What the learner knows
Written work, questioning and discussion can explain understanding, reasoning and professional judgement.
Level 3, Level 6 and Level 7 explained
Environmental Management Qualification Assessment & Evidence Guide
Understand how knowledge, practical competence, workplace documents, professional discussion, observation and prior learning contribute to a valid assessment decision.
The key principleKNOWLEDGE COMPETENCE ASSESSMENT
Portfolio assessment does not mean “no assessment”
Every learning outcome and assessment criterion must still be demonstrated with suitable evidence. The assessment approach changes as learners progress from foundation knowledge to applied and strategic competence.
What the learner can do
Practical outcomes require evidence that the learner performed the relevant activity to the required standard.
What the evidence proves
The assessor decides whether evidence is valid, authentic, relevant, current enough and sufficient.
Assessment at a glance
How assessment changes by level
| Area | Level 3 | Level 6 | Level 7 |
|---|---|---|---|
| Main emphasis | Foundation knowledge | Applied practitioner and management capability | Advanced strategic capability |
| Portfolio | Assessment evidence retained by the centre | Yes | Yes |
| Current SHEC delivery | Entry-level e-learning with a 60-question, 90-minute multiple-choice assessment | Knowledge and competency portfolio | Advanced knowledge and competency portfolio |
| Workplace evidence | No workplace-evidence suitability gate | Important for vocational evidence | Important for advanced vocational evidence |
| Observation and witness evidence | Less central | Relevant where competence is assessed | Relevant where competence is assessed |
| RPL | Potentially | Potentially | Potentially |
Level 3 is not an NVQ and should not be presented as a workplace-competence qualification. Levels 6 and 7 are also regulated ProQual diplomas, not NVQs.
Portfolio assessment
A structured body of mapped evidence
A portfolio is not a random collection of documents. Evidence is mapped to the qualification criteria and reviewed as a coherent basis for an assessment decision.
Candidate work
Professional discussion
Observation or witness evidence
Reflection
Organisational documents
No single evidence type should be assumed to prove every criterion. The assessor selects the combination needed for reliable evidence.
Competency evidence
What can count?
Assessor observation
Candidate-produced workplace documents
Reports and records from genuine activity
Photographs or video where appropriate
Expert witness testimony
Professional discussion linked to practice
Candidate reflection
Permitted case-study or simulated activity
Evidence methods
How different evidence supports the decision
Assessor observation
A qualified assessor observes relevant activity and records what was demonstrated against specific assessment criteria. Supporting documents or reflection may also be needed.
Expert witness testimony
A suitably experienced witness records activity they directly observed. The witness does not award the qualification; the assessor retains responsibility.
Professional discussion
A structured, recorded conversation can test understanding, explore judgement, confirm authenticity and clarify the learner’s contribution.
Candidate-produced evidence
Real work can demonstrate several criteria
One substantial item may support multiple requirements where it genuinely demonstrates them. The assessor maps the evidence carefully to avoid unnecessary duplication.
Systems and controls
- Environmental policies
- Aspects and impacts registers
- Risk assessments
- Management-system documents
Performance evidence
- Waste or energy reports
- Sustainability performance reports
- Objectives and action plans
- Improvement records
Assurance and research
- Audit plans and findings
- Project outputs
- Research evidence
- Professional reflection
Existing evidence and RPL
Prior learning is considered, not automatically exempted
Recognition of Prior Learning
Previous qualifications, reports, audits, projects and professional work may be considered against current requirements when the evidence is valid, authentic, reliable, current enough and sufficient.
Workplace documents
Existing organisational evidence can be valuable when it demonstrates the learner’s contribution. Collaborative authorship may need clarification through discussion or questioning.
Confidential evidence must follow employer, centre and data-protection requirements. Redaction or permission may be needed before submission.
AuthenticityAPPROPRIATE SUPPORT NOT ACCEPTABLE
Evidence must represent the learner’s own work
The learner should be able to explain their evidence, decisions and contribution. Assessors may use questioning, discussion, witness evidence and supporting records to confirm authenticity.
AI can support learning
- Organise the learner’s own notes
- Improve grammar or structure
- Explain terminology for revision
- Help plan research
- Support reflection on genuine activity
AI cannot replace assessed work
- Fabricate workplace activity or data
- Invent environmental reports
- Create false witness evidence
- Present generated reports as genuine workplace work
- Fabricate audits, observations or experience
Evidence gaps
Portfolios develop through feedback
Where evidence is insufficient, the assessor identifies the gap and agrees an appropriate way to address it.
Additional written work or reporting
Further oral or written questioning
Another professional discussion
Additional workplace documents
Further observation
Expanded reflection or clarification
Quality assurance
Who makes and checks the assessment decision?
SHEC Learning®
Qualified assessors make assessment decisions. Internal quality assurance checks that decisions are consistent, fair, properly recorded and supported by appropriate evidence.
ProQual
ProQual is the awarding organisation. It approves centres, provides external quality assurance and awards certification within the regulated framework.
Frequently asked questions
Environmental assessment and evidence
Does Level 3 have assessment evidence?
Yes. The centre must retain suitable evidence that the learner has achieved the qualification requirements. SHEC Learning® currently delivers Level 3 through entry-level e-learning and a multiple-choice assessment.
Does Level 3 require workplace evidence?
No workplace-evidence suitability gate applies. Level 3 is primarily knowledge-focused and is not an NVQ-style workplace competence qualification.
Are Level 6 and Level 7 all coursework?
No. Both contain competency-based outcomes where the learner must demonstrate appropriate practical performance and evidence.
Do I need workplace evidence for Level 6 and Level 7?
Yes. SHEC Learning® requires learners to have a suitable role and access to appropriate vocational evidence.
Can photographs or video be used?
Potentially, where relevant, appropriate and permitted by the assessment plan and evidence-handling requirements.
Can witness statements be used?
Yes, but the assessor remains responsible for the decision and may require corroborating evidence.
Can previous experience count?
Potentially through RPL where evidence meets the current qualification requirements. It is not an automatic exemption.
Can one document cover several criteria?
Yes, where it genuinely demonstrates them and the assessor can map it reliably.
Can AI write my portfolio?
No. AI can support legitimate learning, organisation and language improvement, but it must not replace the learner’s own assessed knowledge, work or competence.
What happens if my portfolio has gaps?
The assessor can request further evidence, questioning, discussion, reflection or practical assessment activity.
Prepare the right evidence
Choose the assessment route that matches your level
Compare Level 3 foundation assessment with the applied and strategic evidence requirements at Levels 6 and 7.