Assessment (QCF) Qualifications. AIM Awards Suite of Internal Quality Assurance of

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1 AIM Awards Suite of Internal Quality Assurance of Assessment (QCF) Qualifications AIM Awards Level 4 Award in Understanding the Internal Quality Assurance of Assessment Processes and Practice (QCF) 600/6374/9 AIM Awards Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF) 600/6373/7 AIM Awards Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF) 600/6375/0 Version 1 August 2012

2 Contents Page Section One Qualification Overview 3 Section Two - Structure and Content 7 Section Three Quality Assurance 21 Section Four Operational Guidance 27 Section Five Appendices 29 Appendix 1 = AIM Awards Glossary of Assessment Terms 32 Appendix 2 Level Descriptors 35 2

3 AIM Awards Suite of Internal Quality Assurance of Assessment (QCF) Qualifications Section 1 Qualification Overview 3

4 Section One Introduction Welcome to the AIM Awards Qualification Specification Pack. We want to make your experience of working with AIM Awards as pleasant as possible. AIM Awards are an Ofqual approved National Awarding Organisation able to submit a wide range of qualifications to the QCF. Our qualifications are flexible; learner focused and promotes both progression and employability. We aim to provide outstanding customer service, and have invested in our systems to bring you cutting edge services. Our values and ethos support our belief in rewarding learning and promoting progression, with success as the focus of what we know makes a difference. The qualification specification pack contains everything you need to know about this qualification and should be used by everyone involved with the planning, delivery and assessment. This pack is a live document and as such will be updated when required. Centres will be informed via when changes are made. It is the responsibility of the approved Centre to ensure the most up-to-date version of the Specification Pack is in use. This document is copyright but may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use. Our qualification specifications are mapped to the Ofqual General Conditions of Recognition with references cited for each section as appropriate. The whole specification maps to Ofqual General Conditions of Recognition C2.5 and E3.1. 4

5 About the Qualification Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3a The Suite of Internal Quality Assurance Qualifications is suitable for learners currently undertaking an internal verifier or internal moderator role or who aspire to become moderators/verifiers. The suite comprises three qualifications: The following qualification is suitable for learners currently undertaking an internal verifier or internal moderator role or who aspire to become moderators/verifiers: Level 4 Award in Understanding the Internal Quality Assurance of Assessment Processes and Practice (QCF) is a knowledge based qualification suitable for those who wish to gain an understanding of the principles and practice of verification without any requirement to demonstrate competence as an internal verifier. The following qualifications are suitable for learners currently undertaking an internal verifier or internal moderator role: Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF) for those who maintain the quality of assessment from within an organisation or assessment centre, in an internal verification or moderation role. Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF) is for those who lead a team of internal quality assurance staff. These qualifications are specified as a requirement by some awarding organisations and sectors skills councils in order to carry out an internal verification role for certain qualifications. Qualification Level 4 Award in Understanding the Internal Quality Assurance of Assessment Processes and Practice (QCF) Assessment Internally assessed and externally moderated portfolio of evidence Grading Assessment is competent / not competent. There is no grading Operational start date 01-Aug-2012 Review date 31-May-2017 Sector 13.1 Teaching and Lecturing Qualification 600/6374/9 Accreditation Number Learning Aim Reference Credits 6 Guided Learning Hours 45 Age Range 16-18; 19+ 5

6 Qualification Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF) Assessment Internally assessed and externally moderated portfolio of evidence Grading Assessment is competent / not competent. There is no grading Operational start date 01-Aug-2012 Review date 31-May-2017 Sector 13.1 Teaching and Lecturing Qualification 600/6373/7 Accreditation Number Learning Aim Reference Credits 12 Guided Learning Hours 90 Age Range 16-18; 19+ Qualification Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF) Assessment Internally assessed and externally moderated portfolio of evidence Grading Assessment is competent / not competent. There is no grading Operational start date 01-Aug-2012 Review date 31-May-2017 Sector 13.1 Teaching and Lecturing Qualification 600/6375/0 Accreditation Number Learning Aim Reference Credits 17 Guided Learning Hours 115 Age Range 16-18; 19+ 6

