14

7 Portfolio Assessment Quality Control ................................................................................................ 157.1 How Assessors are Trained.......................................................................................................... 157.2 Appraisals of Assessors ................................................................................................................ 157.3 Occurrences the Assessors Report to the Chief Assessor ......................................................... 157.4 Chief Assessor’s review of assessments ....................................................................................... 16

Appendix 1: Assessment Criteria for judging the quality of evidence.................................................... 17

Appendix 2: Competence Definitions ....................................................................................................... 20

Appendix 3: Assessor Community – Terms of Reference ....................................................................... 21

Contents

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ADM Assessment & Development MattersAEC Accreditation of Existing CompetenceAMR Assessment Master RecordAPA American Psychological AssociationBPS The British Psychological SocietyCA Chief AssessorCPD Counselling and Personal DevelopmentCPsychol Chartered PsychologistCRB Criminal Records BureauCS Co-ordinating SupervisorCSci Chartered ScientistCSR Chief Supervisor/RegistrarDEW Design of Environments and Work: Health and SafetyDOP Division of Occupational PsychologyEAWOP European Association of Work and Organizational PsychologistsEFPA European Federation of Psychologists AssociationEPC Evaluation of Professional CompetenceERM Employee Relations and MotivationEuroPsy European Certificate in PsychologyGBC Graduate Basis for Chartered Membership

(formerly known as GBR – Graduate Basis of Registration)HMI Human-Machine InteractionHPC Health Professions CouncilICPR International Coaching Psychology ReviewIND The IndividualIUPsyS International Union of Psychological SciencesJOOP Journal of Occupational and Organizational PsychologyMBPsS Graduate Member of the British Psychological SocietyMSB Membership Standards BoardODC Organisational Development and ChangeORD The OrganisationPACD Performance Appraisal and Career DevelopmentPEB Psychology Education BoardPoC Portfolio of CompetencePPB Professional Practice BoardPSA Personnel Selection and AssessmentPsyPAG Psychology Postgraduate Affairs GroupPTC Psychology Testing CentreQAA Quality Assurance Agency for Higher EducationQOP (Stage 2) Qualification in Occupational Psychology (Stage 2)QSC Qualifications Standards CommitteeRCPT Register of Competences in Psychological TestingSGCP Special Group in Coaching PsychologyTCP The Coaching PsychologistTOP Trainee Occupational PsychologistTRB Training (at Breadth)TRD Training (at Depth)WWE Work and the Work Environment

List of commonly used Society abbreviations

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The outline of the assessment criteria for the Qualification is published in the Candidate Handbook. A fuller description of the standards required for the acceptance of a Portfolio of Competence isprovided in Appendices 1 and 2 of this document.

1.1 The QualificationThe Qualification in Occupational Psychology (Stage 2) (QOP (Stage 2)) is a competency-basedassessment programme based on the Standards for Society Qualifications and covers the Standards ofProficiency required by the Health Professions Council (HPC) for registration as OccupationalPsychologists.

1.2 The Occupational Psychology Qualifications Board (OPQB)Members of the Occupational Psychology Qualifications Board (OPQB) are all Chartered Psychologistswith Full Membership of the Division of Occupational Psychology (DOP) and registered with the HPC as Occupational Psychologists. The Board is comprised of:● The Chair – who also sits on the Qualifications Standards Committee (QSC).● The Chief Supervisor/Registrar (CSR) – whose responsibility it is to communicate to candidates

and supervisors.● The Chief Assessor (CA) – whose responsibility it is to oversee the assessment of candidates’

Portfolios of Competence.

The Board and the Qualification are supported by a Qualifications Officer.

1 The Qualification in Occupational Psychology (Stage 2)(QOP (Stage 2)) and the Qualifications Board

During the assessment process, Assessors have the following objectives:● Assess candidate’s claims of competence against the requirements for the award of the QOP

(Stage 2).● Record in the Assessment Master Record (AMR) whether or not claims of competence have been

accepted.● Consult with their paired assessor and, where possible, agree assessment outcomes and appropriate

feedback. Where agreement is not possible, seek advice from the Chief Assessor.● When acting as first Assessor, provide written feedback to the candidate and their Co-ordinating

Supervisor.● Notify the Qualifications Office when the candidate has satisfied all of the competency

requirements for the award of the QOP (Stage 2) (subject to ratification by the Board).● Adhere to the Assessor Community Terms of Reference (provided in Appendix 3).● Undertake the assessment process within the timescale advised by the Chief Assessor (CA) for the

Qualification.

