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seeccreating learning opportunity through credit
Credit Level Descriptors for Higher Education - 2016
seec c/o Centre for Learning Excellence, University of Bedfordshire, University Square, Luton, LU1 3JU
[email protected] ● www.seec.org.uk ● +44 (0)845 271 7749
This edition of the seec level descriptors updates the context for their use to reflect changes in the sector since they last underwent major review in 2010. The descriptors themselves remain unchanged.
They are provided free to those who may find them of use. We would request that, where appropriate, you acknowledge their source as:
seec (2016) credit level descriptors for Higher Education available at www.seec.org.uk
We would welcome examples of their use and comments on their content and structure. You can contact us via our website where you will find resources to support their use.
seec Board of Trustees, November 2016
Contents
DEFINITION AND CONTEXT .............................................................................................. 1
WHAT ARE CREDIT LEVEL DESCRIPTORS? ................................................................................ 1
EXTERNAL REFERENCE POINTS ............................................................................................... 1
RELATIONSHIP TO THE FRAMEWRK FOR HIGHER EDUCATION QUALIFICATIONS ........................... 2
HOW ARE CREDIT LEVEL DESCRIPTORS USED? ......................................................... 3
A. THE ASSIGNMENT OF CREDIT AND THE WRITING OF LEARNING OUTCOMES ........................... 3
B. CURRICULUM DESIGN ........................................................................................................ 3
C. ASSESSMENT CRITERIA AND THE SETTING OF STANDARDS .................................................. 4
D. THE RECOGNITION OF PRIOR LEARNING .............................................................................. 4
E. RECOGNITION OF WORK-BASED LEARNING ......................................................................... 4
F. COMMUNICATING EXPECTATIONS TO LEARNERS .................................................................. 4
G. STAFF DEVELOPMENT ........................................................................................................ 4
PRINCIPLES UNDERPINNING THE USE OF THE DESCRIPTORS ..................................................... 5
THE seec DESCRIPTORS ................................................................................................ 6
FORMAT AND STRUCTURE ....................................................................................................... 6
FURTHER INFORMATION .......................................................................................................... 7
seec DESCRIPTORS: BY LEVEL ..................................................................................... 8
LEVEL 3 ................................................................................................................................. 8
LEVEL 4 ................................................................................................................................. 9
LEVEL 5 ............................................................................................................................... 10
LEVEL 6 ............................................................................................................................... 11
LEVEL 7 ............................................................................................................................... 12
LEVEL 8 ............................................................................................................................... 13
seec DESCRIPTORS: COMPARATIVE SUMMARY ...................................................... 14
APPENDICES .................................................................................................................... 21
HISTORICAL NOTE ................................................................................................................ 21
ABBREVIATIONS ................................................................................................................... 22
GLOSSARY ........................................................................................................................... 22
1
Definition and context
What are credit level descriptors? Credit level descriptors define the level of challenge, complexity, and autonomy expected of a learner on completion of a defined and bounded learning activity such as a module1 or programme of learning. They provide a description of increasing levels of learning (from level 3 to level 8) categorised in relation to knowledge, understanding and skills. As such they represent one articulation of the expected learning gain of learners as they progress through higher education. Credit level descriptors are a useful reference point for anyone with a responsibility for benchmarking, contextualising and credit-rating learning, whether this learning derives from within or without a formal curriculum. Their considered use aids consistency and transparency of expectations and outcomes for all parties: higher education institutions, academics, employers, professional bodies and learners.
External reference points The following provide key reference points and context for the descriptors:
• The Frameworks for Higher Education Qualifications of UK Degree-AwardingBodies (November 2014), available at www.qaa.ac.uk.
• The issuing of guidance on academic credit arrangements in higher education inEngland (August 2008), available at www.qaa.ac.uk.
• Moves towards the harmonisation of definitions and the use of credit acrossEurope (see A Framework for Qualifications in the European Higher EducationArea (available at www.ehea.info) and through revisions to the European CreditAccumulation and Transfer System, see for example the ECTS User Guide 2015,available at www.ec.europa.eu.
• The development of the Qualifications and Credit Framework (QCF) by theQualifications and Curriculum Authority to cover vocational education up to level8 and its subsequent replacement by the Regulated Qualifications Framework(RQF) in October 2015 (further information available at www.gov.uk)
• Credit and Qualifications Framework for Wales (2016), available atwww.gov.wales.
• The Scottish Credit and Qualifications Framework (see SCQF Handbook,volumes 1 and 2, available at www.scqf.org.uk)
1 The term ‘module’ is used in this document to indicate any method of organisation of learning; institutions may have their own term such as ‘unit’.