7 Entry Guidance Mapped to Ofqual General Conditions of Recognition: E3.2b/c There are no specific entry requirements for this qualification. Progression opportunities Learners of these qualifications may progress within this Suite of Internal Quality Assurance of Assessment qualifications or on to: Awards and Certificates within the Suite of AIM Awards External Quality Assurance qualifications at Level 4. AIM Awards Diploma in Teaching in the Lifelong Learning Sector. The end of the accreditation period We review qualifications that are near the end of their accreditation period, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. We will post information relating to changes or extensions to qualifications on our website and centres approved to offer the qualification will be kept updated. Resource Requirements There are no specific resource requirements for these qualifications. Centres must ensure that they have the appropriate resources in place to deliver the units from these qualifications. 7

8 AIM Awards Suite of Internal Quality Assurance of Assessment (QCF) Qualifications Section 2 Structure and Content 8

9 Section Two Structure and Content Mapped to Ofqual General Conditions of Recognition E3.3a/b Qualification Structure and Unit List & Content Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j Rules of Combination for AIM Awards Level 4 Award in Understanding the Internal Quality Assurance of Assessment Processes and Practice (QCF) Learners must achieve 6 credits from the 1 mandatory unit. AIM Awards Unit Code Unit Reference Number Unit Title M/O Level Credit Value GA9/4/EA/005 T/601/5320 Understanding the principles and practices of internally assuring the quality of assessment GLH Pg No M Rules of Combination for AIM Awards Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (QCF) Learners must achieve 12 credits from the 2 mandatory units. AIM Awards Unit Code Unit Reference Number Unit Title M/O Level Credit Value GA9/4/EA/004 A/601/5321 Internally assure the quality of assessment GA9/4/EA/005 T/601/5320 Understanding the principles and practices of internally assuring the quality of assessment GLH Pg No M M Rules of Combination for AIM Awards Level 4 Award in Understanding the Internal Quality Assurance of Assessment Processes and Practice (QCF) Learners must achieve 17 credits from the 3 mandatory units. AIM Awards Unit Code Unit Reference Number Unit Title M/O Level Credit Value GA9/4/EA/004 A/601/5321 Internally assure the quality of assessment GA9/4/EA/002 H/600/9674 Plan, allocate and monitor work in own area of 9 GLH Pg No M M

10 responsibility GA9/4/EA/005 T/601/5320 Understanding the principles and practices of internally assuring the quality of assessment M

11 AIM Awards Unit Code Unit Reference Number Unit Name GA9/4/EA/005 T/601/5320 Understanding the Principles and Practices of Internally Assuring the Quality of Assessment Level Four Credit 6 GLH 45 LEARNING OUTCOMES The learner will: 1. Understand the context and principles of internal quality assurance 2. Understand how to plan the internal quality assurance of assessment ASSESSMENT CRITERIA The learner can: 1.1. Explain the functions of internal quality assurance in learning and development 1.2. Explain the key concepts and principles of the internal quality assurance of assessment 1.3. Explain the roles of practitioners involved in the internal and external quality assurance 1.4. Explain the regulations and requirements for internal quality assurance in own area of practice 2.1. Evaluate the importance of planning and preparing internal quality assurance activities 2.2. Explain what an internal quality assurance plan should contain 2.3. Summarise the preparations that need to be made for internal quality assurance, including: information collection communications administrative arrangements resources 11

