Making assessment decisions

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the trainer has developed professionally, learning from the experience of being trained 
and of training others. 
 
2.3.5 Checking that the portfolio conforms to requirements
 
It is crucial that the evidence in a trainer’s portfolio is:
•  clearly referenced – is the portfolio organised so that the Expert can easily refer to 
the appropriate piece of evidence?
•  valid – does each piece of evidence relate to the requirement, e.g. for a trainer 
working with Level 3, are there records of 4 sequential training plans in B1?
•  sufficient – have all the pieces of evidence been submitted and are they to the depth 
and breadth required?
•  authentic – is all the evidence submitted by the trainer their own work?
The portfolio structure and requirements have been designed to be as clear and efficient 
as possible and should be followed by the trainer. If the trainer falls short by presenting 
inappropriate  or  irrelevant  evidence,  by  producing  too  little  or  too  much  writing,  or 
missing  out  items  of  evidence,  this  will  have  a  significant  impact  on  the  assessment 
decision. It may indeed mean that the portfolio is failed. 
Sometimes  some  trainers  may  feel  frustrated  by  this  discipline  because  they  want  to 
present ‘as much evidence as possible’. However what is being required in the portfolio 
is no more or less than a thoroughly professional piece of work, which includes taking 
the task set seriously and meeting the requirements including taking time and trouble to 
make sure that the portfolio is well organised and presented.
The design of the portfolio is intended to facilitate the fulfilment of the assessment criteria 
by the trainer. The framework sets a ‘level playing field’ for all trainers to do their best. 
 
2.3.6 Reading the portfolio
The following guidelines are based on the assumption that the Expert is familiar with the 
trainer standards, assessment criteria and portfolio requirements, and have them readily 
available to refer to if necessary.
1.  Read the portfolio cover sheet to develop an understanding of the working context 
and  background  of  the  trainer.  This  will  help  make  sense  of  the  evidence  in  the 
portfolio – although the judgements the Expert makes must be based on the criteria 
and evidence requirements, i.e. to the standards not the person.
2.  When examining the portfolio the Expert will find it useful first to read it all the 
way through without referring to the assessment criteria. This will help in getting a 
‘feel’ for the quality of work submitted, documents such as programme and session 
plans can be scan read rather than read in detail. It will also help the Expert to identify 
any gross rubric infringements.

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3.  Having read through the portfolio the Expert should now ask her/himself, in very 
general terms, if the work evidences that the trainer:
•  has  gained  knowledge  and  understanding  of  the  key  ideas  presented  in  the 
programme;
•  is applying these ideas within their own practice;
•  is  reflecting  on  the  implementation  of  new  practices  and  considering 
implications for further development.
4.  Having got an initial ‘feel’ for the evidence, the Expert can now check that the 
evidence requirements have been fulfilled in detail using the assessment rubric. This 
also gives a good indication of how easy it is to ‘find’ evidence. For example, are the 
reflective accounts relevant and focused, or general and descriptive? Portfolios should 
contain evidence that trainers have engaged with ideas from across the themes and 
key ideas of the programme. However, it is more important that trainers demonstrate 
engagement with, and openness to ideas, which will support development of practice 
than that they have gained superficial understanding in relation to each theme or idea.
5.  Now the Expert can focus on how the work produced by the trainer has, or has 
not, evidenced each criterion. Writing brief notes using the rubric can help the Expert 
to clarify her/his thinking and arrive at an accurate assessment decision. The Expert’s 
notes will also be useful if the decision is ‘challenged’.
2.3.7 Making the assessment decision
Well organised portfolios that clearly do (or do not) satisfy the criteria are straightforward 
to examine. However those that are on the borderline between Pass and Fail will require 
the Expert to look carefully for those points of evidence that will make a difference and 
help in making the decision.
 
There will be occasions when it will be useful for the Expert to get a second opinion from 
her/his Team Leader. These situations occur with all Experts, no matter how experienced, 
so seeking help and guidance is the right course of action to take.
 