2
Relationship to the Framework for Higher Education Qualifications The Framework for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ) (QAA, 2014) defines the learning standards expectations for a range of nationally recognised higher education qualifications, such as Certificates of Higher Education, Diplomas of Higher Education, Bachelors, Masters and Doctoral degrees. The FHEQ is, as such, a set of ‘qualification descriptors’, which define learning expectations at the terminal qualification level only. For example, a Bachelors degree qualification descriptor will describe learning expectations at level 6 but not at levels 4 or 5. The essential difference between qualification descriptors and credit level descriptors is that the former relate to whole qualifications, which may be at one or more academic level. The more detailed seec credit level descriptors focus on and describe the characteristics and context of learning expected at each higher education ‘level’ rather than by qualification type. Any specific qualification will normally consist of a range of modules at one or more academic level with combined credit volumes appropriate to that qualification. Individual institutions may also define the volume and nature of the credit required at each academic level within the overall expectations of the FHEQ. Thus, for example, some institutions allow the use of a limited amount of level 6 credit (final year undergraduate) towards a level 7 (Master’s) award. A focus on the learning expectations of qualifications does not, in itself, provide a benchmark for learning that precedes terminal qualification. However, in the process of the design of programmes and modules that lead to qualifications, it is clearly important that the expectations of learning in qualification descriptors and level descriptors are aligned.
3
How are credit level descriptors used? The six principal uses of the seec credit level descriptors are: a) to guide the assignment of credit through the writing of learning outcomes,b) in curriculum design,c) to assist in writing assessment criteria and the setting of standards,d) to support the recognition of prior learning,e) to assist with the recognition of learning in work contexts,f) to aid the clear communication of learning expectations, andg) for the purposes of staff development.
A. The assignment of credit and the writing of learning outcomes
A key purpose of the seec credit level descriptors is to help assign the appropriate higher education level to an identified and bounded learning activity such as a programme module. This is usually achieved through the credit level descriptors being used by module designers to help write learning outcomes, which clearly articulate the level of learning expected. Individual learning outcomes within a module may span a range of related levels but, overall, the outcomes should clearly locate the module at a particular level. Only one level can be assigned to any given module. When the module forms part of a larger programme of learning, it should be located at the appropriate level for that module irrespective of the overall level of the ultimate award. Since the credit level descriptors are ‘generic’ or ‘transdisciplinary’ and not ‘subject’ or practice specific, where the credit level descriptors are used to inform the development of learning outcomes for subject/practice specific programmes and/or modules, module designers need to translate them into learning outcomes which identify the subject/practice specific requirements of a programme of study.
B. Curriculum design
The seec credit level descriptors can be used in a number of ways to help aid effective curriculum design. They can:
• Provide a means to identify the challenge, complexity, depth of learning anddegree of learner autonomy expected at each level of a programme of study.
• Provide a means of establishing that there is broad coverage of the variousaspects of learning described by the credit level descriptors across a programmeof study. Whilst programmes may not cover all aspects of the level descriptors,there is often a need to ensure that a breadth and balance of skills developmentis demonstrated. This is particularly the case where a programme of study leadsto a qualification that corresponds to the total amount of credit normally achievedwithin a specific level. For example, 120 credits at levels 4, 5 and 6; and 180credits at level 7.
• Help to inform the process of writing learning outcomes so that they are producedin a way that supports learner progression through a course of study.
4
• Help establish broad comparisons across subject/practice areas facilitating creditaccumulation and transfer schemes, the design of joint and combined awardsand the sharing of modules between programmes.
C. Assessment criteria and the setting of standards
The seec credit level descriptors provide a useful benchmark indicator of the learning outcomes expected at each level and may be used as the basis for judgements about the standard of learning required for specific programme modules and their associated assessment. Thus they can assist tutors, external examiners and validation and approval panels in their various roles in the standard setting process.
D. The recognition of prior learning
The seec credit level descriptors are useful in the Recognition of Prior Learning (RPL) processes. They provide a reference point for ascribing credit to ‘certificated learning’ which has not been credit rated, and they enable learners and tutors to identify the appropriate level at which prior ‘experiential learning’ can be recognised for the award of credit.
E. Recognition of work-based learning
The seec credit level descriptors can assist with identifying the level of learning derived from the work place (formal/informal, employed or voluntary) as part of formal work-based learning programmes. Unlike prior experiential learning, work-based learning is concurrent and integrated with study. Assessment is normally derived from evidence of learning generated from work and the seec credit level descriptors can inform judgements about the level of the learning achievement demonstrated.
F. Communicating expectations to learners
Whilst the seec credit level descriptors have been primarily designed to help programme/module designers and inform quality assurance processes, they can also be used to help articulate to learners the outcomes expected of their learning and how this should develop as they progress with their studies. Learners may need help and guidance in interpreting what is intended by the language of the descriptors.
G. Staff development
The seec credit level descriptors can be used for different types of staff development related to the functions described above, including course and module design, writing learning outcomes and assessment criteria, and the recognition of prior learning.