12 LEARNING OUTCOMES The learner will: 3. Understand techniques and criteria for monitoring the quality of assessment internally 4. Understand how to internally maintain and improve the quality of assessment 5. Understand how to manage information relevant to the internal quality assurance of assessment 6. Understand the legal and good practice requirements for the internal quality assurance of assessment ASSESSMENT CRITERIA The learner can: 3.1. Evaluate different techniques for sampling evidence of assessment, including use of technology 3.2. Explain the appropriate criteria to use for judging the quality of the assessment process 4.1. Summarise the types of feedback, support and advice that assessors may need to maintain and improve the quality of assessment 4.2. Explain standardisation requirements in relation to assessment 4.3. Explain relevant procedures regarding disputes about the quality of assessment 5.1. Evaluate requirements for information management, data protection and confidentiality in relation to the internal quality assurance of assessment 6.1. Evaluate legal issues, policies and procedures relevant to the internal quality assurance of assessment, including those for health, safety and welfare 6.2. Evaluate different ways in which technology can contribute to the internal quality assurance of assessment 6.3. Explain the value of reflective practice and continuing professional development in relation to internal quality assurance 6.4. Evaluate requirements for equality and diversity and, where appropriate, bilingualism, in relation to the internal quality assurance of assessment 12

13 Unit Summary The aim of this unit is to assess the knowledge and understanding a candidate requires for the internal quality assurance of assessment. This unit is assessed in the workplace or in conditions resembling the workplace. Indicative Content Learning Outcome 1 Context and principles of internal quality assurance e.g. standardisation/moderation, adherence to occupational/professional/vocational standards, benchmarking, planning, timing, roles and responsibilities (assessor, learner, employer, QA personnel etc.), organisational requirements, H&S, equality, documentation etc. Learning Outcome Planning internal quality assurance e.g. identification of what is to be quality assured and for whom, frequency and timing, standardisation meetings, monitoring, observation and intervention, collation and analysis of information, analysis of feedback from learners, assessors and others, identification of appropriate resources to support process etc. Learning Outcome 3 Techniques and criteria for monitoring quality of assessment e.g. sampling techniques, assessment criteria, organisational standards, standards of awarding/professional/occupational bodies, government regulatory bodies etc. Learning Outcome 4 Internal maintenance and improvement e.g. use of feedback to inform and improve practice, CPD to ensure currency of knowledge and skills, standardisation etc. Learning Outcome 5 Management of information.g. data collection and collation, secure storage, data protection, appropriate dissemination methods, identification of appropriate personnel etc. Learning Outcome 6 Legal and good practice requirements e.g. standards, H&S, equality, disability, bilingualism, occupational competence of assessing personnel, safeguarding, etc. 6.2 Contribution of technology e.g. electronic storage and retrieval, online testing, VLEs, issues of authenticity of evidence etc. 13

14 6.3 Review and reflect on own practice e.g. self-assessment, identification of own skills and development needs, CPD, use of feedback from stakeholders, appraisal, maintenance of currency and occupational competence etc. Assessment Guidance Delivery Requirements/Recommendations Assessment tasks will be devised to meet needs of the learning group and to cover all the criteria. Back to Unit List 14

15 AIM Awards Unit Code Unit Reference Number Unit Name GA9/4/EA/004 A/601/5321 Internally Assure the Quality of Assessment Level Four Credit 6 GLH 45 LEARNING OUTCOMES The learner will: 1. Be able to plan the internal quality assurance of assessment 2. Be able to internally evaluate the quality of assessment 3. Be able to internally maintain and improve the quality of assessment ASSESSMENT CRITERIA The learner can: 1.1. Plan monitoring activities according to the requirements of own role 1.2. Make arrangements for internal monitoring activities to assure quality 2.1. Carry out internal monitoring activities to quality requirements 2.2. Evaluate assessor expertise and competence in relation to the requirements of their role 2.3. Evaluate the planning and preparation of assessment processes 2.4. Determine whether assessment methods are safe, fair, valid and reliable 2.5. Determine whether assessment decisions are made using the specified criteria 2.6. Compare assessor decisions to ensure they are consistent 3.1. Provide assessor with feedback, advice and support, including professional development opportunities, which help them to maintain and improve quality of assessment 3.2. Apply procedures to standardise assessment practices and outcomes 15

