Delivering Non-Examination Assessments with confidence – New guidance now available

Non-examination assessments (NEAs) play an important role in many of our Made-for-Wales qualifications, providing learners with opportunities to demonstrate their knowledge, skills and understanding through a range of assessment approaches, from portfolios and practical work to research-based projects. 

To support practitioners and learners in delivering and completing these assessments with confidence, our Qualification Development team has produced new guidance covering the requirements and expectations associated with NEAs. This guide was developed to support centres due to the increasing use of generative AI in education.  The terminology used directly relate to our Wave 2 and Wave 3 qualifications.  At the moment, the terminology used in our Wave 1 qualifications is not aligned to this guidance; however, the principles in this document apply to those qualifications.  

The guidance provides clear advice on what learners can and cannot do at each stage of the assessment process, alongside information on the evidence that may be required to demonstrate the authenticity of their work. 

Commenting on the publication of the guidance, Delyth Jones, Assistant Director of Qualification Development, said: “Developed in response to feedback from practitioners and through collaboration with stakeholders across Wales, this guidance provides practical and accessible support for both teachers and learners. It addresses key areas of concern, including assessment controls, collaboration, referencing and the use of resources, helping centres deliver and complete NEAs with confidence.”

Supporting every stage of the process  

To make the guidance easy to navigate, the NEA process has been divided into two distinct phases: the Research Phase and the NEA Phase. 

Research Phase 

The guidance outlines: 

NEA Phase 

The guidance explains: 

In addition, the guidance clarifies several key aspects of delivery, including where collaboration is permitted, the level of support teachers may provide, and the resources learners can access. This will help centres avoid potential malpractice issues and ensure assessments are delivered consistently and fairly. 

Referencing resources 

The guidance also includes practical examples of how to reference a wide range of sources, from books and journals to websites and generative artificial intelligence (AI) tools.