1. Unit Standard Form for Approval by Senex
7 March 2005
Professor Wendy R. Kilfoil

2. What is the purpose of the forms?
Legal requirement for approval, registration and accreditation
Basis for curriculum planning and development
Basis for writing effective ODL study material

3. Approval, registration, accreditation
Internal: Senex
External:
SAQA registers on NQF through SGB/ NSB

4. Routes and responsibilities
Lecturers
Planning phase: disciplinary knowledge; curriculum development in team with ICLD
Approval phase: submit to College Tuition Committee/ Short Learning Programme Committee and Senex
ICLD
Planning phase only:
Curriculum development facilitation
Workshops for groups on aspects of OBE, Form 3 information, etc.

5. Outcomes
Outcomes are what you can do and what you understand (in terms of knowledge, skills, attitudes and values), the contextually demonstrated end-products of the learning process, that can be measured. Outcomes are expressed as noun-verb-qualifier; for example, 'solve problems responsibly and creatively'. Academic outcomes include a demonstrated ability to conduct research, to think critically, etc.

6. Cross-field critical outcomes
General things you can do and understand, like communicating and problem-solving, which inform all areas of learning. These outcomes are the minimum requirements to be met by all programmes/ qualifications. While whole qualifications have to meet all the outcomes, individual modules that comprise a qualification may meet one or more of the outcomes.

7. Cross-field critical outcomes
Identify and solve problems
Work effectively with others
Organize and manage oneself
Collect, analyze, organize and critically evaluate information
Communicate effectively
Use science and technology effectively
See world as a set of related systems
Reflect on and explore learning strategies
Participate as a responsible citizen
Be culturally and aesthetically sensitive
Explore education and career opportunities
Develop entrepreneurial opportunities

8. Specific outcomes
Special skills, knowledge and understanding in a particular context, like job or school subject or broader. In order to arrive at these specific outcomes, designers of programmes or modules need to unpack the critical outcomes in relation to their own disciplines.

9. Applied competence
'the ability to put into practice in the relevant context the learning outcomes acquired in obtaining a qualification' (SAQA Regulations, March 1998). It is a combination of three types of competence:
practical: knowing how to do things, ability to make decisions
foundational: understanding what you are doing and why
reflective/ reflexive: learn and adapt through self-reflection; apply knowledge appropriately and responsibly.

10. Unit standard v. module Module Unit standard
Smallest, stand-alone, complete and coherent area of learning
Title defines a single, main outcome of learning
A significant, meaningful milestone of learning
What learners are able to do when they have reached competence in relation to the main outcome (title)
Module
Grouping of knowledge, skills and attitudes in a discipline/ field of study
Title may relate to content/ discipline
Building block in a major
An aspect of a larger discipline/ field of study

11. Unit standard Unit = one
One focus/ purpose
Modular
Standard = set of information against which evaluations are made
Unit Standard = assessor’s document for a learning experience that develops focused knowledge, skills and attitudes in determined contexts

12. Title Active verb - noun - modifier where necessary
Relationship to content
Descriptive: ‘concise yet comprehensive and pointed indication of the contents’
Aid to students
Can be found during web searches
Active verb - noun - modifier where necessary
Unique

13. Examples of titles Unisa title Unit standard title:
Verb – noun – modifier
Financial performance measurement and control
Undertake measurement and control of financial performance
Strategic Marketing
Plan and evaluate strategic marketing
Intervention and Adjudication
Demonstrate knowledge and understanding of the intervention and adjudication process with regard to child abuse
Skills Development Facilitation
Facilitate skills development

14. 2. Level on NQF Interim registered qualifications:
1st year: 5 (120 credits)
2nd and 3rd year: 6 (240 credits)
4th year: 7 (120 credits)
Honours: 7
Master’s: 8
Doctorate: 8
Draft HEQF: 10 levels

15. Determining appropriate level
Articulation with other qualifications/ modules (‘learning pathway’)
Intuition of discipline specialists
Benchmarking with other universities
Using level descriptors: ‘complexity of learning’

16. 3. Credits
Determine the number of credits for short learning programme unit standards by evaluating the proposed length of the guide, the length of any textbook and the time it would take to read them. Times by three to calculate notional hours. Divide by 10 for credit value.
The sizes of unit standards in terms of credits will therefore vary.

17. Who is the average learner?
The average learner should take 10 notional hours to achieve 1 credit.
Research into first-year students at old Unisa shows that they have a low reading speed which affects
how much they can read (textbooks/ guides)
the level of language of the study guides
the need to scaffold language skills development in guides (reading, writing, vocabulary)

18. Calculating notional hours
120 notional hours (example only; can be less or more for unit standard)
hours reading the study guide and text book (for average student, a total of pages)
hours on assessments of various kinds, including additional reading or activities to complete tasks so that students are actively involved in learning (at least 15% of notional hours)
hours on revision and independent study
Assessments include self-assessment activities in guides and formative assessment in assignments.
Practical work should be calculated into the notional hours.