16 LEARNING OUTCOMES The learner will: 4. Be able to manage information relevant to the internal quality assurance of assessment 5. Be able to maintain legal and good practice requirements when internally monitoring and maintaining the quality of assessment ASSESSMENT CRITERIA The learner can: 4.1. Apply procedures for recording, storing and reporting information relating to internal quality assurance 4.2. Follow procedures to maintain confidentiality of internal quality assurance information 5.1. Apply relevant policies, procedures and legislation in relation to internal quality assurance, including those for health, safety and welfare 5.2. Apply requirements for equality and diversity and, where appropriate, bilingualism, in relation to internal quality assurance 5.3. Critically reflect on own practice in internally assuring the quality of assessment 5.4. Maintain the currency of own expertise and competence in internally assuring the quality of assessment Unit Summary The aim of this unit is to assess the performance of a learning and development practitioner with responsibility for the internal quality assurance of assessment. Assessment Requirements/Recommendations Evidence for all learning outcomes must come from performance in the work environment. All learning outcomes in this unit must be assessed using methods appropriate to the candidate IQA s performance. These must include: observation of performance examining products of work questioning Direct evidence of this kind may be supplemented, where necessary, by discussion, reflective accounts or witness testimony. Simulations are not allowed. 16

17 There must be evidence of the IQA candidate monitoring a minimum of two assessors each with a minimum of two candidates of their own, through components of a qualification. This unit is mapped to National Occupational Standards: Learning and Development NOS Standard 11: Internally monitor and maintain the quality of assessment. Assessment Guidance Delivery Requirements/Recommendations Assessment tasks will be devised to meet needs of the learning group and to cover all the criteria. Back to Unit List 17

18 AIM Awards Unit Code Unit Reference Number Unit Name GA9/4/EA/002 H/600/9674 Plan, Allocate and Monitor Work in Own Area of Responsibility Level Four Credit 5 GLH 25 LEARNING OUTCOMES The learner will: 1. Be able to produce a work plan for own area of responsibility 2. Be able to allocate and agree responsibilities with team members 3. Be able to monitor the progress and quality of work in own area of responsibility and provide feedback 4. Be able to review and amend plans of work for own area of responsibility and communicate changes ASSESSMENT CRITERIA The learner can: 1.1. Explain the context in which work is to be undertaken 1.2. Identify the skills base and the resources available 1.3. Examine priorities and success criteria needed for the team 1.4. Produce a work plan for own area of responsibility 2.1. Identify team members responsibilities for identified work activities 2.2. Agree responsibilities and SMART (Specific, Measurable, Achievable, Realistic and Time-bound) objectives with team members 3.1. Identify ways to monitor progress and quality of work 3.2. Monitor and evaluate progress against agreed standards and provide feedback to team members 4.1. Review and amend work plan where changes are needed 4.2. Communicate changes to team members 18

19 Unit Summary The aim of this unit is to assess performance in leading the work of a team responsible for the internal or external quality assurance within an organisation or assessment centre. Assessment Requirements/Recommendations All learning outcomes in this unit must be assessed using methods appropriate to the candidate IQA s or EQA s performance. These must include: Observation of performance Examining products of work Questioning This unit is mapped to National Occupational Standards: MSC D6: Allocate and monitor the progress and quality of work in your area of responsibility. Assessment Guidance Delivery Requirements/Recommendations Assessment tasks will be devised to meet needs of the learning group and to cover all the criteria. Back to Unit List 19

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21 AIM Awards Suite of Internal Quality Assurance of Assessment (QCF) Qualifications Section 3 Quality Assurance 21

