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University of Hull Centre for Lifelong Learning Implementing FHEQ Level in Teaching & Assessment Shirley Bennett and Kathryn Pope.

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Presentation on theme: "University of Hull Centre for Lifelong Learning Implementing FHEQ Level in Teaching & Assessment Shirley Bennett and Kathryn Pope."— Presentation transcript:

1 University of Hull Centre for Lifelong Learning Implementing FHEQ Level in Teaching & Assessment Shirley Bennett and Kathryn Pope

2 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

3 Qualifications at different levels FHEQ qualification levelCredit level Qualifications DoctoralD8 Doctorates MastersM7 Masters degrees, Postgraduate Certificates and Postgraduate Diplomas HonoursH6 Bachelors degrees with Honours, Graduate Certificates and Graduate Diplomas IntermediateI5 Foundation degrees, ordinary (Bachelors) degrees, Diplomas of Higher Education CertificateC4 Certificates of Higher Education, University Certificates

4 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.

5 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.

6 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.

7 Types of learning outcomes Knowledge and understanding Intellectual or thinking or cognitive skills Professional or discipline specific skills Transferable skills

8 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 ?

9 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

10 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 ?

11 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

12 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 ?

13 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

14 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?)

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17 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 (criticise, sequence, decide, interpret, conclude) case study, research project, portfolio, essay

18 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.


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