19. 5. Purpose The purpose statement focuses on:
The discipline/ field: knowledge, skills, attitudes
The student: goals, enhanced ability/ learning
The context/ social and economic transformation/ NQF goals: stakeholder consultation (professional bodies, employers, etc.)

20. Formulating a purpose statement
Inappropriate purpose statements
Better ways to express purpose
To help learners develop …
… provide learners with an advanced knowledge … in the field of …
… to equip learners …
… introduce learners …
…develop an understanding of …
… empower the learners to understand …
Those who achieve this unit standard/ module can …
Qualifying learners can …
The purpose of the learning is …

21. 6. Learning assumptions Specific to discipline/ field; level of detail
Prerequisites: e.g. certain Mathematics knowledge for some advanced Geography learning
Effect on students when they are admitted to courses for which they do not have the necessary building blocks: can take longer to complete or might fail

22. 7. Range statement for the whole unit standard
The following scope and context apply to the whole unit standard …

23. 8. Outcomes, assessment criteria and range statements
Unpack the purpose statement to arrive at the outcomes (design down)
Discipline-related competencies
Measurable and verifiable
Action verbs: any verb that logically follows ‘can’: ‘can apply’, ‘can explain’ but NOT ‘can know’ or ‘can be able to’; NOT descriptions of tasks
State outcome as verb – noun - modifier
2 – 6 specific outcomes per unit standard but the fewer the better

24. Formulating statements
Specific outcomes: Active verb - noun - modifier where necessary
Range statements (only where necessary): what is included in the scope of the outcome; what contexts are involved
Assessment criteria: noun (or object) – verb - standard

25. Formulating outcomes and assessment criteria
Current example
Improved example
Learners can use their skills effectively to assess, process and evaluate information on matters pertaining to culture and law.
Assess, process and evaluate information on matters pertaining to culture and law
Comment:
The assessment criteria for this specific outcome should go on to define what we consider to be effective performance

26. Assessment criteria
Define the standard of performance required as evidence of competence.
Do not focus on how the assessment will happen or on what the learner must learn – define indicators of competence.

27. Substance of assessment criteria
Capture requirements for fair, valid and reliable assessment procedures appropriate to field, level, etc.
Relate to full range of learning:
Development of critical and specific outcomes
Range of embedded knowledge related to specific actions
Knowledge, skills and attitudes in a range of contexts
Clear and transparent; usable by other providers

28. Usability of criteria
Real criteria used to evaluate student products; guidelines for developing assessment tasks
Include phrases from Level Descriptors or similar parameters for context, complexity, responsibility
Evidence shows that qualifying learners (action verb) …; Outcomes are judged by …
Rubrics

29. Rubrics g Writer uses correct language and referencing techniques.
ADDRESSING THE TASK
ORGANIZATION/ METHODOLOGY
FLUENCY/ REGISTER/ APPROPRIACY
MECHANICS/ ACCURACY
g On task
g Clearly expresses interpretation of text; adequate support from primary and secondary sources.
g Argument progresses 'logically‘ so reader follows with ease.
g Shows unity, is concluded in purposeful manner, problem set in task is resolved.
g Evidence of planning: clear starting point, deals with argument point by point in clearly defined 'thought units', appropriately structured in paragraphs, definite conclusion. (Physical appearance of text is important as indicator of planning ‑ or copying!)
g Writer imposes own structure on available information; keeps audience in mind by referring to topic and the way in which ideas are linked to it.
g Vigorous language used; sentence structure varied; secondary texts referred to using varied verbs; references appropriate and illustrative.
g Vocabulary extensive and varied.
g Style appropriate to academic writing.
g Reader not distracted by language errors.
g Writer uses correct language and referencing techniques.
g Referencing technique used consistently.
g Sensible referencing that advances the argument.
g References are listed and complete.

30. Determining assessment criteria
A useful trigger is to ask: If I walked into the room and a competent person was doing/had done this (insert specific outcome here), what would I expect to see in terms of their performance and in terms of any product they produce?
The assessment criteria describe the quality of the expected performance and product.

31. Analysis of outcome What is critical here, and in what way?
Who is critical here, and in what way?
What is the product of the performance, and what assessable characteristics should it have? (e.g. neatness, strength, dimensions, design …)
What is the performance, and what assessable characteristics should it have? (time, rate, security, confidentiality, …)
What knowledge do we require demonstrated as proof of competence?

