• Unlearn old assessment process aspects
• Highlight which principles remain
• Introduce reviewers to the new CA2025 assessment process by drawing parallels to the old assessment process for quicker uptake of the new process

Unlearning aspects of the 2016 Assessment Process, including:
- Terminology, e.g., PSR, TSR, ANA
- Minimum requirements for Professional Conduct Values and Professional Skill Tasks evidence
- 2016 assessment instrument deadlines
- The need to provide overall ratings for trainees on technical competencies
- Assessment tools of old
- Steps for completing former assessment instruments
Then we’ll look to reiterate what is still relevant between 2016 and 2025 processes, namely:
- Who the role players are, e.g. trainees, reviewer, evaluator, assessor and who can play what role
- Summative assessment
- The need to provide mentorship role, and be the key driver in a trainee’s development
- To prepare and police the development plan of a trainee
And finally, we’ll embark on a journey to learn about the new CA2025 Process:
- Overview of the CA2025 Assessment Process
- Terminology, e.g., LOR, PDS, EAT, ELP, IEP, EAT
- How PVAAs are rated overall, using PDS decision tree
- How to accept / reject technical competence linked to using the IEP, coinciding with the change in emphasis of competence
- New assessment instrument, PDS, and steps for how to complete
o Focus on parts relevant for Evaluator, e.g. development plan
- PDS decision tree process
- How to handle disagreements, i.e., ratings / rejected evidence
- Understanding SAICA’s Electronic Assessment Tool called EAT and how it impacts the documentation of feedback
- Deadlines and minimum requirements for LORs and PDS