5
Principles underpinning the use of the descriptors
The following general principles underpin the intended use of the seec credit level descriptors: i. The descriptors are designed to assist with the assignment of credit to
elements of learning and the structuring of learning opportunities withinprogrammes of study. They are not intended to replace qualificationsdescriptors but are aligned with the FHEQ.
ii. The descriptors provide an indicative benchmark for credit-rating and level-setting and are not intended to be all-encompassing or prescriptive in nature.
iii. The descriptors are generic or transdisciplinary by design and can encompasslearning in most subjects and practice contexts.
iv. Programmes and modules in different subject or practice areas will emphasisedifferent aspects of the descriptors.
v. The descriptors define learning positively and imply that learning isdemonstrated ‘effectively’ in relation to specific work or study contexts.
vi. The descriptors provide a benchmark for the academic level of learning but itis not intended that all of the descriptors at a particular level necessarily needto be met in order for the learning to be ascribed to that level.
vii. Higher-level descriptors subsume the descriptors at lower levels.viii. The language of the descriptors has been kept simple wherever possible.ix. The descriptors are intended to be used and adapted by institutions and
academic practitioners to suit their own development purposes.
6
The seec descriptorsFormat and structure There are many ways in which learning can be described and categorised. The format adopted by the seec credit level descriptors reflects the nature of learning commonly recognised by seec members in a variety of learning situations and across a range of subject and/or practice areas.
The seec credit level descriptors are not meant to be prescriptive or limiting, or to devalue aspects which are not strongly reflected but which might be relevant to particular subjects and/or practice contexts. Rather the intention is to define a set of knowledge, understanding, skills and attributes which can act as a guide for academic practitioners and others seeking to define or recognise learning and ascribe it to a particular academic level. The level descriptors are designed to help assign credit to higher education-level learning defined by the FHEQ as levels 4 through to 8. However, to provide a context for the consideration of progression to higher education levels, the seec credit level descriptors also include level 3.
The seec credit level descriptors are also aligned with the England, Wales and Northern Ireland (EWNI) Summary Credit Level Descriptors for consistency.
The descriptors are grouped under five headings. In order to support their use in a variety of contexts, the descriptors are set out in two different formats; by level and by heading showing comparative learning expectations across academic levels. The descriptors themselves are identical in both formats. Setting • Operational context• Autonomy and responsibility for actionsThe context in which learning takes place and the autonomy expected of the learner is an important aspect of defining the level at which learning is taking place. These two descriptors describe how complexity and autonomy increase with level. The setting in which a learner is operating is particularly important in interpreting other descriptors thus this dimension is highlighted first. Knowledge and understanding • Knowledge and understandingThese descriptors describe the growing knowledge and conceptual base of the field of study and the degree of complexity expected as the learner progresses. Knowledge and understanding provide the basis for the development of many of the other skills and attributes in the descriptors.
7
Cognitive skills • Conceptualisation and critical thinking• Problem solving, research and enquiry• Synthesis and creativity• Analysis and evaluationThese descriptors capture the developing cognitive skills which are expected of learners as they progress towards higher-level work. There are many cognitive skills and possible groupings which might have been included in this area. Those indicated are the ones which seec members believed to be most generally relevant. They have been grouped to prevent excessive fragmentation of the descriptors but it is recognised that such groupings are contestable and that subject/practice contexts can lead to different nomenclature, groupings and prioritisation. Users may wish to develop their own categorisation using those provided as a reference point. Performance and practice • Adaptation to context• Performance• Team and organisational working• Ethical awareness and applicationThese skills are described across levels in a range of circumstances, beyond the purely academic, particularly in applied areas. The descriptors use the term ‘team’ rather than ‘group’ to reflect the growing professional nature of expectations in this area. These two terms, whilst related and often inter-changeable, are not synonymous and their use may be context dependent. Those using the descriptors should identify the terminology most appropriate to their circumstances. Personal and enabling skills • Personal evaluation and development• Interpersonal and communication skillsThese credit level descriptors emphasise personal development planning, interpersonal and communication skills and are located here because they ‘enable’ the demonstration of the outcomes of many of the other descriptors.
Further information
Further information on level descriptors and their use can be found on the seec web site (www.seec.org.uk).
8
seec descriptors: by levelLevel 3 Summary credit level descriptors
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.
Setting
Operational context Operates in predictable and defined contexts that require the use of given techniques and information sources.
Autonomy and responsibility for actions
Acts largely under direction or supervision, within defined guidelines. Takes responsibility for initiating and completing tasks and procedures.
Knowledge and understanding
Knowledge and understanding
Has an understanding of defined areas of the knowledge base. Demonstrates an awareness of current areas of debate in the field of study.
Cognitive skills
Conceptualisation and critical thinking
Relates principles and concepts to underlying theoretical frameworks and approaches.
Problem solving, research and enquiry
Carries out defined investigative strategies and communicates results effectively in a given format.