The Occupational Psychology Qualifications Board is concerned with the assessment of the BritishPsychological Society’s QOP (Stage 2) which provides the only route for eligibility to apply for CharteredMembership of the Society, Full Membership of the DOP and eligibility to apply for registration with theHPC as an Occupational Psychologist.

Assessors are paid a fee for each portfolio they assess. Assessors are reimbursed for travel and subsistenceexpenses in accordance with the Society’s policy. Assessors do not attend Board Meetings, but arerepresented at these meetings by the Chief Assessor.

2.1 How to apply to become an AssessorPotential Assessors are asked to demonstrate their suitability for the role by providing evidence for theselection criteria listed in the person specification below. They must complete a Statement of Interestform and may supplement this evidence with their CV.

2.2 Person specification for AssessorThis specification outlines the qualifications, experience, skills, knowledge and abilities that are requiredto carry out the responsibilities of an Assessor for the QOP (Stage 2). It provides the criteria against whichapplications will be assessed. Candidates must meet all the essential criteria.

Essential ● Chartered Psychologist with at least three years’ Full Membershipof the DOP.

● Registered with the HPC as an Occupational Psychologist.● At least five years’ applied practice of occupational psychology post-MSc.● Knowledge and experience of applying at least five of the eight areas of

occupational psychology practice.● Consultative style of working and making decisions.

Desirable ● Approved QOP (Stage 2) Supervisor.● Supervision and assessment of occupational psychology candidates at Doctorate level.

All successful applicants will be required to attend a training workshop before they commence theassessment of Portfolios of Competence.

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2 Appointment of Assessors

3 Assessors’ Objectives

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4 Applications for Accreditation of Existing Competence (AEC)

4.1 The General Application ProcessCandidates who apply to enrol on QOP (Stage 2) may have already gained some evidence of competencein occupational psychology through prior work. Using the relevant forms, candidates can apply forAccreditation of Existing Competence (AEC). Using the Breadth and/or Depth AEC submissiontemplates, candidates should clearly indicate to the assessors the precise elements of AEC they wish toapply for.

The Assessors consider each AEC entry using the same standards as applied to annual Portfolio ofCompetence submission entries and make a recommendation to the Board.

4.2 Who is eligible for AEC?Individuals are only eligible for AEC if they fulfil the following criteria:● Holds an undergraduate degree in psychology which grants Graduate Basis for Chartered

Membership (GBC).● Completed a Society-accredited Masters degree in Occupational Psychology within the last five

years. ● The experience submitted as evidence in the AEC was completed under the direct supervision of

a Chartered Psychologist, who is also a Full Member of the DOP and is also registered with the HPCas an Occupational Psychologist.

Each AEC application will contain:● AEC Submission Summary Table.● AEC entries for Breadth areas (a maximum of five, one from each curriculum area).● Co-ordinating Supervisor’s Evaluation of Professional Competence (EPC) for AEC applications.

In addition, depending on the existing competence claimed by the candidate, the AEC may also containone Depth entry.

Once the application for AEC has been assessed, the Assessors forward the completed AMR to theQualifications Officer for review by the Chief Assessor.

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5 Annual Submissions

5.1 Annual Progress ReportThe Annual Progress report is forwarded to the Chief Supervisor/Registrar on the anniversary of thecommencement of a candidate’s Plan of Training for every year that they are enrolled on theQualification.

The Annual Progress Report consists of the following:● 4 x Quarterly Face-to-Face Supervisory Meeting records;● Co-ordinating Supervisors Evaluation of Professional Competence form;● Updated Plan of Training;● Annual Supervised Practice Review.

5.2 Portfolio of Competence SubmissionEach candidate also submits a Portfolio of Competence annually on the anniversary of thecommencement of their Plan of Training.

Each candidate registers for assessment with the Qualifications Officer one month in advance of theirsubmission date, using the Registration for Assessment form held on the Society’s website.