2.3.8 Providing summative feedback for the trainer
 
Independent  Experts  should  complete  summative  feedback  for  the  trainer,  using  the 
rubric.
•  As the Expert goes through the portfolio they should make some brief notes for 
themselves of those aspects of the portfolio and evidence which are leading them to 
form their judgement.
•  The Expert should refer to their notes when they have finished the portfolio, as 
these will help in producing their feedback. This feedback helps the trainer, both by 
responding to the quality of the work in the portfolio and also indicating how the 
trainer can improve the quality of their work in future, on the evidence provided.
•  If the result is a ‘Fail’, the Expert needs to indicate how the work can be improved 

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for resubmission (if this is to be permitted).
•  Feedback  should  not  be  negative,  personal  or  derogatory. The  objective  of  the 
Expert’s feedback is to support trainers and to help them develop, pointing the way 
towards improving practice as well as noting areas of shortcomings. Feedback should 
always be constructive.
•  It is CPM’s responsibility to send this brief feedback to the individual trainer by 
email.
 
The CPM process of examining portfolios of evidence for summative assessment purposes, 
alongside training and mentoring relationships, is shown in the following diagram.
2.3.9  Reporting possible malpractice
 
If the Expert encounters portfolios from different trainers which have common content, 
beyond what one would expect from sharing the same programme, or working in the 
same institution, s/he will:
•  Report  the  trainers/portfolio(s)  to  CPM,  according  to  the  instructions  given  by 
CPM, highlighting the particular sections of the portfolios which are causing concern
•  Provide a brief report (a paragraph) on why plagiarism is suspected.
 
 
3  Formal approval of the pass list, re-submission and appeals
Following  the  moderation  process,  grades  attributed  to  all  trainers  will  be  used  to 
generate a proposed pass list for submission to the Assessment Board for Trainer and 
Expert Certification (hereafter referred to as the  ‘Assessment Board’). The Assessment 
Board will review and formally approve the pass list. The Board will consider the cases 
of trainers and Experts deemed to have failed as well as any cases of malpractice. They 
will make decisions about resubmissions by these trainers based on evidence presented.

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•  Trainers  whose  portfolios  are  assessed  as  ‘Fail’    may  be  allowed  to  re-submit 
the  failed  element  on  one  occasion.  CPM  will  send  by  email  to  such  trainers 
recommendations on how to improve the failed element and how to submit their new 
portfolio. 
•  The rationale for the result of Fail will be produced in the summative assessment 
process, and signed off by CPM and Cambridge.
•  The  Assessment  Board  will  consider  any  cases  where  malpractice,  usually 
plagiarism, is suspected. The board will make decisions about the possibility for re-
submission by trainers whose work is found to be plagiarised.
•  Following  the  Assessment  Board  a  formal  pass  list  will  be  issued  as  well  as 
decisions about re-submissions for those who failed.
Centres of Excellence will be notified on trainer’s certification results by publication of 
a formal pass list. 
Appeals
Trainers are entitled to appeal against a decision of ‘Fail’. Assessment and moderation 
judgments made by Experts, Team Leaders and Principal Expert and Cambridge about 
the quality of portfolios may not be questioned. Appeals may only be made in cases where 
it is believed that the processes of assessment and moderation set out in this document 
were not followed. In such cases trainers should, with the support of their Centre, write 
to the Principal Expert giving details of and evidence for the basis of their appeal. Such 
an appeal should be made within 14 days of the pass list being issued. 
The Principal Expert will acknowledge the request for a review immediately after its 
receipt. The appeal will be investigated by the Principal Expert who will consult with 
Experts and Team Leaders involved in the assessment of the individual making the appeal. 
The trainer may be asked to make their representation in person to the Principal Expert. 
The Principal Expert will communicate in writing to the Centre whether the appeal is 
accepted or rejected and provide a summary of the reasons for the decision.
 
 
4  Quality assurance
The trainer assessment system is accredited by Cambridge International Examinations. 
This external and independent quality assurance, building on CPM’s own internal quality 
assurance procedures, helps the assessment system measure up to international standards. 
Accreditation consists of the collection and analysis of data which address the quality of 
the assessment system in practice. The accreditation is carried out by a small team of 
experts in assessment from Cambridge.
This integrity and quality is symbolised ultimately by the certification, which celebrates 
success  in  achieving  the  status  of  trainer  through  an  assessment  process  that  meets 
international standards.

