Feedback that praises the learner is worthless to an IQA. What the IQA is looking for is what the learner should do next, tied to the criteria, specific enough that a stranger could act on it. “Well done” fails the sample. “Well done — extend Section 2b of your risk assessment to cover the outdoor tasks, referencing HSG150 paragraph 43” passes it.
This guide is 15 worked feedback examples across practical observation, written work, referral and positive-with-developmental — written to pass IQA scrutiny — plus the three tests an IQA silently applies as they read, and the recording failures that turn good verbal feedback into a bad audit trail.
The three tests an IQA applies to every piece of written feedback
When an IQA samples a piece of assessor feedback, they are silently checking three things:
- Is it specific? Could a stranger read it and understand what the learner did and what needs to change? Or does it use blanket language (“good effort”, “needs more detail”) that could attach to almost anything?
- Is it developmental? Does it tell the learner what to do next, or does it only comment on what has already been done? Feedback without a “next” is a report card, not feedback.
- Is it tied to the criteria? Can the IQA read the feedback and immediately see which assessment criterion it relates to? Or is it praise or criticism floating free of the standard?
Feedback that clears all three tests is safe. Feedback that fails any one of them is a sampling flag — not necessarily a failed decision, but a note to look harder at that assessor.
Practical / observation feedback — 5 examples
Practical assessment feedback is where assessors most often fall into praise-only or blanket comments. The examples below are for a Level 2 workplace assessment; the pattern generalises.
1. Manual handling — pass with development
“Adopted a stable base and kept the load close to the body throughout the lift, meeting criterion 3.2. Communication with your team-mate before the lift was clear. For next time: the twist as you turned to place the load reduces the safety of the technique — pivot with the feet instead of turning at the waist. Practise this in the next scheduled observation.”
Why it works: criterion cited, specific behaviour named, next action given.
2. Safe use of a stepladder — pass
“Carried out pre-use checks aloud, identified the split stile you highlighted and correctly removed the ladder from service. Set up on level ground, checked footing was clear, and maintained three points of contact when climbing. This meets criteria 4.1, 4.2 and 4.3. No development points from this observation.”
Why it works: shows what was done that met the criteria, not just that criteria were met.
3. First-aid response — refer
“You correctly identified the casualty was unresponsive and shouted for help (criterion 2.1). However, you began CPR before checking for breathing (criterion 2.3), and the compression rate was around 80 per minute rather than the 100-120 required. To meet criterion 2.3 you need to complete an unresponsive casualty check in the correct order — check response, open airway, check breathing — and demonstrate compressions at the target rate. Rebook a practical observation once you have practised with the CPR mannequin.”
Why it works: refers the specific criterion, names the exact gap, gives an actionable next step.
4. Fire extinguisher use — pass
“Correctly identified the class of fire (class A, paper), selected the water extinguisher, and applied the PASS technique (pull, aim, squeeze, sweep). Approach angle and evacuation route were both clear. Meets criteria 5.1 and 5.2. For your CPD next year: refresh on the appropriate response to a mixed-fuel fire, which we did not cover in this scenario.”
Why it works: distinguishes what was covered from what was not; sets a CPD marker rather than pretending the observation was universal.
5. Customer service scenario — pass with development
“Greeted the customer within the target window, maintained appropriate tone even under complaint pressure (criteria 2.1, 2.2), and offered a resolution within your authority. For criterion 2.4 — escalation — the moment to escalate to your supervisor came earlier than you chose it; the second time the customer raised the refund request was the trigger. Discuss escalation timing at your next 1:1 and demonstrate in the next role-play observation.”
Why it works: names what met the criterion, names what did not fully, gives a specific developmental target.
Written-work feedback — 5 examples
6. Risk assessment portfolio task — pass
“Your risk assessment for the warehouse loading task identifies the correct significant hazards (forklift movement, manual handling, working at height on the mezzanine) and rates them appropriately using the 5×5 matrix. Controls are specific and named individuals are assigned (criterion 3.2). One observation for your next assessment: the residual risk column is blank in three rows — completing this shows your controls have actually reduced the risk, not just been listed.”
7. Reflective account — refer
“The account describes what happened during the shift clearly, but does not yet reflect. Reflection needs three things the account currently lacks: (1) what you noticed at the time versus in hindsight, (2) how your response compared with the standard or good practice, (3) what you would do differently. Please rework the second half of the account to include these three elements, using the Gibbs cycle we discussed in the pre-brief.”
8. Case study — pass
“The case study clearly identifies the presenting issue, applies the Care Act 2014 principles correctly to the eligibility question, and reaches a defensible decision (criteria 4.1, 4.2, 4.3). The referral pathway you set out is accurate for the local authority named. No further work required on this piece. For your CPD portfolio, consider adding a note on how the outcome might differ under a different local authority’s threshold.”