The Breadth entries need to be submitted for assessment before any Depth entries can be submitted. For example, in the first Annual Submission a candidate could submit five Breadth entries, in the secondyear they could submit three Breadth entries, and in the third year they could submit two Breadth entriesand the two Depth entries that are required.

Once the notifications of submission have been received, the Qualifications Officer advises the ChiefAssessor of the number and type of submissions (i.e. first annual, re-submission following first annual,second annual, etc.).

5.3 Allocation of Portfolio of Competence SubmissionsEach month, after the Qualifications Officer has been notified of the candidates who intend to submitevidence for assessment, s/he circulates a list of candidates and Co-ordinating Supervisors. Assessors areasked to notify the Qualifications Officer of any conflicts of interest.

Each submission is allocated to two assessors by the Qualifications Officer. One assessor will be designatedas Lead Assessor for each submission. Wherever possible the same assessors will be used for subsequentsubmissions. The Assessors receive an AMR in electronic format from the Qualifications Officer. Like thePortfolios of Competence, the AMR is cumulative.

All AMRs are returned to the Qualifications Officer in an electronic format and are stored electronicallyon each individual candidate’s file.

5.4 Timeline for receipt of feedback from Assessors The table below gives approximate dates for the assessment of submissions. The actual dates aredependent on weekends, etc., and will be confirmed by the Qualifications Officer once all submissionshave processed.

Submission Date Date sent to Date returned Date Feedback Date Feedback Assessors sent to CA sent to

Candidate/CS

1st February By the End of March 1st week in April By 1st May10th February

1st March By the 10th March End of April 1st week in May By 1st June

1st April By the 10th April End of May 1st week in June By 1st July

1st May By the 10th May End of June 1st week in July By 1st August

1st June By the 10th June End of July 1st week in August By 1st September

1st July By the 10th July End of August 1st week in By 1st OctoberSeptember

1st September By the End of October 1st week By 1st December10th September in November

1st October By the End of November 1st week The first working10th October in December day after New Year

1st November By the End of December 1st week in January By 1st February10th November

1st December By the End of January 1st week By 1st March10th December in February

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The two allocated Assessors undertake their initial assessment independently of each other, forming anopinion of whether the Portfolio of Competence meets the requirements. Once they have completedtheir own initial assessments, the two Assessors contact each other (either by email or telephone) andformulate their joint response in the AMR. The Lead Assessor then forwards the completed AMR to theQualifications Officer who then collates the feedback and forwards it to the Chief Assessor for approval.If the Assessors have any doubts or need advice regarding a candidate’s assessment submission, theyshould contact the Chief Assessor.

All feedback to candidates/Co-ordinating Supervisors is made in the AMR and referenced to specificentries where appropriate. Assessors cannot and do not amend any submitted evidence in the Portfolioof Competence, but can point out where they believe that there have been omissions/mistakes.

6.1 How the Assessments are carried outThe candidate should present a record of their professional practice in the format and manner specifiedin the Candidate Handbook (and any supporting documentation). The Assessors assess the Portfolio ofCompetence against specific criteria and competency levels (see Appendices 1 and 2 for further details).The general approach Assessors undertake is to carry out: ● an initial overall appraisal of the Portfolio of Competence;● a detailed appraisal of each entry;● a final overall appraisal.

The main steps in the process and issues the Assessors may face are described below.

6.2 Annual Portfolio of Competence Submission AssessmentsAssessors have to work to strict guidelines regarding what is acceptable and what is unacceptable in termsof Portfolio of Competence entries with regards to content, structure and formatting. Assessors havesome room to exercise their professional judgement; they can reject specific Portfolio of Competenceentries, or even the entire Portfolio of Competence.

6.2.1 Initial Overall AppraisalAssessors should ask themselves the following questions when undertaking their initial assessment of thePortfolio of Competence submission.

Q: Does the Portfolio of Competence contain all the required documents?Yes Continue to assess.No If there is no reasonable explanation for the omission, reject the Portfolio of Competence

and forward an explanation to the Qualifications Officer for the Chief Assessor’s approval.

Q: Are all of the entries in the format (entry references, etc.) specified in the Candidate Handbook?Yes Continue to assess.No If there is no reasonable explanation why, reject the Portfolio of Competence and forward

an explanation to Qualifications Officer for the Chief Assessor’s approval. However, if the errors are minor and apparently accidental, carry out your assessment noting the changes and provide feedback on the relevant entries. Bring to the attention of the Chief Assessor.

