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TitleQuantity Surveying and Construction Assessor Guide
TagsCompetence (Human Resources) Procurement Profit (Accounting) Valuation (Finance) Surveying
File Size3.4 MB
Total Pages48
Document Text Contents
Page 1

quantity surveying and construction 1rics.org

Quantity Surveying
and Construction
Associate Assessor Guide

Page 2

02 quantity surveying and construction

All rights in this publication, including full copyright or publishing right, content and design, are owned by RICS,
except where otherwise described. Any dispute arising out of this publication is subject to the law and jurisdiction
of England and Wales.

Published by: RICS, Parliament Square, London SW1P 3AD

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24 quantity surveying and construction

Step 3 – Detailed assessment

What sort of standard should you expect?

In section D (which sets out the competencies) is the list of

documents selected by RICS for the Quantity Surveying and

Construction pathway. The following are examples to

demonstrate the required depth and detail.

Example 1: an interim valuation. This should not be the

first valuation on the project that only includes site set up.

It should be a valuation during the course of the project that

might include

• assessment of preliminary items

• payment for variations

• unfixed materials on site

• materials stored off site, or in transit

• dealing with partial completion/possession of the works

• perhaps, a re-measure of some drainage.

Example 2: the measurement of an element of a building for

a pricing document. This should not be a simple straightforward

measure where there were no problems. It should be the

measurement of a complex element, possibly including

• questioning the design, or asking for additional information

• coordinating work with those measuring other elements

of the project

• thinking about how best to measure items not covered

by the standard method of measurement being used

• compiling complex descriptions for some items of work.

The aim in this case would be to show understanding of

the process of producing pricing documents, including

interrogating designs, quantification through measurement and

description and the use of standard methods of

measurement. Evidence should include, if appropriate,

background workings for example calculations such as

adjustments to rates for inflation or location.

Associate Candidates should not submit massive documents,

but should keep their evidence concise and relevant. If they

want to use a long and complex document, they should submit

only the relevant extract(s), and explain in the 300-word

commentary what the context was.

The link between evidence and competencies

Associate Candidates must submit four pieces of evidence

for each technical competency. One item on its own will not

demonstrate the whole range and depth required. You will be

considering all four pieces together and looking at the bigger

picture they present. You must assess whether, taken

together, they demonstrate that the candidate has met the

competency concerned.

Work that covers more than one competency

Each piece of evidence can be linked to one technical

competency only – so Associate Candidates must choose

the one it mainly reflects. It will then count as one of the four

pieces for that competency.

However, it may also demonstrate other technical

competencies. The Associate Candidate can prepare another

version for the second technical competency and upload it

as a separate document. It must be given a separate title and

a separate 300-word commentary.

You will be looking for evidence of breadth of work experience.

Check, therefore, to ensure that the Associate Candidate has

not over-relied on a single piece of work, re-using it excessively

for different competencies.

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quantity surveying and construction 25

Step 3 – Detailed assessment

Work produced for another qualification

Generally the evidence for Associate Assessment must

be produced in the course of day-to-day work. However,

if an Associate Candidate has been studying (for example,

towards a relevant HNC or Foundation Degree) or has

recently completed a qualification, tutors might set work-

based assignments. And if they are doing a relevant vocational

qualification such as an NVQ, s/he will have been producing

work-based evidence for that qualification.

Associate Candidates can include written course work from

an academic qualification towards their evidence. RICS

advises that no more than half the evidence should be from

course work produced for an academic qualification.

Associate Candidates can also submit evidence they have

already used for a vocational qualification – they may make

you aware in their commentary that the work has already been

used for, say, an NVQ.

All the other rules apply – that is, the evidence must have been

produced within the last four years with at least one piece per

competency from the 12 months immediately prior to Associate

Assessment.

Don’t forget that you are assessing the candidate from a

different standpoint from that of an academic tutor. You are not

assessing simply whether s/he has the academic knowledge

needed for a particular qualification: you are judging whether

s/he has demonstrated the competencies required for a

particular role. If you are assessing any such work in a

portfolio, you must exercise your judgment and decide

whether it is

• directly relevant to the competency concerned

• at an appropriate level

• wholly or mostly the candidate’s own original work

• demonstrates knowledge, understanding and

practical application

• falls within the list of acceptable items of evidence

specified for the pathway.

3.2 Commentary

For each piece of evidence, the Associate Candidate must

also submit a 300-word commentary, which is input directly

into the MLE.

The commentary serves three purposes

• to demonstrate how the candidate has interpreted the

requirements of the technical competency, and say how the

piece of evidence demonstrates that s/he achieved it – in

effect, explaining why this particular piece has been chosen

• to demonstrate understanding of the mandatory

competencies, and show how they are reflected in the work

that led to the piece of evidence (for example, did the work

involve co-operative working with other team members,

does it demonstrate communication skills, etc?)

• to set out the process the candidate followed to complete

the activity covered by the evidence.

The commentary shows how the candidate has reflected

on what is required, and on his/her own work, and builds up

a picture of what that work involves and how the candidate

has gone about it.

There is no prescribed form for a commentary, but

the guidance for Associate Candidates suggests the

following headings.

How is the competency demonstrated?

Wider skills

Other than the main technical competency, what else

does this evidence show? (with particular reference to the

mandatory competencies).

Background

A description of the work that led to the piece of evidence.

Where, when, how? Who else was involved? How much

supervision? Is the activity part of the candidate’s everyday

role? How much experience does s/he have in it?

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quantity surveying and construction 47

6.2 Previously Evaluated Assessments

1. To review all historical assessments go to Assessments and then Previously Evaluated Assessment. You will

need to refer to previous assessments if you are re-assessing a previously referred candidate, if an

assessment is being reviewed as part of the quality assurance process or if an appeal has been lodged against a

recent assessment.

2. If you need to view any previous feedback, go to Assessment and then Group Leader Outcomes.

3. Once RICS has made the feedback live to the candidate, it will then be shown on screen (including any

amendments RICS staff may have made).

Managed Learning Environment (MLE) User Guide

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quantity surveying and construction 48

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