Grading was introduced into the apprenticeship world alongside the new standards - as an optional way of recognising not only competence - but also excellence.
In the past, when the system revolved around frameworks, apprentices were either judged as competent and able to do the job, or not.
But in the current system - underpinned by apprenticeship standards, apprentices can also achieve higher levels of competence - merit and distinction. In most standards, those higher levels indicate that the apprentice can work independently, has the confidence of the employer and has shown potential for even higher achievement - either through workplace promotion or further qualifications.
Grading is not mandatory but providers who choose to do it may find it motivates apprentices to push themselves and achieve more. It can also optimise engagement by learners and employers.
If an employer can see their apprentice's grade, they may offer more support, time and resources to help them achieve - especially with higher level programmes.
It can be tricky to know how and when to implement grading. Too early or strict, and it might be demotivating for the apprentice. It can also be challenging to keep grading consistent as criteria are vague for some of the standards.
One way to make sure you introduce grading appropriately is to build it into your on-programme training plan. Look at the assessment plan to find the end-point assessment methods and include these throughout your plan.
Another great way to introduce the concept of grading is via self-assessment. Ask the apprentice how they feel about their learning at the beginning of the programme. How do they use the available resources? How can they improve this from good to excellent?
Alternatively, you could facilitate a professional discussion. This is a common end-point assessment method and gives learners the opportunity to explain what they've learned and how they've applied their knowledge.
Once they have evidence from on-programme assessments - such as self-reflections or recorded professional discussions - tutors can apply a grade.
Look at the learner's work and read the grading criteria. Does the evidence match the criteria? Which grading band fits the evidence most closely - fail, pass, merit or distinction? How closely does it fit? When you've answered these questions, you can apply a grade to that piece of evidence.
If the apprentice has failed to reach the pass mark, devise a strategy to work together on gathering the evidence they need to move up a grade. Even if the apprentice has achieved a pass or above, you could introduces stretch-and-challenge goals with a strategy to help them up their grade to merit or distinction.
Grading is new to many apprenticeship providers so there's a lot to think about and it's important to get it right.
That's why we've created a grading checklist to help you find the right grade and follow up with motivating feedback.