Q: Is an up-to-date Submission Summary table included?Yes Continue to assess.No If there is no reasonable explanation for the omission, reject the Portfolio of Competence

and forward an explanation to the Qualifications Officer for the Chief Assessor’s approval.

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6 How the Assessors undertake the Assessment of Portfolios of Competence

6.2.2 Detailed Entry Specific Appraisal – GeneralAssessors should ask themselves the following questions when undertaking their detailed assessment ofeach of the Portfolio of Competence entries. The AMR is structured to prompt assessors to comment onthe most important aspects of the assessment.

Q: Does the Portfolio of Competence include entry dates prior to the award of the MSc?No Continue to assess.Yes Reject specific entry.

Q: Does the portfolio include entry dates prior to their commencement of formal supervision?No Continue to assess,Yes Reject specific entry,

Q: Is the formatting in line with the Candidate Handbook requirements? Has the candidate used thecorrect template downloaded from the Society’s website?Yes Continue to assess.No If no reasonable explanation why, reject the relevant entries. However, if the errors are

minor and apparently accidental, carry out the assessment noting the changes, and provide feedback on the relevant entries.

Q: Are the headings and numbering on each entry accurate and consistent with the SubmissionSummary table?Yes Continue to assess.No If no reasonable explanation is provided, reject the submission entry. However, if it is a first

submission, carry out the assessment and make comments on relevant entries.

Q: Does the structure match the entry type (Breadth or Depth)?Yes Continue to assess.No If not, reject submission entry. However, if the errors are minor and apparently accidental,

carry out assessment and provide feedback on the relevant entries

Q: Is the evidence described to a sufficient depth to enable an assessor to assess it?Yes Continue to assess.No Reject submission entry.

Q: Has the Co-ordinating Supervisor made substantive and meaningful comments, and signed theentry?Yes Continue to assess.No If no reasonable explanation why, reject the relevant submission entry.

Q: In the case of a re-submission, has the entry been re-written in accordance with feedback fromprevious assessment?Yes Continue to assess.No Reject specific entry.

Q: Have all the Portfolio of Competence entries been suitably anonymised? (No individuals ororganisations should be named)Yes Continue to assess.No Reject specific entry. However, if it is their first submission, make comments to this effect and

warn them that future entries which include names will not be accepted. If it is a later submission reject the entry.

Q: Have different parts of one project been submitted under different entries without cross-referencing to make the relationship and differences between them clear?Yes Reject the entries.No Continue to assess.

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Q: Have the Portfolio of Competence entries been submitted containing actual evidence of work (e.g. copies of contracts or reports, tables of statistics, etc.) which Assessors have not requested?Yes Reject the entries.No Continue to assess.

6.2.3 Detailed Entry-Specific Appraisal – Sections of AMR feedback tableThe AMR entry-specific feedback table contains sections for comments on the most important assessmentcriteria. You should provide informative (but not necessarily lengthy) feedback to the candidate in eachof the sections. The following points relate to each of these sections.

6.2.3.1 Knowledge of Area/Field of PracticeQ: Is the content consistent with the knowledge area and/or Field of Work claimed?

Yes Continue to assess.No If no reasonable explanation has been given, reject the submission entry.

Please delete on the AMR, either ‘Knowledge Area’ (if it is a Depth entry) or ‘Field of Practice’ (if it is a Breadth entry) as applicable.

6.2.3.2 Process Skill/Consultancy CycleQ: Is there sufficient evidence for each Process Skill/Consultancy Cycle stage claimed?

Yes Continue to assess.No If not, reject submission entry.

Please delete on the AMR, either ‘Process Skills’ (if a Depth entry) or ‘Consultancy Cycle’ (if a Breadth entry) as applicable.

6.2.3.3 Ethical ConsiderationsQ: Have ethical issues been addressed?

Yes Continue to assess.No If no reasonable explanation for the omission, reject the entry.

Q: Are the ethics sections of the Portfolio of Competence entries poorly described or inadequatelyaddressed in the Portfolio of Competence entries overall. Yes If this is a recurring theme throughout the whole Portfolio of Competence entries,

the Portfolio of Competence as a whole, may be rejected.No Continue to assess

6.2.3.4 Background Research and Theory Q: Has the entry been properly grounded in psychological theory or models and has the candidate

shown clearly how these models or theories have guided their decision making and actions?Yes Continue to assess.No If no reasonable explanation has been given, reject the submission entry.