Synthesis and creativity Collects information to inform a choice of solutions to standard problems in familiar contexts.
Analysis and evaluation Analyses a range of information using pre-defined principles, frameworks or criteria.
Performance and practice Adaptation to context Undertakes a given and clearly defined role.
Performance Undertakes given performance tasks that may be complex.
Team and organisational working
Adapts own behaviour to meet obligations to others.
Ethical awareness and application
Has an awareness of the ethical issues in the main areas of study.
Personal and enabling skills
Personal evaluation and development
Assesses own capabilities against given criteria. Engages in guided development activity.
Interpersonal and communication skills
Uses interpersonal and communication skills to clarify tasks and communicate outcomes in narrowly defined contexts.
9
Level 4 Summary credit level descriptors
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.
Setting
Operational context Operates in a range of varied but predictable contexts that require the use of a specified range of techniques and information sources.
Autonomy and responsibility for actions
Acts with limited autonomy, under direction or supervision, within defined guidelines. Takes responsibility for the nature and quality of outputs.
Knowledge and understanding
Knowledge and understanding
Has a broad understanding of the knowledge base and its terminology or discourse. Appreciates that areas of this knowledge base are open to ongoing debate and reformulation.
Cognitive skills
Conceptualisation and critical thinking
Identifies principles and concepts underlying theoretical frameworks and approaches, identifying their strengths and weaknesses.
Problem solving, research and enquiry
Identifies a well-defined focus for enquiry, plans and undertakes investigative strategies using a limited and defined range of methods, collects data from a variety of sources, and communicates results effectively in an appropriate format.
Synthesis and creativity Collects information from a variety of authoritative sources to inform a choice of solutions to standard problems in familiar contexts.
Analysis and evaluation Judges the reliability of data and information using pre-defined techniques and/or criteria.
Performance and practice Adaptation to context Locates own role in relation to specified and externally defined
parameters.
Performance Undertakes performance tasks that may be complex and non-routine, engaging in self-reflection.
Team and organisational working
Works effectively with others and recognises the factors that affect team performance.
Ethical awareness and application
Demonstrates awareness of ethical issues and is able to discuss these in relation to personal beliefs and values.
Personal and enabling skills
Personal evaluation and development
Is aware of own capabilities in key areas and engages in development activity through guided self-direction.
Interpersonal and communication skills
Uses interpersonal and communication skills to clarify tasks and identify and rectify issues in a range of contexts.
10
Level 5 Summary credit level descriptors
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 or group outcomes.
Setting
Operational context Operates in situations of varying complexity and predictability requiring the application of a wide range of techniques and information sources.
Autonomy and responsibility for actions
Acts with limited supervision and direction within defined guidelines, accepting responsibility for achieving personal and/or group outcomes and/or outputs.
Knowledge and understanding
Knowledge and understanding
Has detailed knowledge of well-established theories and concepts. Demonstrates an awareness of different ideas, contexts and frameworks and recognises those areas where the knowledge base is most/least secure.
Cognitive skills
Conceptualisation and critical thinking
Identifies, analyses and communicates principles and concepts, recognising competing perspectives.
Problem solving, research and enquiry
Undertakes research to provide new information and/or explores new or existing data to identify patterns and relationships. Uses appropriate theoretical models to judge the significance of the data collected, recognising the limitations of the enquiry.
Synthesis and creativity Collects and synthesises information to inform a choice of solutions to problems in unfamiliar contexts.
Analysis and evaluation Analyses a range of information, comparing alternative methods and techniques. Selects appropriate techniques/criteria for evaluation and discriminates between the relative relevance and significance of data/evidence collected.
Performance and practice Adaptation to context Identifies external expectations and adapts own performance accordingly.
Performance Undertakes complex and non-routine performance tasks. Analyses performance of self and others and suggests improvements.
Team and organisational working
Interacts effectively within a team, giving and receiving information and ideas and modifying responses where appropriate. Recognises and ameliorates situations likely to lead to conflict.
Ethical awareness and application
Is aware of personal responsibility and professional codes of conduct.
Personal and enabling skills
Personal evaluation and development
Assesses own capabilities using justifiable criteria set by self and others taking the wider needs of the context into account. Uses feedback to adapt own actions to reach a desired aim and reviews impact.
Interpersonal and communication skills
Adapts interpersonal and communication skills to a range of situations, audiences and degrees of complexity.
11
Level 6 Summary credit level descriptors
Critically review, consolidate and extend a systematic and coherent body of knowledge, utilising specialised skills across an area of study; critically evaluate 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.
Setting
Operational context Operates in complex, unpredictable contexts, requiring selection and application from a range of often standard techniques and information sources.
Autonomy and responsibility for actions
Acts with minimal supervision or direction within agreed guidelines, taking responsibility for accessing support and accepting accountability for determining and achieving personal and/or group outcomes.
