Assessor case study

Dr Iván García

Why did you want to be an assessor?

I have worked with the former Designated Quality Body since 2018 and have really valued the opportunity to share my academic expertise and experience with other higher education providers. Taking on an assessor role with the Office for Students (OfS) felt like a natural extension of that work, enabling me to continue contributing to the wider academic community and the sector as a whole.

I was particularly interested in supporting the OfS’s approach to maintaining high quality and standards across a diverse range of providers. The role also offers a chance to learn from excellent practice elsewhere, and it’s been genuinely rewarding to be part of a community of colleagues working together to ensure that all students have access to an excellent academic experience.

What have you learned from conducting an assessment?

Each assessment has deepened my understanding of how the OfS’s approach to regulation operates in practice. It’s been fascinating to see the breadth of provision across the sector and to reflect on the different ways institutions maintain quality and standards within their own distinctive contexts. Approaching each assessment with proportionality and flexibility has been essential, recognising that there is no single model of excellence.

The experience has also reinforced how much thoughtful and creative practice there is across the sector, often taking form in ways that are both innovative and impactful.

How does an assessment team work together during an assessment?

The assessment teams I’ve worked with have been highly collaborative, with members who are both collegial and supportive. Completing an assessment is a significant undertaking that requires sustained effort over several months. From the outset, we work together to review the evidence provided, identify any areas where further information may be needed, and plan the programme for the provider visit. Regular team discussions are essential for testing interpretations and reaching clear, collective judgements.

During the report-writing stage, we work closely with the OfS assessment manager to ensure that our reasoning is well evidenced and clearly articulated. It’s a rigorous and considered process, underpinned by mutual respect and a strong sense of shared purpose.

What are your experiences of being an assessor?

My experience as an assessor has been extremely positive. I joined the pool of assessors in 2023 and have recently been invited to become a lead assessor, which has allowed me to build on what I’ve learned and take on greater responsibility within future assessment teams. Working as part of a team is one of the most rewarding aspects of the role, as it’s a chance to gain new perspectives from colleagues with a variety of disciplinary and professional backgrounds.

Another highlight for me is meeting students during visits to providers and engaging in meaningful conversations with their staff, which brings the evidence to life and helps ensure our conclusions reflect the lived experiences of both learners and educators.

What piece of advice would you give to someone considering an assessor role?

Good preparation is key. Allow sufficient time to read and reflect on all the evidence, taking detailed notes as you go to support focused discussion later on. As the assessment progresses, more in-depth analysis is often required, so careful time management is also essential.

Another core skill is the ability to identify the most relevant evidence and analyse it objectively to reach fair, well-supported judgements. Thorough preparation before a visit makes a real difference, ensuring you can make the most of the opportunity to hear from staff and students, explore their perspectives, and deepen your understanding of the evidence.