Q: Are the background theory/references sections of the Portfolio of Competence entries poorlydescribed or inadequately addressed throughout the Portfolio of Competence?Yes If this is a recurring theme throughout the whole Portfolio of Competence entries, then the

Portfolio of Competence as a whole, may be rejected.No Continue to assess.

Q: Has the entry been properly referenced, using the APA style of referencing? Yes Continue to assess.No If the candidate has not provided areasonable explanation, reject the entry. However,

if referencing is present but the APA format has not been followed consistently, make comment on the individual entry in the AMR if it is a first submission. If completely absent, or if it is a later submission reject the entry.

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6.2.3.5 Good PracticeQ: Does the evidence meet the standards set out in the Assessment Criteria and Competence

Definitions (Appendices 1 and 2), for example: ● Performance expected of a competent psychologist;● Reflects a good match between performance and objectives;● Demonstrates best practice in the interests of their clients.Yes Continue to assess.No Reject specific entry.

Even where the other criteria for the assessment are met, the entry has to meet the standards of good occupational psychology practice. As a rule of thumb, Assessors should ask themselves whether they would be happy for the candidate to work unsupervised with one of their own clients.

6.2.3.6 Key Role CompetenciesQ: Where Key Roles are claimed, does the entry provide sufficient explicit evidence for each

Key Role? Does the entry cover the full range of the indicators for each key role? It is acceptablefor the evidence to be distributed across a number of sections within an entry, but not acrossentries.Yes Accept evidence of the Key Role(s).No Do not accept the evidence.

Please provide separate feedback for those Key Role competences that you have accepted and any that were not accepted. If you are rejecting claims for Key Roles, please provide the candidate with reasons for your decision.

Q: Is evidence for Key Role claimed in the Reflection section of an entry?Yes Do not accept the evidence.

6.2.3.7 Generic Skills Q: Where Generic Skills are claimed, does the entry provide sufficient explicit evidence for each

Generic Skill? The evidence must be contained within a single section of an entry.Yes Accept evidence of the Generic Skill(s).No Do not accept the evidence.

Please provide separate feedback for those Generic Skills that you have accepted and any that were not accepted. If you are rejecting claims for Generic Skills, please provide the candidate with reasons for your decision.

6.2.3.8 ReflectionsQ: Has the candidate reflected honestly on their performance? Has s/he considered their challenges

and learning points? Yes Continue to assess.No Reject specific entry.

If it is the candidate’s first submission and there is some reflection, but it is less detailed or candid than you would wish, make comment to this effect. If completely absent, or if it is a later submission reject the entry

6.2.3.9 Overall Outcome of entryYou should mark the appropriate outcome listed in the table.

Rejected – Re-submission Required: Choose this outcome where you feel the entry is largely sound, andneeds only annotations or revisions to bring it up to an acceptable standard. Candidates can onlyresubmit an entry if they are invited by their assessors to do so.

Rejected – Alternative Entry Required: Choose this outcome if you feel the entry is fundamentally flawedor will need a major re-write to be acceptable.

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Third and final submission: Where an entry is judged to have failed an assessment, they are normallyentitled to two further attempts to pass (i.e. two re-submissions) subject to the payment of the relevantfee (details provided in Candidate Handbooks and on our website). If, on the third submission the entry isrejected, the candidate fails the entire qualification. As the consequences of a third failure are severe, youmust bear this in mind when providing feedback to the candidate.

You should only invite a second re-submission, if you judge that there is a very good chance of thecandidate producing an acceptable entry, provided they take account of your feedback. In these cases,you should remind the candidate that it is their third and final submission.

If you feel that the entry could fail a third time, it is preferable to advise the candidate to submit analternative entry. This alternative would have a further three opportunities to be accepted.

6.2.3 Final Overall Appraisal of the Portfolio of CompetenceAssessors should ask themselves the following questions when undertaking their final assessment of thePortfolio of Competence submission.

Q: Has the candidate appropriately cross-referenced entries?No Make comment on entry. If it is the candidate’s first submission issue feedback in the AMR.