Knowledge and understanding
Knowledge and understanding
Has a systematic understanding of the knowledge base and its inter-relationship with other fields of study. Demonstrates current understanding of some specialist areas in depth.
Cognitive skills
Conceptualisation and critical thinking
Works with ideas at a level of abstraction, arguing from competing perspectives. Identifies the possibility of new concepts within existing knowledge frameworks and approaches.
Problem solving, research and enquiry
Demonstrates confidence and flexibility in identifying and defining complex problems. Identifies, selects and uses investigative strategies and techniques to undertake a critical analysis, evaluating the outcomes.
Synthesis and creativity Applies knowledge in unfamiliar contexts, synthesising ideas or information to generate novel solutions. Achieves a body of work or practice that is coherent and resolved.
Analysis and evaluation Analyses new, novel and/or abstract data using an appropriate range of established subject-specific techniques. Judges the reliability, validity and significance of evidence to support conclusions and/or recommendations. Suggests reasons for contradictory data/results.
Performance and practice Adaptation to context Locates own role within poorly defined and/or flexible contexts requiring a
level of autonomy.
Performance Seeks and applies new techniques and processes to own performance and identifies how these might be evaluated.
Team and organisational working
Works effectively within a team, supports or is proactive in leadership, negotiates in a professional context and manages conflict. Proactively seeks to resolve conflict.
Ethical awareness and application
Is aware of personal responsibility and professional codes of conduct and incorporates this into their practice.
Personal and enabling skills
Personal evaluation and development
Takes responsibility for own learning and development using reflection and feedback to analyse own capabilities, appraises alternatives and plans and implements actions.
Interpersonal and communication skills
Sets criteria for, and is effective in, professional and interpersonal communication in a wide range of situations.
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Level 7 EWNI Summary credit level descriptors
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.
Setting
Operational context Operates in complex and unpredictable and/or specialised contexts, requiring selection and application from a wide range of advanced techniques and information sources.
Autonomy and responsibility for actions
Acts with initiative in decision-making and accessing support within professional or given guidelines, accepting full accountability for outcomes.
Knowledge and understanding
Knowledge and understanding
Has a deep and systematic understanding within a specialised field of study and its interrelationship with other relevant disciplines. Demonstrates an understanding of current theoretical and methodological approaches and how these affect the way the knowledge base is interpreted.
Cognitive skills
Conceptualisation and critical thinking
Uses ideas at a high level of abstraction. Develops critical responses to existing theoretical discourses, methodologies or practices and suggests new concepts or approaches.
Problem solving, research and enquiry
Designs and undertakes substantial investigations to address significant areas of theory and/or practice. Selects appropriate advanced methodological approaches and critically evaluates their effectiveness.
Synthesis and creativity Flexibly and creatively applies knowledge in unfamiliar contexts, synthesises ideas or information in innovative ways, and generates transformative solutions.
Analysis and evaluation Undertakes analysis of complex, incomplete or contradictory evidence/data and judges the appropriateness of the enquiry methodologies used. Recognises and argues for alternative approaches.
Performance and practice Adaptation to context Autonomously adapts performance to multiple contexts.
Performance Autonomously implements and evaluates improvements to performance, drawing on innovative or sectoral best practice.
Team and organisational working
Works effectively with multiple teams as leader or member. Clarifies tasks and make appropriate use of the capacities of team members, resolving likely conflict situations before they arise.
Ethical awareness and application
Incorporates a critical ethical dimension to their practice, managing the implications of ethical dilemmas. Works proactively with others to formulate solutions.
Personal and enabling skills
Personal evaluation and development
Uses personal reflection to analyse self and own actions. Makes connections between known and unknown areas, to allow for adaptation and change.
Interpersonal and communication skills
Identifies, evaluates and maintains capabilities and qualities to support effective communication in a range of complex and specialised contexts.
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Level 8 EWNI Summary credit level descriptors
Make a significant and original contribution to a specialised field of inquiry, demonstrating a command of methodological issues and engaging in critical dialogue with peers and accepting full accountability for outcomes.
Setting
Operational context Operates in complex and unpredictable and/or specialised contexts at the forefront of knowledge.
Autonomy and responsibility for actions
Acts autonomously and with initiative, often in a professional capacity with responsibility for self and often others.
Knowledge and understanding
Knowledge and understanding
Works with theoretical/research knowledge at the forefront of the discipline. Demonstrates a comprehensive understanding of techniques and methodologies applicable to the discipline.
Cognitive skills
Conceptualisation and critical thinking
Develops ideas at a high level of abstraction. Develops theoretical discourses, methodologies or practices, critically analysing their development and application.
Problem solving, research and enquiry
Acts independently and with originality in problem solving. Develops or adapts appropriate advanced methodological approaches and critically evaluates their effectiveness.
Synthesis and creativity Synthesises and applies new approaches, in a manner that can contribute to the development of methodology or understanding in that discipline or practice.
