Documentation Demystified, Part 3: Evidence--Showing the Work Behind the Words
In the first two blogs of this series, we focused on policies, what is expected and why, and processes, how the work gets done. Evidence is where those two come together.
Evidence answers a simple but critical question: Are you actually doing what you say you do?
In many ways, the evidence section is where applicants begin telling their story of quality, not in words, but through artifacts. For IACET accreditation, evidence isn’t hypothetical, aspirational, or illustrative. It is real documentation generated during the normal course of your operations, showing that your policies are communicated and your processes are being followed as written.
What Counts as Evidence and What Doesn’t
When an application requires evidence, Commissioners expect to see artifacts that were created because a policy or process was implemented.
A common misconception is submitting templates as evidence. Templates are tools that should be included in the Process document, but evidence shows those tools in use. In other words:
Templates show intent. Evidence shows execution.
For example:
- If a process includes a checklist, submit a completed checklist, not a blank one.
- If a process includes sending a registration confirmation email, submit an actual email sent to a learner, not just the template.
- Excerpts from a learner handbook, instructor manual, or internal guide can also serve as evidence when they demonstrate communication or implementation.
When submitting evidence, it’s helpful to highlight or annotate the specific sections Commissioners should review, particularly since the same document may support multiple requirements.
Personally identifiable information may be redacted as needed.
Learning Events as Anchors for Evidence
One of the easiest ways to think about evidence, especially if the application feels overwhelming, is to think in terms of anchors.
Rather than submitting unrelated documents from across your organization, the IACET application asks you to select a small number of sample learning events and consistently use them to demonstrate compliance across multiple categories. These learning events become the thread that ties your evidence together. This allows Commissioners to see not just isolated compliance, but consistency over time within the same learning experience.
At a minimum, you must select two learning events to showcase. Depending on how your organization delivers training, you may need to select three. The goal is not to overwhelm reviewers with volume, but to clearly demonstrate how your policies and processes are applied across the delivery methods you actually use.
These selected courses are referred to as exemplary learning events, not because they are perfect, but because they are well-documented, representative, and easier to evaluate.
Consistency Is More Important Than Variety
Once you select your exemplary learning events, consistency becomes critical.
If you submit a design document for Course A as evidence in one category, you should also use Course A’s evaluation instruments, learner communications, and analysis reports when evidence is required in other categories. The same course appears repeatedly throughout the application, each time serving a different purpose.
This is where applicants sometimes feel like the application is redundant, and that reaction is completely understandable, because they are uploading the same evidence multiple times. In reality, reviewers often look at different parts of the same document depending on the requirement being assessed.
For example:
- In one category, a Commissioner may review learning outcomes.
- In another, they may review assessment methods.
- In another, they may look for evidence of needs analysis or evaluation.
Using the same evidence across categories is not a weakness; it actually strengthens your application by showing alignment and intentionality. Highlighting or annotating the relevant sections can help reviewers quickly see how the evidence supports each requirement.
Evidence That Tells One Coherent Story
When learning events are selected intentionally and used consistently, evidence stops feeling like a scavenger hunt and reads like a narrative.
Reviewers can follow a single course from design to delivery to evaluation, and clearly see how your policies guide decisions and your processes ensure consistency. That coherence is what ultimately strengthens an application.
Evidence doesn’t need to be flashy or excessive. It needs to be real, consistent, and aligned, showing that what you say you do is exactly what learners experience.
Yes, gathering evidence takes time. You’ll spend hours locating, compiling, and preparing documents. But that work pays off, not just in accreditation but in clarity across your organization.
In the end, evidence isn’t about proving perfection. It’s about demonstrating integrity between what you say, what you do, and what your learners experience.
About the Author
Randy is a seasoned executive leader currently serving as the President and CEO of IACET, a non-profit accrediting body in the continuing education and training sector. With a focus on strategic vision and operational excellence, he effectively leads the organization to achieve its mission and goals.
With over two decades of experience in various leadership roles, Randy has a proven track record of driving organizational success. His expertise lies in aligning technological solutions with strategic objectives, ensuring operational efficiency and sustainable growth.