If it is a later submission, reject the entry

Q: Are the Portfolio of Competence entries written in a professional manner?No Make comment on entry. If the problems are relatively minor and it the first submission issue

feedback in the AMR.Where the problems are more severe, or it is a later submission, reject the entry.Grammar, spelling and presentation must be of a professional standard. As a rule of thumb, Assessors should ask themselves whether a Portfolio of Competence entry could go to a client and be fit for purpose.

Q: Is the readability acceptable, has the candidate avoided jargon, acronyms, etc.?No Make comment on entry. If first submission, issue feedback in the AMR. If later submission

reject entry

6.3 Final Actions by the Assessors – Ongoing Annual SubmissionsFinally, Assessors should check that they have undertaken the following:● Check that they have commented on every entry, even those they have rejected.● Check that they have commented on ethics.● Check that they have commented on the Co-ordinating Supervisor’s comments.● Forward a copy of the completed AMR to the Qualifications Officer – await a response from the

Chief Assessor on the assessment.● Once feedback has been received from the Chief Assessor, the Assessors make any amendments to

the AMR.● Finalise the AMR and forward the final electronic copy of the AMR to the Qualifications Officer.

6.4 Final Actions by the Qualifications Office – Ongoing Annual SubmissionsWhen the outcome of a candidate’s submission has been approved, the Qualifications Office will forwarda covering letter and an electronic version of the AMR to the candidate and the Co-ordinating Supervisorby email.

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7.1 How Assessors are Trained

All Assessors are equal in the process. Where areas of discussion between assessors cannot be resolved,the Assessors consult the Chief Assessor for advice. The Chief Assessor keeps a record of areas ofdisagreement.

7.2 Appraisals of AssessorsAs part of the on-going improvement of the QOP (Stage 2) all Assessors will have an annual appraisalwith the Chief Assessor. It is proposed that this will involve the completion of a self-appraisal form, and adiscussion with the Chief Assessor. Feedback may also be sought from assessor colleagues, candidates andother sources of performance data (e.g. AMRs).

7.3 Occurrences the Assessors Report to the Chief AssessorThe following situations require Assessors to report to the Chief Assessor. In those instances whereAssessors need to contact the Chief Assessor, they should do so by email. ● If a candidate contacts an Assessor directly, the Assessor should advise the candidate that they are

not permitted to talk to Assessors about their assessment. Refer the candidate to the QualificationsOfficer in addition to contacting the Chief Assessor.

● If a Co-ordinating Supervisor/Designated Supervisor contacts an Assessor directly, the Assessorshould advise the Co-ordinating Supervisor/Designated Supervisor that they are not permitted totalk to the Assessor about the assessment. Refer them to the Qualifications Officer in addition tocontacting the Chief Assessor.

● If a Co-ordinating Supervisor or a candidate puts pressure on an Assessor to change a decision. ● If an Assessor finds a breach of ethical guidelines/code of conduct in the Portfolio of Competence. ● If the Portfolio of Competence has systematically failed in any respect. For example, a candidate

may have demonstrated a clear misunderstanding of the requirements or may have failed to act onprevious feedback.

● If the overall quality of account is poor (for example, a systematic failure to follow CandidateHandbook rules).

● If the Co-ordinating Supervisor has not made any comments at all.● If the candidate has not supplied all the information required for the Portfolio of Competence

(i.e. EPC form, supervision logs), without advising of any extenuating circumstances.

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7 Portfolio Assessment Quality Control

New Assessors Attend the ‘Assessor Training’ course before they begin assessing prior to assessing QOP (Stage 2) Portfolios of Competence.

New Assessors New Assessors are teamed with an existing assessor for the first two sets of 1st and 2nd rounds submissions and act as second assessor. All of these assessments are sent to theof assessment Chief Assessor before initial approval of Portfolios of Competence.

New Assessors For their third set of Portfolios of Competence, new Assessors act as the 3rd round lead assessor with the existing assessors acting as second assessor. All of these of assessment assessments are sent to the Chief Assessor before the initial approval of

Portfolios of Competence.

All Assessors Attend one training event every 12 months.

All Assessors Review QA procedures and report to the Chief Assessor who may make recommendations to the Board.