9. Written knowledge test — refer
“You have met the pass mark on 8 of the 10 questions. Questions 4 and 7 are incorrect. Question 4 asks about the frequency of formal visual inspection under HSG107; your answer gives a fixed 12-month interval, but HSG107 requires a risk-based interval. Question 7 asks who the Responsible Person is under the Fire Safety Order; your answer names the fire warden, but the Responsible Person is defined in Article 3 as the employer or person in control of the premises. Please review these two topics and rebook the assessment.”
10. Assignment — pass with development
“Your assignment meets all four assessment criteria. The section on infection control is particularly strong — you have cited the specific NICE guidance and mapped it to your setting. Two points for your ongoing practice, not required to pass this piece: (1) the reference list is missing publication dates on three sources, and (2) direct quotes exceed the 15% guideline in Section 3. Address in future submissions.”
Positive with genuine developmental points — 2 examples
11. Observation where the learner exceeded the criterion
“You met criterion 6.1 (safe isolation of a low-voltage circuit) comfortably. What was notable is that you also verified the test lamp on a known live source before and after — good practice not required by the criterion but expected in industry. As a stretch target for your next assessment, walk me through your safe isolation using the HSG85 five-step model so we can capture your competence at a higher level of formality.”
12. Written piece where the criterion was met but the learner is capable of more
“Meets criterion 2.2 — you have identified all four required elements. Your rationale is clearer and more concise than most submissions at this level. For the extended assessment (criterion 2.3) you would benefit from linking the elements together with a short paragraph on why the sequence matters; you have the analytical skills, but this piece stops at listing.”
Referral feedback — 3 examples that are firm but developmental
13. Referral on authenticity
“The evidence submitted for criterion 4.1 draws heavily on a source that appears verbatim in three places (highlighted in the attached). Under our authenticity policy this is a referral, not a fail — you have the opportunity to resubmit in your own words. Please rework the three highlighted sections. If any of them reflect your own work that happens to match the source, note this in a covering statement and we can review together.”
14. Referral on missing evidence
“Your portfolio addresses criteria 1.1 through 1.4 but does not yet contain evidence for 1.5 (witness testimony from a colleague who observed the task). Please arrange a witness statement using the template on the shared drive; the witness needs to be someone who saw the whole task, not a supervisor summarising afterwards. Once received, this unit will be complete.”
15. Referral where practice is unsafe
“This observation cannot pass because the isolation procedure was not completed before you began work on the circuit — you tested and then relied on the test result to proceed, without applying a lock-off. Under our safety-critical criterion 3.4 an unsafe isolation is an immediate refer regardless of subsequent competent work. Rebook with the assessor after further practice on the training rig and demonstration of a full lock-off, tag-out sequence.”
Verbal feedback — recording it so IQA can find it
Verbal feedback in the moment is often better than written — immediate, specific, discussed. But if it is not recorded, an IQA sampling that decision months later cannot see it, and the assessment record is thin.
Minimum verbal-feedback record:
- Date and location
- Criterion the feedback addresses
- Key points given (two or three sentences, capturing the developmental point rather than the pleasantries)
- Learner’s response or agreed next step
- Signed or initialled by assessor and learner
A record does not need to be a transcript. It needs to be enough that an IQA reading it six months later can see the feedback happened, what it said and what the learner did in response.
Four failures that turn good feedback into a sampling flag
- Praise-only. “Excellent work, well done!” — nothing to develop, no criterion cited. Common on high-achieving learners’ work; still a flag.
- Blanket language. “Good effort — needs more detail.” True of almost anything, actionable on nothing.
- Personality-focused. “You have really matured this term.” Not feedback on assessment; belongs in pastoral notes.
- No criterion reference. Feedback that could belong to any unit is feedback the IQA cannot tie to a decision.
Further reading
- NCFE — Learner observation and assessment record exemplar (PDF)
- Train-Aid — Assessment feedback
- Education & Training Academy — Giving assessors feedback (Level 4 IQA context)
CPD training on effective feedback in assessment
Our Providing Effective Feedback to Learners in Assessment course covers what separates effective from ineffective feedback, how to deliver feedback in writing and face to face, and how to record it so IQA and standardisation can trace the decision back.
Related: IQA: Sampling Strategies and Monitoring · Standardisation and Moderation in Vocational Assessment · Delivering Effective Training and Learning Sessions
£9 per course. CPD accredited, 100 % online, verifiable e-certificate on completion. Pay for 2, get 3 — any 3 courses for £18.
Please note: this is an awareness-level CPD course. It develops your understanding and does not confer assessor or quality-assurer status; it is not a TAQA or CAVA unit or any Ofqual-regulated qualification. Where you need to be formally recognised as an assessor on a regulated qualification, the Level 3 Certificate in Assessing Vocational Achievement (CAVA) from City & Guilds, Pearson or another Ofqual-recognised awarding organisation is the route.