Transcript University of Hull Centre for Lifelong Learning

University of Hull
Centre for Lifelong Learning
Implementing FHEQ Level in Teaching & Assessment
Shirley Bennett and Kathryn Pope
Aims of the session
 To be aware of and know how to use the
Framework for HE Qualifications
 To develop and understanding of:
a)level
b)outcomes-based learning and assessment
Qualifications at different levels
FHEQ qualification level
Credit
level
Qualifications
Doctoral
D
8
Doctorates
Masters
M
7
Masters degrees, Postgraduate
Certificates and Postgraduate
Diplomas
Honours
H
6
Bachelors degrees with Honours,
Graduate Certificates and Graduate
Diplomas
Intermediate
I
5
Foundation degrees, ordinary
(Bachelors) degrees, Diplomas of
Higher Education
Certificate
C
4
Certificates of Higher Education,
University Certificates
QAA Descriptor for a qualification at Certificate (C) level:
Certificate of HE
Certificates of Higher Education are awarded to students who have
demonstrated:
 i knowledge of the underlying concepts and principles associated with their

area(s) of study, and an ability to evaluate and interpret these within the context of
that area of study;
ii an ability to present, evaluate, and interpret qualitative and quantitative data, to
develop lines of argument and make sound judgements in accordance with basic
theories and concepts of their subject(s) of study.
Typically, holders of the qualification will be able to:
 a evaluate the appropriateness of different approaches to solving problems
related to their area(s) of study and/or work;
 b communicate the results of their study/work accurately and reliably, and with
structured and coherent arguments;
 c undertake further training and develop new skills within a structured and
managed environment;
and will have:
 d qualities and transferable skills necessary for employment requiring the exercise
of some personal responsibility.
QAA Descriptor for a qualification at Intermediate (I) level:
Degree (non-Honours)
Non-Honours degrees are awarded to students who have demonstrated:
 i knowledge and critical understanding of the well-established principles of their
area(s) of study, and of the way in which those principles have developed;
 ii ability to apply underlying concepts and principles outside the context in which they
were first studied, including, where appropriate, the application of those principles in
an employment context;
 iii knowledge of the main methods of enquiry in their subject(s), and ability to evaluate
critically the appropriateness of different approaches to solving problems in the field of
study;
 iv an understanding of the limits of their knowledge, and how this influences analyses
and interpretations based on that knowledge.
Typically, holders of the qualification will be able to:
 a use a range of established techniques to initiate and undertake critical analysis of
information, and to propose solutions to problems arising from that analysis;
 b effectively communicate information, arguments, and analysis, in a variety of forms,
to specialist and non-specialist audiences, and deploy key techniques of the discipline
effectively;
 c undertake further training, develop existing skills, and acquire new competences that
will enable them to assume significant responsibility within organisations;
and will have:
 d qualities and transferable skills necessary for employment requiring the exercise of
personal responsibility and decision-making.
Credit framework - level descriptors
LEVEL 3 - apply knowledge and skills in a range of complex activities demonstrating comprehension of
relevant theories; access and analyse information independently and make reasoned judgements,
selecting from a considerable choice of procedures, in familiar and unfamiliar contexts; and direct
own activities, with some responsibility for the output of others.
LEVEL 4 - develop a rigorous approach to the acquisition of a broad knowledge base; employ a
range of specialised skills; evaluate information using it to plan and develop investigative strategies
and to determine solutions to a variety of unpredictable problems; and operate in a range of varied
and specific contexts, taking responsibility for the nature and quality of outputs.
LEVEL 5 - generate ideas through the analysis of concepts at an abstract level, with a command of
specialised skills and the formulation of responses to well defined and abstract problems;
analyse and evaluate information; exercise significant judgement across a broad range of
functions; and accept responsibility for determining and achieving personal and/or group outcomes.
LEVEL 6 - critically review, consolidate and extend a systematic and coherent body of knowledge,
utilizing specialised skills across an area of study; critically evaluate new concepts and evidence
from a range of sources; transfer and apply diagnostic and creative skills and exercise significant
judgement in a range of situations; and accept accountability for determining and achieving
personal and/or group outcomes.
LEVEL 7 - display mastery of a complex and specialised area of knowledge and skills, employing
advanced skills to conduct research, or advanced technical or professional activity, accepting
accountability for related decision making including use of supervision.
Types of learning outcomes
 Knowledge and understanding
 Intellectual or thinking or cognitive
skills
 Professional or discipline specific
skills
 Transferable skills
Knowledge and
Understanding:
Participants will demonstrate knowledge &
understanding of
 Learning styles, motivation and the importance of learning
environment and the impact of past experiences on current learning.
 The planning of learning programmes in line with curriculum
requirements and the learner needs.
Level ?
Knowledge and
Understanding:
In relation to the study of PCET participants will
demonstrate the ability to describe the essential
facts, concepts and theories of
 Learning styles, motivation and the importance of learning
environment and the impact of past experiences on current
learning.
 The planning of learning programmes in line with curriculum
requirements and the learner needs.
Level 4
Intellectual (Thinking)
Skills
In relation to the study of PCET participants will demonstrate
the ability to:
 Summarise the concepts, theories, values

and beliefs underpinning the professional
practice of PCET.
Draw conclusions about own and others’
professional practice.
Level ?
Intellectual (Thinking)
Skills
In relation to the study of PCET participants will demonstrate
the ability to:
 Use given procedures and formats to summarise the
essential aspects of concepts, theories, values and beliefs
underpinning the professional practice of PCET.
 Draw conclusions about specified aspects of own and others’
professional practice using given procedures.
Level 4
Transferable skills
Participants will demonstrate the following skills:
 Working with Others: Work effectively in collaboration with
colleagues.
 ICT Skills: Use the internet to locate information and to communicate
with others.
Level ?
Transferable skills
Participants will demonstrate the following skills:
 Working with Others: Collaborate effectively with colleagues to
achieve specified objectives and meet own responsibilities in
given situations.
 ICT Skills: Use specified ICT technology competently for study and
for the production of teaching and learning material.
Level 4
Centrality of learning outcomes - SHU
approach
Learning Outcomes
(What do I want the students to
know, do and understand?)
Learning & teaching strategy
(What methods will best help
students achieve the
learning outcomes?)
Grading criteria
(How will I know if the student
has achieved the learning
outcomes - and how well?
Assessment strategy
(What method(s) of
assessment is best suited
to students demonstrating
the learning outcomes?)
Ideas on linking outcomes and assessment
Newcastle University web site
http://cll.ncl.ac.uk/ipad/validation/assessments.asp
How do we assess that a student is able to…
..know (identify, define,
select, categorise)
gap filling exercise, self assessment questionnaire, true /
false exercise
..comprehend (distinguish,
explain, summarise,
conclude)
presentation, participation in discussion, critical account of
discussion, learning journal, post course action plan,
questionnaires, report
.. apply (measure, advise,
anticipate, modify,
organise, persuade)
critical commentary, interview, report, notebooks, data
collection exercise, participation in structured debate,
bibliography
..analyse, evaluate
case study, research project, portfolio, essay
(criticise, sequence,
decide, interpret, conclude)
“Threshold-plus” approach
 Learning Outcomes are assessed on a
Pass/Fail basis and then generic assessment
descriptors are used to assign a grade
representing the academic quality of the work
produced in evidencing those Learning
Outcomes.