7.4 Chief Assessor’s review of assessmentsThe Chief Assessor will review each candidate’s submission and the AMR. S/he may ask for revisions tobe made to the AMR or raise points for the Assessors’ consideration, prior to their finalisation of theirassessment.

The Chief Assessor will provide feedback to the Assessors on the quality of their assessment and will, fromtime to time, circulate general learning points, which may assist Assessors.

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This Appendix provides guidance on how to assess the quality of evidence provided. This guidance refersto aspects such as:● the quality of occupational psychology practice;● appropriate application of underpinning theory;● consultancy skills;● relationship with clients;● judgement and decision making.

A.1 Level of evidence expected from candidatesCandidates begin the QOP (Stage 2) having already attained an approved MSc. On completion of theQOP (Stage 2) candidates must demonstrate evidence of applying occupational psychology at a levelequivalent to a professional doctorate.

The criteria for assessing candidates’ evidence are based on the Quality Assurance Agency for HigherEducation’s (QAA’s) National Framework for Higher Education Qualifications1. The two relevantstandards for the QOP (Stage 2) are those standards expected at Master’s degree level and Doctoral level.

In addition to the generic QAA Framework standards, specific performance indicators are provided atthe end of this appendix to assist in evaluating the quality of candidates’ applied occupational psychologypractice.

A1.1 Breadth entries In this first part of the QOP (Stage 2), their entries should meet all of the Master’s degree criteria andstart to show some evidence at the Doctoral level.

A1.2 Depth entries – D levelThese are assessed against the Doctoral level standards.

A.2 QAA StandardsThe QAA standards are described in two parts. The first part is a statement of outcomes, achievement ofwhich is assessed and which a student should be able to demonstrate for the award of the qualification.The second part is a statement of the wider abilities that the typical student could be expected to havedeveloped

Elements of the QAA qualification descriptors that are not directly relevant to the assessment of QOP(Stage 2) have been omitted. Some amendments have been made to the descriptors to make them moreapplicable to the QOP (Stage 2); these are shown in italics.

A2.1 Master’s Degree Level StandardsBreadth and Depth entries should exceed these standards.

Master’s degrees are awarded to students who have demonstrated:● a systematic understanding of knowledge, and a critical awareness of current problems and/or new

insights, much of which is at, or informed by, the forefront of their academic discipline, field ofstudy or area of professional practice;

● a comprehensive understanding of techniques applicable to their own research or advancedscholarship;

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Appendix 1:Assessment Criteria for judging the quality of evidence

1 Quality Assurance Agency for Higher Education (2001). The Framework for Higher Education Qualifications in England, Wales andNorthern Ireland.

● originality in the application of knowledge, together with a practical understanding of howestablished techniques of research and enquiry are used to create and interpret knowledge in thediscipline;

● conceptual understanding that enables the student:– to evaluate critically current research and advanced scholarship in the discipline;– to evaluate methodologies and develop critiques of them and, where appropriate, to propose

new hypotheses.

Typically, holders of the qualification will be able to:● deal with complex issues both systematically and creatively, make sound judgements in the absence

of complete data, and communicate their conclusions clearly to specialist and non-specialistaudiences;

● demonstrate self-direction and originality in tackling and solving problems and act autonomouslyin planning and implementing tasks at a professional or equivalent level;

● continue to advance their knowledge and understanding, and to develop new skills to a high level.

And holders will have:● the qualities and transferable skills necessary for employment as an Occupational Psychologist,

requiring:– the exercise of initiative and personal responsibility;– decision-making in complex and unpredictable situations;– the independent learning ability required for continuing professional development.

A2.2 Doctoral Level StandardsBreadth entries should show some evidence at this level; depth entries should fully meet these standards.

Doctoral degrees are awarded to students who have demonstrated:● understanding of a substantial body of knowledge which is at the forefront of professional practice;● the general ability to conceptualise, design and implement a project for the application of

occupational psychology, and to adjust the project design in the light of unforeseen problems;● a detailed understanding of applicable techniques for applied occupational psychology.

Typically, holders of the qualification will be able to:● make informed judgements on complex issues in specialist fields, often in the absence of complete

data, and be able to communicate their ideas and conclusions clearly and effectively to specialistand non-specialist audiences;

● continue to undertake applied research and development at an advanced level, contributing to thedevelopment of new techniques, ideas or approaches.