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5  Recertification
5.1  Evidence of ongoing development at the same level of programme for trainers
For each cycle of training at the same level, the certified trainer needs at least once a year 
to produce a fresh Section B (Effective Practice) for each level of programme on which 
they are training. For example, if a trainer is training at Level 3 and Level 2 during the 
year, they should submit a new Section B for Level 3 and a new Section B for Level 2. 
These will be formatively assessed by her/his local Expert.
Gathering  evidence  of  ongoing  development  using  Section  B  should  not  only  be 
manageable but also helpful to trainers. The evidence comes from and is based on their 
working context and practice, and will use normal reporting formats as appropriate.
Trainers gain feedback and guidance from local Experts which will help in their next 
steps in training. It is not about repetition – it is about a spiral of professional learning in 
which with each cycle of experience they can revisit their thinking and practice enriched 
by  new  ideas,  new  experiences  and  growing  confidence  and  can  show  how  they  are 
developing, deepening and strengthening their understanding and skills.
5.2  Portfolio of evidence for recertification for trainers
Recertification is based on the following: 
•  An overall review of the trainer’s performance and development during the number 
of years prior to recertification.
•  An overall review of the evidences for Section B of trainer’s performance and 
development during the number of years prior to recertification
•  The evidence for Sections B and C for the most recent programme of training, 
assessed  summatively  by  local  and  independent  Experts.  Section  C  presents  the 
trainer’s reflection for the whole period of practice before recertification.
Independent assessment for recertification is carried out by a sub-group of the team of 
Experts. Recommendations for recertification are presented for authorisation to the CPM 
Assessment Board. Trainers will initially be re-certificated every 2 years until the process 
is proven. Once the process is proven, a more manageable period for re-certification on 
an ongoing basis is likely to be every 5 years, in line with the teacher re-certification 
cycle.

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Appendix 1: Standards for trainers
Professional values 
An effective trainer knows and understands:
Level 3
Level 2
Level 1
•  what  motivates  people  to  learn 
and become lifelong learners
•  why it is important to have high 
expectations of learners to ensure 
they achieve their full potential
•  why it is important to adopt high 
standards  of  behaviour  in  their 
professional role
•  how to establish fair, respectful, 
trusting, 
supportive 
and 
constructive  relationships  with 
all learners
•  why  the  principles,  frameworks 
and  theories  of  learning  and 
teaching can help to develop and 
change practice
•  how to promote the concepts of 
equality,  diversity  and  inclusion 
and apply them in practice
•  why  continuing  professional 
development  is  important  and 
how it can develop and improve 
their  own  and  others’  learning 
and practice
•  why  communicating 
and 
collaborating 
effectively 
with 
colleagues  helps  to 
develop  and  improve 
their  own  and  others 
practice
•  how  to  empower 
individuals  to  ensure 
they achieve their full 
potential
•  how their practice 
has an impact on 
colleagues’ learning 
and practice
•  how to use research 
to develop and 
change practice 
by engaging 
in continuing 
professional 
development
Professional knowledge, understanding and skills: planning
An effective trainer knows and understands how to:
Level 3
Level 2
Level 1
•  plan 
coherent 
learning 
programmes  that  meet  learners’ 
needs,  curriculum  requirements 
and integrate new approaches to 
teaching and learning
•  plan  learning  sessions  that 
have  clear  aims,  objectives  and 
structure
•  plan learning sessions 
which  are  innovative 
and 
encourage 
learners to be creative
•  lead  teams  to  plan 
programmes 
of 
learning  to  develop 
excellent practice

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•  design  activities  that  motivate 
learners  to  learn  and  encourage 
them to think critically
•  prepare 
learning 
materials, 
resources and facilities to support 
learners’ learning
•  plan and prepare for the evaluation 
of learning and teaching to develop 
and improve own practice
Professional knowledge, understanding and skills: teaching
An effective trainer knows and understands how to:
Level 3
Level 2
Level 1
•  create an inclusive and motivating 
learning  environment  where 
learning is without limits
•  use  the  learners’  existing 
experiences  as  a  foundation  for 
learning
•  present  information  and  new 
ideas clearly so learners can make 
links with existing learning
•  use  a  variety  of  teaching  and 
learning strategies that engage and 
challenge all learners’ learning
•  facilitate  individual,  pair,  group 
and whole class learning activities 
which  foster  learners’  curiosity, 
creativity  and  ability  to  think 
critically
•  use  effective  listening  and 
questioning 
techniques 
to 
monitor,  support  and  challenge 
learners’ learning
•  manage the learning environment 
and  flow  of  activities  so  all 
learners stay engaged in learning
•  manage 
the 
learning 
of 
individuals,  pairs,  groups  and 
whole  classes  by  modifying 
teaching appropriately to suit the 
stage of the lesson and the needs 
of the learners
•  give 
additional 
support  and  guidance 
to  learners  where 
necessary
•  challenge  and  extend 
the  learners’  learning 
and practice
•  use  a  variety  of 
teaching 
and 
learning  strategies  to 
personalise learning
•  coach  and  mentor 
learners  to  develop 
their  learning  and 
practice
•  d e m o n s t r a t e 
excellent 
and 
innovative  practice 
that 
facilitates 
effective learning