Analysis and evaluation Undertakes independent analysis or evaluation, managing complexity, incompleteness of data or contradictions in areas of knowledge.
Performance and practice Adaptation to context Autonomously adapts performance to contexts requiring professional
outputs.
Performance Has technical mastery, performs smoothly with precision and effectiveness, can adapt or develop skills and procedures for new situations.
Team and organisational working
Leads and/or works effectively with often multiple teams in multiple roles. Manages the capacities of members to achieve outcomes, handling conflict with confidence.
Ethical awareness and application
Analyses and manages ethical dilemmas and works pro-actively with others to formulate and implement solutions.
Personal and enabling skills
Personal evaluation and development
Reflects on own and others’ functioning in order to improve practice. Is independent and self-critical as a learner. Guides and supports the learning of others and manages own professional development.
Interpersonal and communication skills
Displays consultancy skills. Communicates complex or contentious information clearly and effectively to the target audience.
14 seec
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: com
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Leve
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Leve
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Leve
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y fo
r re
late
d de
cisi
on-
mak
ing,
incl
udin
g us
e of
sup
ervi
sion
.
Mak
e a
sign
ifica
nt
and
orig
inal
co
ntrib
utio
n to
a
spec
ialis
ed fi
eld
of
inqu
iry,
dem
onst
ratin
g a
com
man
d of
m
etho
dolo
gica
l is
sues
and
eng
agin
g in
crit
ical
dia
logu
e w
ith p
eers
and
ac
cept
ing
full
acco
unta
bilit
y fo
r ou
tcom
es.
15
Leve
l 3
Leve
l 4
Leve
l 5
Leve
l 6
Leve
l 7
Leve
l 8
Setti
ng
Ope
ratio
nal
cont
ext
Ope
rate
s in
pr
edic
tabl
e an
d de
fined
con
text
s th
at
requ
ire th
e us
e of
gi
ven
tech
niqu
es
and
info
rmat
ion
sour
ces.
Ope
rate
s in
a ra
nge
of v
arie
d bu
t pr
edic
tabl
e co
ntex
ts
that
requ
ire th
e us
e of
a s
peci
fied
rang
e of
tech
niqu
es a
nd
info
rmat
ion
sour
ces.
Ope
rate
s in
si
tuat
ions
of v
aryi
ng
com
plex
ity a
nd
pred
icta
bilit
y re
quiri
ng th
e ap
plic
atio
n of
a w
ide
rang
e of
tech
niqu
es
and
info
rmat
ion
sour
ces.
Ope
rate
s in
com
plex
an
d un
pred
icta
ble
cont
exts
, req
uirin
g se
lect
ion
and
appl
icat
ion
from
a
rang
e of
larg
ely
stan
dard
tech
niqu
es
and
info
rmat
ion
sour
ces.
Ope
rate
s in
com
plex
an
d un
pred
icta
ble
and/
or s
peci
alis
ed
cont
exts
, req
uirin
g se
lect
ion
and
appl
icat
ion
from
a
wid
e ra
nge
of
adva
nced
te
chni
ques
and
in
form
atio
n so
urce
s.
Ope
rate
s in
com
plex
an
d un
pred
icta
ble
and/
or s
peci
alis
ed
cont
exts
at t
he
fore
front
of
know
ledg
e.
Aut
onom
y an
d re
spon
sibi
lity
for
actio
ns
Act
s la
rgel
y un
der
dire
ctio
n or
su
perv
isio
n, w
ithin
de
fined
gui
delin
es.
Take
s re
spon
sibi
lity
for i
nitia
ting
and
com
plet
ing
task
s an
d pr
oced
ures
.
Act
s w
ith li
mite
d au
tono
my,
und
er
dire
ctio
n or
su
perv
isio
n, w
ithin
de
fined
gui
delin
es.
Take
s re
spon
sibi
lity
for t
he n
atur
e an
d qu
ality
of o
utpu
ts.
Act
s w
ith li
mite
d su
perv
isio
n an
d di
rect
ion
with
in
defin
ed g
uide
lines
, ac
cept
ing
resp
onsi
bilit
y fo
r ac
hiev
ing
pers
onal
an
d/or
gro
up
outc
omes
and
/or
outp
uts.
Act
s w
ith m
inim
al
supe
rvis
ion
or
dire
ctio
n w
ithin
ag
reed
gui
delin
es,
taki
ng re
spon
sibi
lity
for a
cces
sing
su
ppor
t and
ac
cept
ing
acco
unta
bilit
y fo
r de
term
inin
g an
d ac
hiev
ing
pers
onal
an
d/or
gro
up
outc
omes
.
Act
s w
ith in
itiat
ive
in
deci
sion
-mak
ing
and
acce
ssin
g su
ppor
t w
ithin
pro
fess
iona
l or
giv
en g
uide
lines
, ac
cept
ing
full
acco
unta
bilit
y fo
r ou
tcom
es.