And holders will have:● the qualities and transferable skills necessary for employment requiring the exercise of personal

responsibility and largely autonomous initiative in complex and unpredictable situations, inprofessional or equivalent environments.

A.3 Additional Factors to be consideredAssessors should also consider the following in candidate entries. The entries could evidence:● their understanding of the client;● a clear rationale for the theoretical orientation and approach taken with the client;● an understanding of the practitioner/client relationship;● a reflective evaluation of their learning;● a critical evaluation of the effectiveness of the consultancy, including difficulties encountered and

attempts to overcome them;● ethical issues and professional dilemmas and concerns;● reflections on the use of supervision;● critical evaluation of their learning.

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Candidate entries should include information about:● the context in which the consultancy took place;● an introduction to the client, including their observations and background information relevant

to the consultancy;● the contracting process, for example, time, structure, boundaries, confidentiality, cost;● the assessment process, psychological formulation, rationale for the approach and the goals;● the development of the relationship and alliance as conceptualised by the model used, and with

particular reference to your own process.

These assessment criteria provide a framework for candidates to demonstrate their ability to:● Critically apply psychological theory and techniques;● Practise safely, competently and ethically;● Identify and understand clients’ needs concerns;● Contrast, compare and critically evaluate;● Monitor and evaluate their practice;● Take account of social and cultural contexts and the nature of relationships;● Use and interpret tests and/or other assessment procedures relevant to the study;● Commit to delivering best practice in the interests of their clients;● Recognise the purpose and practice of receiving supervision;● Initiate, develop, maintain and end a purposeful alliance with clients and partners;● Understand the explicit and implicit communications in a client relationship;● Develop a personal, coherent, and ethical way of working with clients;● Respond appropriately to the complex demands of clients.

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These are the generic competence definitions for all of the Society’s Qualifications. They should beconsidered when deciding whether Portfolio of Competence entries meet the required standard.

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Appendix 2: Competence Definitions

Competence not yet This may reflect:Demonstrated: ● some degree of concern over aspects of the candidate’s performance

● failure to meet initial goals● minor difficulties in several areas or a major concern (not amounting to

unprofessional or unethical conduct).

However, it may indicate serious concern about the candidate’s performance.

If major difficulties are described in more than one area specified by the subheadings or if conduct is unethical then this rating should be used.

The reasons for the rating should be obvious from the written comments in the section.

Competence This is at least as good as the general level of performance expected of theDemonstrated competent psychologist. As a rule of thumb assessors will consider whether

the candidate could work unsupervised with one of their clients.

It reflects a good match between performance and the initial objectives. (Where initial goals are not met this is due to unforeseen circumstances or revision of the goals during their training.)

The candidate will have undertaken a reasonable workload and carried out the work competently.

These Terms of Reference outline the responsibilities and obligations of Assessors and those with whomthey work.

A3.1 FunctionThe Assessor Community is responsible for undertaking the assessments for the Qualification inOccupational Psychology (Stage 2) which are then recommended to the Occupational PsychologyQualifications Board.

A3.2 MembershipThe following will be members of the Assessor Community:● Chief Assessor;● All Assessors for the Qualification in Occupational Psychology (Stage 2);● Qualifications Officer.

A3.3 Terms of the Assessor Community1. The Chief Assessor will oversee the assessment of all submissions of competence for the

Qualification.2. Each Assessor will undertake at least one training session in any two-year period. `3. Each Assessor will commit to undertaking at least eight periods of assessments each year (i.e. eight

out of 10 months).4. Assessors must not contact either candidates or Co-ordinating Supervisors directly.

All communication must be through the Qualifications Officer for the Qualification inOccupational Psychology (Stage 2).

5. The Assessors will forward all assessment outcomes to the Qualifications Office within the giventimescales.

6. The Chief Assessor will report the recommendations to the Board.7. After ratification by the Board of the outcome of the assessment the Chief Assessor will advise the

Qualifications Officer of the decision which will then be communicated in writing to the candidate.8. Any feedback regarding the overall process of the assessments that could be relevant for the

Chief Assessor to feed back to the Board meeting will be raised and discussed at the AssessorTraining Events.

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Appendix 3: Assessor Community - Terms of Reference

INF145 Occ Stage 2 Assessment Guidelines/04.2012

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