Apprentice voice in assessments: a case of realist evaluation of feedback-innovation in business degree apprenticeships

Abstract

Purpose This case study aims to evaluate the implementation of a strategically targeted assessment-feedback “mechanism” to enhance apprentice satisfaction within business degree apprenticeships (BDAs) in the UK. The study addresses persistent challenges associated with inconsistent, non-actionable assessment-feedback and misalignment with workplace expectations by integrating Knowledge, Skills and Behaviors (KSBs) into assessment design via the Virtual Learning Environment (VLE), ensuring transparency, timeliness and developmental value. Design/methodology/approach Guided by Pawson and Tilley's Context-Mechanism-Outcome (CMO) model, the research adopts a mixed-methods approach. Qualitative insights from institutional records and quantitative survey data were triangulated to assess improvements in apprentice satisfaction and alignment with national benchmarks. Findings Structured assessment-feedback linked to KSBs and delivered via VLE enhanced timeliness and developmental value, supporting both academic standards and workplace relevance. Results indicate significant gains in apprentice satisfaction, KSB development and improvements in institutional Key Performance Indicators (KPIs), reinforcing the mechanism's role as a strategic lever for compliance under the Apprentice Accountability Framework (AAF). Research limitations/implications The study is limited by its practical implications due to potential variability across disciplines. Practical implications While context-specific, this study advances the CMO framework into the relatively unexplored domain of BDAs, bridging academic theory with practical implementation, while promoting equitable attainment, social mobility and reinforcing apprenticeships as credible alternatives to traditional university pathways. Additionally, the study introduces an ethical approach to using existing institutional data for evidence-based continuous improvement in support of strategic goals. Originality/value This study addresses gaps identified by Ofsted, particularly the need for meaningful, workplace-relevant assessment-feedback. Empirically, it demonstrates measurable improvements in apprentice satisfaction and institutional KPIs. Conceptually, it contributes to global debates on competency-based assessment and workforce readiness, offering a scalable, apprentice-centred model adaptable across vocational education systems.