Act
s au
tono
mou
sly
and
with
initi
ativ
e,
ofte
n in
a
prof
essi
onal
ca
paci
ty w
ith
resp
onsi
bilit
y fo
r sel
f an
d of
ten
othe
rs.
16
Leve
l 3
Leve
l 4
Leve
l 5
Leve
l 6
Leve
l 7
Leve
l 8
Kno
wle
dge
and
unde
rsta
ndin
g K
now
ledg
e an
d un
ders
tand
ing
Has
an
unde
rsta
ndin
g of
de
fined
are
as o
f the
kn
owle
dge
base
. D
emon
stra
tes
an
awar
enes
s of
cu
rren
t are
as o
f de
bate
in th
e fie
ld o
f st
udy
Has
a b
road
un
ders
tand
ing
of th
e kn
owle
dge
base
and
its
term
inol
ogy
or
disc
ours
e.
App
reci
ates
that
ar
eas
of th
is
know
ledg
e ba
se a
re
open
to o
ngoi
ng
deba
te a
nd
refo
rmul
atio
n.
Has
det
aile
d kn
owle
dge
of w
ell-
esta
blis
hed
theo
ries
and
conc
epts
. D
emon
stra
tes
an
awar
enes
s of
di
ffere
nt id
eas,
co
ntex
ts a
nd
fram
ewor
ks a
nd
reco
gnis
es th
ose
area
s w
here
the
know
ledg
e ba
se is
m
ost/l
east
sec
ure.
Has
a s
yste
mat
ic
unde
rsta
ndin
g of
the
know
ledg
e ba
se a
nd
its in
ter-
rela
tions
hip
with
oth
er fi
elds
of
stud
y.
Dem
onst
rate
s cu
rren
t un
ders
tand
ing
of
som
e sp
ecia
list
area
s in
dep
th.
Has
a d
eep
and
syst
emat
ic
unde
rsta
ndin
g w
ithin
a s
peci
alis
ed
field
of s
tudy
and
its
inte
rrel
atio
nshi
p w
ith
othe
r rel
evan
t di
scip
lines
. D
emon
stra
tes
an
unde
rsta
ndin
g of
cu
rren
t the
oret
ical
an
d m
etho
dolo
gica
l ap
proa
ches
and
ho
w th
ese
affe
ct th
e w
ay th
e kn
owle
dge
base
is in
terp
rete
d.
Wor
ks w
ith
theo
retic
al/re
sear
ch
know
ledg
e at
the
fore
front
of t
he
disc
iplin
e.
Dem
onst
rate
s a
com
preh
ensi
ve
unde
rsta
ndin
g of
te
chni
ques
and
m
etho
dolo
gies
ap
plic
able
to th
e di
scip
line.
17
Leve
l 3
Leve
l 4
Leve
l 5
Leve
l 6
Leve
l 7
Leve
l 8
Cog
nitiv
e sk
ills
Con
cept
ualis
atio
n an
d cr
itica
l thi
nkin
g R
elat
es p
rinci
ples
an
d co
ncep
ts to
un
derly
ing
theo
retic
al
fram
ewor
ks a
nd
appr
oach
es.
Iden
tifie
s pr
inci
ples
an
d co
ncep
ts
unde
rlyin
g th
eore
tical
fra
mew
orks
and
ap
proa
ches
, id
entif
ying
thei
r st
reng
ths
and
wea
knes
ses.
Iden
tifie
s, a
naly
ses
and
com
mun
icat
es
prin
cipl
es a
nd
conc
epts
, re
cogn
isin
g co
mpe
ting
pers
pect
ives
.
Wor
ks w
ith id
eas
at
a le
vel o
f ab
stra
ctio
n, a
rgui
ng
from
com
petin
g pe
rspe
ctiv
es.
Iden
tifie
s th
e po
ssib
ility
of n
ew
conc
epts
with
in
exis
ting
know
ledg
e fra
mew
orks
and
ap
proa
ches
.
Use
s id
eas
at a
hig
h le
vel o
f abs
tract
ion.
D
evel
ops
criti
cal
resp
onse
s to
ex
istin
g th
eore
tical
di
scou
rses
, m
etho
dolo
gies
or
prac
tices
and
su
gges
ts n
ew
conc
epts
or
appr
oach
es.
Dev
elop
s id
eas
at a
hi
gh le
vel o
f ab
stra
ctio
n.
Dev
elop
s th
eore
tical
di
scou
rses
, m
etho
dolo
gies
or
prac
tices
, crit
ical
ly
anal
ysin
g th
eir
deve
lopm
ent a
nd
appl
icat
ion.