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•  use 
resources 
effectively, 
including  new  and  emerging 
technologies, to support learning
Professional knowledge, understanding and skills: assessing
An effective trainer knows and understands how to:
Level 3
Level 2
Level 1
•  use 
formative 
assessment 
methods  to  support  and  monitor 
learners’ learning
•  use  Assessment  for  Learning 
concepts to plan the next steps in 
learning
•  involve learners in peer and self-
assessment  to  support  their  own 
learning
•  provide  constructive  formative 
assessment  feedback  to  support 
and develop learners’ learning
•  examine  learners’  presentations 
of portfolios of evidence to make 
summative  assessment  decisions 
accurately, reliably and fairly
•  evaluate  assessment  methods  in 
terms of their validity, reliability 
and sufficiency
•  analyse formative and summative 
assessment 
information 
to 
improve  learners’  learning  and 
own practice
•  keep records of learners’ learning 
progress and assessment decisions
•  communicate relevant assessment 
information  to  those  with  a 
legitimate  interest  in  learner 
achievement
•  ensure  learners  are 
involved  and  share 
responsibility 
for 
assessment  of  their 
own learning
•  develop  and  facilitate 
assessment 
for 
learning 
activities 
that promote peer and 
self-assessment  as  a 
tool  for  learning  and 
progression
•  improve the 
effectiveness of 
assessment practice, 
including how to 
analyse statistical 
information, 
to evaluate the 
effectiveness 
of teaching and 
learning

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Professional knowledge, understanding and skills: evaluating
An effective trainer knows and understands how to:
Level 3
Level 2
Level 1
•  evaluate  programmes  of 
learning  and  individual 
learning sessions by analysing 
information obtained from a 
variety of sources on an on-
going basis
•  reflect  and  evaluate  own 
learning  and  practice  using 
information obtained from a 
variety of sources
•  use  the  outcomes  of 
evaluation  to  plan  future 
improvements  to  learning 
programmes, 
learners’ 
learning and own practice
•  develop  and  promote 
evaluation  practices  as 
part  of  their  strategic 
role
•  use research to develop 
and 
disseminate 
new  and  innovative 
evaluation practices

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Appendix 2: Trainer portfolio content 
Section A:   Knowledge and understanding of key ideas
For Level 3
Action research project report (4000 words) to include: 
•  Rationale for research focus (related to the seven topics of the programme)
•  Account of changes to practice – What was the intervention?
•  Data  collection  – What  methods  were  used  to  collect  data? Why  were  these 
methods chosen?
•  Key findings – What did the data show?
•  Analysis  of  the  data  –  assess  the  effects  of  the  intervention  to  determine  if 
improvement has occurred. If there is improvement, do the data clearly provide the 
supporting evidence? If not, what changes can be made to the actions to elicit better 
results in further cycle of your action research?
•  Limitations – What difficulties were encountered during the project? 
•  Implications – How will the findings of this project influence your future practice?
For Level 2
A1  Reflective accounts of two coaching sessions (2500 words) to include:
•  Two coaching session plans
•  Two reflective accounts of coaching sessions (each 750 words)  and  coaching 
session plan  to include:
 Rationale for focusing on particular ideas from the programme in this context 
(identifying the professional development needs of teachers in their school)
 Description of the coaching sessions
 Evaluation of what went well and what did not go so well in the coaching 
sessions
 Evaluation of the teachers’ learning in relation to the ideas addressed during 
the coaching sessions
•  Reflective account of the coach’s learning in relation to their coaching practice 

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