22 Section 3 Assessment and Quality Assurance How the qualification is assessed Mapped to Ofqual General Conditions of Recognition: H1.2/H1.3/H5.2 The qualifications require achievement of the specified units with no further requirements for additional/summative assessment. Achievement is therefore determined by successful completion of unit assessment. The assessment process is as follows: Assessments are internally set at the Centre by assessors, against the requirements detailed in the assessment criteria of the unit The learners are assessed internally at the Centre, using the assessments set The resulting portfolios of assessed evidence are internally verified by an internal verifier at the Centre The portfolios of assessed evidence are externally verified by an external verifier appointed by AIM Awards. For a more detailed overview of Assessment view our Assessment Documents at Unit Assessment Mapped to Ofqual General Conditions of Recognition H1.2/H1.3/H5.2 Achievement of units is through internally set, internally marked, internally verified and externally verified tasks, as detailed above. Centres devise assessment activities to meet the specified assessment criteria detailed in each unit, guided by the assessment guidance provided The activity or activities set must enable the learners to meet the standards detailed in the assessment criteria. Centre devised assessments should be scrutinised by the Internal Verifier before use to ensure that they are fit for purpose. Centre devised assessments will be scrutinised by the external verifier to ensure reliability and validity of assessment. Assessment Practice Mapped to Ofqual General Conditions of Recognition H5.2 Assessment practices must reflect the Equality and Diversity Policy of AIM Awards. Reasonable Adjustments may be required for individual learners to enable them to undertake assessments fairly. Please see our guidance and the procedures for applying for Reasonable Adjustments. Evidence Requirements There are specific evidence requirements for the two competency based units: Internally assure the quality of assessment Plan, allocate and monitor work in own area of responsibility 22

23 There must be evidence to cover all of the assessment methods listed in the assessment guidance. Simulations are not allowed. Evidence must come from the learner verifier s performance in the environment in the work environment. There must be evidence of the learner verifier monitoring a minimum of two assessors each with a minimum of two candidates of their own, through components of a qualification. The learner internal verifier s performance evidence must be assessed by observation. This occupational competence must not be in assessment itself. In other words, evidence for this unit must not come from verifying the work of other learner verifiers who are in turn is verifying other members of the same cohort. Nominated Tutor, Assessor and Internal Verifier Requirements As an awarding organisation we require that tutors / assessors have relevant teaching experience and hold a qualification in the relevant subject area. Suitable teaching qualifications include: Level 3 or 4 PTLLS or above Diploma or Certificate in Education Bachelors or Masters Degree in Education Assessors must: have up-to-date working knowledge and experience of best practice in assessment and quality assurance be occupationally competent in the units they are assessing hold one of the following qualifications or their recognised equivalent: o the Level 3 Award in Assessing Competence in the Work Environment or o the Level 3 Certificate in Assessing Vocational Achievement o A1 Assess candidate performance using a range of methods o D32 Assess candidate performance and D33 Assess candidates using differing sources of evidence show current evidence of continuing professional development in assessment and verification In addition to the above requirements, those who internally verify the qualification must: Have one of the following qualifications: The level 4 award in the Internal Quality assurance of Assessment Processes and Practice The level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice 23

24 Or V1 Conduct internal quality assurance of the assessment process D34 Internally verify the assessment process A proven and clearly evidenced track record in internal verification Training and Support We offer a full and comprehensive package of training events that range from Basic Assessor Training through to PTLLS/CTLLS qualifications. This training can take place in our own training Room at AIM Awards or delivered at your centre. Please note that training can be tailored to meet the specific needs of a centre and bespoke course arranged by negotiation. View our Training/Events information and an up-to-date Calendar at Marking Tasks Mapped to Ofqual General Conditions of Recognition: H1.2/H1.3/H5.2/H5.4 Each task must be marked against the identified assessment criteria in the unit and judged to be either achieved or not achieved. Where a series of tasks is set, learners must demonstrate the achievement of the required standard identified in the assessment criteria in all tasks in order to achieve the unit credit. All of the assessment criteria in a unit must be met before the unit is deemed achieved. The unit achievement is not banded or graded; units are either achieved or not achieved. Recording Achievement You must record each learner s performance in each unit on an appropriate form or forms. The form/s should record the learner s performance against the unit assessment criteria evidenced by the task. Functional Skills The units of this qualification may provide opportunities for the development of Functional Skills in Mathematics, ICT and English: Reading, Writing and Speaking, Listening and Communication. Moderation Moderation is the process by which we confirm that assessment decisions in centres are Made by competent and qualified assessors The product of sound and fair assessment practice Recorded accurately and appropriately We do this by: Internal verification External verification which we carry out through our External Verifiers who, by supporting you, will make sure that assessments meet nationally, agreed standards and that quality assurance systems continue to meet our centre approval criteria. 24

