[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-624369-105":59,"doc-detail-624369-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","skills-for-care-and-development-assessment-principles-november-2025-v11","Skills for Care and Development Assessment Principles - November 2025 - V1.1","","Skills for Care and Development (SfCD) outlines the minimum expected principles and approaches for assessment and internal quality assurance across social work and social care qualifications. The principles cover robust initial assessment, use of Accredited/Recognised Prior Learning, reasonable adjustments, and ensuring learners are properly registered with awarding organisations before formal assessment continues. It specifies requirements for validity, authenticity, reliability, currency and sufficiency, emphasizes skills-based assessment through direct workplace observation, and sets expectations for evidencing, documentation, and internal quality assurance processes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/skills-for-care-and-development-assessment-principles-november-2025-v11/624369/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/skills-for-care-and-development-assessment-principles-november-2025-v11/624369.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What principles govern assessment decisions for knowledge- and skills-based learning outcomes?","Question",{"text":112,"@type":113},"Assessment decisions must be evidenced and justified according to validity, authenticity, reliability, currency, and sufficiency. Records should be accurate, legible, complete, and aligned with awarding organisation requirements.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is required for skills-based assessment evidence?",{"text":117,"@type":113},"Skills-based assessment must include direct observation by the assessor in person, carried out over an appropriate period of time. Evidence should be naturally occurring and should minimize disruption to individuals using care or support and their families.",{"name":119,"@type":110,"acceptedAnswer":120},"How should centres handle situations where direct observation cannot be met?",{"text":121,"@type":113},"Where there are valid and genuine reasons preventing direct observation, short-term flexible approaches may be permitted. These approaches must be standardized and agreed with the awarding organisation or body (AO/B).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},624369,1792546471,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Skills for Care and Development Assessment Principles  \nNovember 2025 , V1.1  \nContents  \n1 Introduction ......................................................................................................... 3  \n2 Assessment principles ........................................................................................ 4  \n3 Assessment of knowledge-based learning outcomes: ........................................ 6  \n4 Recording and documentation ............................................................................ 7  \n5 Use of technology in the assessment process .................................................... 7  \n6 Internal quality assurance ................................................................................... 9  \nDefinitions ................................................................................................................ 10  \nAppendix A: Skills for Care and Development partnership website links.................. 11  \nAppendix B: Recognised assessor and internal quality assurance qualifications..... 11  \n1 Introduction  \n1.1. Skills for Care and Development (SfCD) is an alliance of key organisations from England, Northern Ireland, Ireland, Scotland and Wales with varied roles across social work, social care, children and young people, early years and childcare , with remits across workforce development and regulation.  \n1.2. This document sets out the minimum expected principles and approaches to assessment and internal quality assurance and should be read alongside qualification regulatory arrangements and any specific requirements set out for qualifications. Additional information and guidance regarding assessment can be obtained from Awarding Organisations/Body (AO/B) and from SfCD partner organisations using the links in Appendix A.  \n1.3. The information in this document is intended to support the quality assurance processes of AO/Bs and approved centres that offer qualifications in the sectors.  \n1.4. Where Skills for Care and Development qualifications are jointly supported with Skills for Health, Skills for Health assessment principles should also be considered.  \n1.5. Throughout this document the following terms are used:  \n▪ “Unit” is used for simplicity, but this can mean module or any other similar term.  \n▪ “Centre” is also used for simplicity; this means the training / learning provider who is approved to deliver qualifications by the AO/B.  \n▪ Individual and others: \"individual\" refers to the person or people receiving care or support. \"Others\" may include families, carers, other people in the setting, team members and other professionals.  \n1.6. In all work, we would expect assessors to observe and review learners upholding core values and standards , inclusive practices, professional behaviour, and attitudes required for quality practice and being assessed within the qualification.  \n1.7. All learners should follow appropriate standards for conduct. All parties involved in any form of assessment must know and embrace the values and standards of practice set out in these documents.  \n1.8. The voices of individuals who use services must be at the centre of all assessor and learners’ practice. This should be apparent throughout the evidence provided for a learner’s practice. Learners should also be provided an opportunity to provide feedback throughout the assessment and internal quality assurance process.  \n2 Assessment principles  \n2.1. Good practice dictates the following:  \n▪ Robust initial assessments are needed to identify and plan for each learner’s needs, ensuring their role and responsibilities meet all qualification requirements, including the mandatory and optional units.  \n▪ Centres should have in place processes to identify and recognise opportunities for use of Accredited Prior Learning (APL) and/or Recognition of Prior Learning (RPL), and these should meet the requirements of the AO/B.  \n▪ Centres should also have in place processes to support reaso","cbCaisiQE0EZQb4V","https://ap.wps.com/l/cbCaisiQE0EZQb4V","pdf",231058,12,"English","# Introduction\n## Skills for Care and Development overview\n## Purpose and scope of the document\n## Key terms and values\n# Assessment principles\n## Initial assessment and planning\n## Recognition of prior learning and adjustments\n## Monitoring registrations with AO/Bs\n## Validity, authenticity, reliability, currency and sufficiency\n## Skills-based assessment and observation requirements\n## Making assessment decisions and assessor competence","[{\"question\":\"What principles govern assessment decisions for knowledge- and skills-based learning outcomes?\",\"answer\":\"Assessment decisions must be evidenced and justified according to validity, authenticity, reliability, currency, and sufficiency. Records should be accurate, legible, complete, and aligned with awarding organisation requirements.\"},{\"question\":\"What is required for skills-based assessment evidence?\",\"answer\":\"Skills-based assessment must include direct observation by the assessor in person, carried out over an appropriate period of time. Evidence should be naturally occurring and should minimize disruption to individuals using care or support and their families.\"},{\"question\":\"How should centres handle situations where direct observation cannot be met?\",\"answer\":\"Where there are valid and genuine reasons preventing direct observation, short-term flexible approaches may be permitted. These approaches must be standardized and agreed with the awarding organisation or body (AO/B).\"}]","Skills for Care and Development Assessment Principles - November 2025 - V1.1 | PDF",1792473489]