32. Formulation of assessment criteria
This is known/done to this standard – e.g.
The repair is carried out according to site-specific safety procedures.
The consequences of following unsafe practices are described in terms of potential impact on personal safety, production
A result has these characteristics – e.g.
The product conforms to design specifications.
The language and terminology are appropriate to the intended audience.

33. Noun-verb-standard The product conforms to design specifications. Noun
The consequences of the following unsafe practices
are described
in terms of potential impact on personal safety, production and productivity.

34. Example
Specific outcome 1: Prepare a status report for management
Assessment criteria:
The report reflects the current status completely and accurately. All information in the report is relevant to the situation.
The language is consistent with industry terminology and is pitched at management level.
The report is ready for presentation within the timelines set by management.
The report is presented in a format consistent with organisational format requirements.
Range: The following aspects are critical: font size and type, layout, numbering and paragraphing system and headings.
……………

35. Suggestions on assessment criteria
Current information
Suggested criteria
Describe the accounting equation
Distinguish between financial information
Explain the approaches
The accounting equation is applied correctly within the given context.
Interpretations are consistent with and are justified by the information supplied in the financial statements.
Use subject specific legal argument to analyse materials on culture and law
Materials on culture and law are analysed in line with subject-specific legal arguments.
Evidence must show that the learners are able to recognise, understand and explain in writing, the medical and clinical intervention in cases of child abuse – and recognising and understanding psychological intervention in cases of child abuse.
Explanations of medical interventions identify the key features, actions and expected results of the interventions
Explanations are consistent with

36. Checklist for assessment criteria 1
All assessment criteria contain measurable quality statements written in precise language to minimize subjective judging.
The criteria relate directly to the specific outcome by describing standards of the performance or quality of a result or product described in the specific outcome.
The criteria are fair and can be justified as critical evidence of competence, consistent with sub-field needs, and avoid putting up artificial barriers.
All critical criteria are included such that the combination of criteria for a specific outcome defines competence completely, and would prevent poor performers from being declared competent.

37. Checklist for assessment criteria 2
The criteria avoid describing procedures and methods and focus on the quality of performance required by the sub-field.
Assessment criteria include knowledge evidence considered critical as proof of competence.
Assessment criteria are written in the form: object - verb - standard.
Range statements are attached to assessment criteria where required and describe the situations and circumstances in which individuals are expected to perform. Range statements include any specific limits, exclusions or inclusions that may apply.

38. Formulating outcomes and range statements
Existing specific outcome:
To interpret the income statement, balance sheet and cash flow statement by applying the accounting equation in financial statements
Suggested specific outcome with range statement:
Interpret financial statements by applying the accounting equation
Range: financial statements to include income statements, balance sheets and cash flow statements.

39. Range statements
Use phrases from Level Descriptors to establish degree of complexity and responsibility.
The type of context(s) with which the learner should engage to reach an acceptable level of achievement of an outcome should be specific and define limits, parameters, areas for inclusion and exclusion: in a written examination, under laboratory conditions, in a hospital under the supervision of a doctor.
The typical scope of the learning is … (level of content)
Include only where required to clarify, remove ambiguity, define the scope, limits, inclusions, exclusions, define terms.

40. 9. Accreditation and moderation
Unisa is an accredited institution. The HEQC is the sole ETQA.
Senex approves.
Second examiners are appointed in departments.
In some cases professional bodies might moderate.
The relevant NSB might moderate.

41. What the student must do to be accredited
The student must register at an accredited higher education institution with qualified staff who will act as assessors.
The student must meet the outcomes of the unit standard.
The assessor must hold a qualification at least one level above that being examined.
External or workplace assessors must have a reliable contract with the institution and the institution must check their qualifications and relevant experience.

42. 10. Notes
Select only those cross-field critical outcomes that the module supports.
Particularize the outcomes as appropriate to reflect their development in the context of this unit standard: ‘learners have acquired the generic ability to’; ‘qualifying learners can’.
Add any embedded knowledge not already apparent in the document.

43. Embedded knowledge
Underpinning knowledge/ knowledge base/ understand, show and be able to explain: ‘learners can explain’; ‘learners can apply’
Amount
Complexity
Type of evidence
Formative assessment
Summative assessment

44. Embedded knowledge examples
In order to draw up a balance sheet, the learner needs to apply accepted accounting principles (GAAP), …
In order to analyse a law case, the student needs to …
In order to develop a curriculum suitable for the early childhood development phase, the learner must …
In order to conduct and write a report on a laboratory experiment, a chemistry student must … (chemistry knowledge, laboratory skills, knowledge of report format and ways of presenting data)

45. Additional information
Practical work
Laboratory work
Mentoring/ learnerships
Tutorials and vacation schools
Legal requirements; e.g. registration as a social worker/ nurse