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26 National Standardisation Centres will be required to provide samples of assessment tasks for AIM Awards and national standardisation activity. National standardisation is a process that promotes consistency in the understanding and application of standards, it: establishes statements on the standard of evidence required to meet the assessment criteria for the units in AIM Awards qualifications makes recommendations on assessment practice produces advice and guidance for the assessment of units identifies good practice in assessment. It is a requirement of the Centre Recognition Process that each Centre offering the units from the qualification must contribute assessment materials and learners evidence for National Standardisation if requested. AIM Awards will notify Centres of the required sample for National Standardisation purposes. Assessment materials, learners evidence and tutor feedback will be collected by Quality Reviewers or External Verifiers on behalf of AIM Awards. Outcomes from National Standardisation will be made available to Centres through AIM Awards. 26

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28 AIM Awards Suite of Internal Quality Assurance of Assessment (QCF) Qualifications Section 4 Operational Guidance 28

29 Section 4 Operational Guidance Offering the qualification Centres wishing to offer the qualification or units of the qualification must be a recognised centre and be able to meet the criteria for the safe and secure award of credit. We can advise you on the best and most efficient methods for offering this qualification to learners. All procedures for the use of this qualification or units of this qualification, including approval, registration of learners, verification and certification will be completed through us and you will have an identified officer to support your Centre. If you have any queries or difficulties at any time there is always someone from our experienced customer service team ready to offer advice. Approval to Offer AIM Awards Qualifications or Units of AIM Awards Qualifications If you are a new Centre then please contact the AIM Awards office for details of the Centre Recognition Application process and the process for delivering qualifications. View information on becoming a recognised centre at Quality Assurance and National Standardisation All Centres wishing to deliver the qualification, or units of the qualification, will need to demonstrate the ability to manage and deliver the units and/or the qualification, including adherence to quality assurance and assessment regulations. AIM Awards will provide guidance and give support in enabling you to use the qualification. The standard quality assurance arrangements and requirements include: Internal verification External verification Standardisation. Details and guidance are provided by your AIM Awards contacts. Fees and Charges Mapped to Ofqual General Conditions of Recognition: F1.1 As an Awarding Organisation we publish an annual list of fees and charges as well as the charges for each qualification. Download our fees and charges leaflet. 29

30 AIM Awards Suite of Internal Quality Assurance of Assessment (QCF) Qualifications Charges Section 5 Appendices 30

31 Appendix 1 AIM Awards Glossary of Assessment Terms...32 Appendix 2 Level Descriptors

32 APPENDIX 1 GLOSSARY OF ASSESSMENT TERMS 32

33 Glossary of Assessment Terms There are two main types of assessment: summative and formative. The key to good assessment practice is for assessors to understand what each method contributes and to build their practice to maximise the effectiveness of each. Assessment Criteria: descriptions by which the assessor determines whether a learner has demonstrated achievement of the intended learning outcomes for a particular level. Formative assessment: designed to provide learners with feedback on progress and inform development. Summative Assessment: provides a measure of achievement in respect of a learner s performance in relation to the intended learning outcomes. It contributes to the overall result of achieved/not achieved. Assessment Terms Analyse Appraise Assess Comment critically Compare/Contrast Define Demonstrate Describe Identify separate factors, show how they are related and how each one contributes to the whole Consider the positive and negative points and give a reasoned judgement Give consideration to all the factors or events that apply and then make a careful and valued judgement as to which are the most important or relevant Give a view after consideration of all the evidence. In particular decide the importance of all the relevant positive and negative aspects Using the main factors that apply in two or more situations unpick the similarities and differences or advantages and disadvantages Make clear what a particular term means and give an example, if appropriate, to show what is meant Show by example Give a clear overview that includes all the relevant 33

34 features painting a picture with words Design Discuss Draw conclusions Evaluate Explain Identify Illustrate Interpret List Outline Plan Select State Summarise Create a plan, proposal or brief to illustrate a concept or idea Take part in a conversation about a topic Use the evidence provided to reach a reasoned judgement Decide the degree to which a statement is true or the importance or value of something by reviewing the information. Set out in detail the meaning of something, with reasons. More complex than describe or list, so it can help to give an example to show what is meant. Introduce the topic then give the how or why Pin point or choose the right one or give a list of the main features Include examples, a diagram, pictures or photographs to show what is meant Give the meaning of something Provide the information in a list, rather than in continuous writing Give a brief overview Work out and decide how to carry out a task or activity Choose from a given range Give a clear but brief account Write or articulate briefly the main points or essential features 34

35 APPENDIX 2 LEVEL DESCRIPTORS Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework

36 Qualifications and Credit Framework: Level Descriptors Summary Knowledge and Understanding Application and action Autonomy and accountability Level 3 Achievement at level 3 reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgement within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work. Use factual, procedural and theoretical understanding to complete tasks and address problems that, while well defined, may be complex and non- routine Interpret and evaluate relevant information and ideas Be aware of the nature of the area of study or work Have awareness of different perspectives or approaches within the area of study or work Address problems that, while well defined, may be complex and nonroutine Identify, select and use appropriate skills, methods and procedures Use appropriate investigation to inform actions Review how effective methods and actions have been Take responsibility for initiating and completing tasks and procedures, including, where relevant, responsibility for supervising or guiding others Exercise autonomy and judgement within limited parameters 36

37 Summary Knowledge and Understanding Application and action Autonomy and accountability Level 4 Achievement at level 4 reflects the ability to identify and use relevant understanding, methods and skills to address problems that are well defined but complex and non-routine. It includes taking responsibility for overall courses of action as well as exercising autonomy and judgement within fairly broad parameters. It also reflects understanding of different perspectives or approaches within an area of study or work. Use practical, theoretical or technical understanding to address problems that are well defined but complex and nonroutine Analyse, interpret and evaluate relevant information and ideas Be aware of the nature and approximate scope of the area of study or work Have an informed awareness of different perspectives or approaches within the area of study or work Address problems that are complex and non-routine while normally fairly well defined Identify, adapt and use appropriate methods and skills Initiate and use appropriate investigation to inform actions Review the effectiveness and appropriateness of methods, actions and results Take responsibility for courses of action, including, where relevant, responsibility for the work of others Exercise autonomy and judgement within broad but generally well-defined parameters 37

38 Summary Knowledge and Understanding Application and action Autonomy and accountability Level 5 Achievement at level 5 reflects the ability to identify and use relevant understanding, methods and skills to address broadly-defined, complex problems. It includes taking responsibility for planning and developing courses of action as well as exercising autonomy and judgement within broad parameters. It also reflects understanding of different perspectives, approaches or schools of thought and the reasoning behind them. Use practical, theoretical or technological understanding to find ways forward in broadly defined, complex contexts Analyse, interpret and evaluate relevant information, concepts and ideas Be aware of the nature and scope of the area of study or work Understand different perspectives, approaches or schools of thought and the reasoning behind them Address broadly-defined, complex problems Determine, adapt and use appropriate methods and skills Use relevant research or development to inform actions Evaluate actions, methods and results Take responsibility for planning and developing courses of action, including, where relevant, responsibility for the work of others Exercise autonomy and judgement within broad parameters 38

39 Contact AIM Awards Charges For any queries, please contact AIM Awards: AIM Awards 10 Newmarket Court Newmarket Drive Off Ascot Drive Derby DE24 8NW