Pro
blem
sol
ving
, re
sear
ch a
nd
enqu
iry
Car
ries
out
defin
ed
inve
stig
ativ
e st
rate
gies
and
co
mm
unic
ates
re
sults
effe
ctiv
ely
in a
giv
en fo
rmat
.
Iden
tifie
s a
wel
l-de
fined
focu
s fo
r en
quiry
, pla
ns a
nd
unde
rtake
s in
vest
igat
ive
stra
tegi
es u
sing
a
limite
d an
d de
fined
ra
nge
of m
etho
ds,
colle
cts
data
from
a
varie
ty o
f sou
rces
, an
d co
mm
unic
ates
re
sults
effe
ctiv
ely
in
an a
ppro
pria
te
form
at.
Und
erta
kes
rese
arch
to p
rovi
de
new
info
rmat
ion
and/
or e
xplo
res
new
or
exi
stin
g da
ta to
id
entif
y pa
ttern
s an
d re
latio
nshi
ps.
Use
s ap
prop
riate
th
eore
tical
mod
els
to
judg
e th
e si
gnifi
canc
e of
the
data
col
lect
ed,
reco
gnis
ing
the
limita
tions
of t
he
enqu
iry.
Dem
onst
rate
s co
nfid
ence
and
fle
xibi
lity
in
iden
tifyi
ng a
nd
defin
ing
com
plex
pr
oble
ms.
Id
entif
ies,
sel
ects
an
d us
es
inve
stig
ativ
e st
rate
gies
and
te
chni
ques
to
unde
rtake
a c
ritic
al
anal
ysis
, eva
luat
ing
the
outc
omes
.
Des
igns
and
un
derta
kes
subs
tant
ial
inve
stig
atio
ns to
ad
dres
s si
gnifi
cant
ar
eas
of th
eory
an
d/or
pra
ctic
e.
Sel
ects
app
ropr
iate
ad
vanc
ed
met
hodo
logi
cal
appr
oach
es a
nd
criti
cally
eva
luat
es
thei
r effe
ctiv
enes
s.
Act
s in
depe
nden
tly
and
with
orig
inal
ity
in p
robl
em s
olvi
ng.
Dev
elop
s or
ada
pts
appr
opria
te
adva
nced
m
etho
dolo
gica
l ap
proa
ches
and
cr
itica
lly e
valu
ates
th
eir e
ffect
iven
ess.
Syn
thes
is a
nd
crea
tivity
C
olle
cts
info
rmat
ion
to
info
rm a
cho
ice
of
solu
tions
to
stan
dard
pro
blem
s in
fam
iliar
Col
lect
s in
form
atio
n fro
m a
var
iety
of
auth
orita
tive
sour
ces
to in
form
a c
hoic
e of
so
lutio
ns to
sta
ndar
d pr
oble
ms
in fa
mili
ar
Col
lect
s an
d sy
nthe
sise
s in
form
atio
n to
info
rm
a ch
oice
of s
olut
ions
to
pro
blem
s in
un
fam
iliar
con
text
s.
App
lies
know
ledg
e in
unf
amili
ar
cont
exts
, sy
nthe
sisi
ng id
eas
or in
form
atio
n to
ge
nera
te n
ovel
Flex
ibly
and
cr
eativ
ely
appl
ies
know
ledg
e in
un
fam
iliar
con
text
s,
synt
hesi
ses
idea
s or
in
form
atio
n in
Syn
thes
ises
and
ap
plie
s ne
w
appr
oach
es, i
n a
man
ner t
hat c
an
cont
ribut
e to
the
deve
lopm
ent o
f
18
cont
exts
. co
ntex
ts.
solu
tions
. A
chie
ves
a bo
dy o
f w
ork
or p
ract
ice
that
is
coh
eren
t and
re
solv
ed.
inno
vativ
e w
ays,
an
d ge
nera
tes
trans
form
ativ
e so
lutio
ns.
met
hodo
logy
or
unde
rsta
ndin
g in
th
at d
isci
plin
e or
pr
actic
e.
Ana
lysi
s an
d ev
alua
tion
Ana
lyse
s a
rang
e of
info
rmat
ion
usin
g pr
e-de
fined
pr
inci
ples
, fra
mew
orks
or
crite
ria.
Judg
es th
e re
liabi
lity
of d
ata
and
info
rmat
ion
usin
g pr
e-de
fined
te
chni
ques
and
/or
crite
ria.
Ana
lyse
s a
rang
e of
in
form
atio
n,
com
parin
g al
tern
ativ
e m
etho
ds
and
tech
niqu
es.
Sel
ects
app
ropr
iate
te
chni
ques
/crit
eria
fo
r eva
luat
ion
and
disc
rimin
ates
be
twee
n th
e re
lativ
e re
leva
nce
and
sign
ifica
nce
of
data
/evi
denc
e co
llect
ed.
Ana
lyse
s ne
w, n
ovel
an
d/or
abs
tract
dat
a us
ing
an a
ppro
pria
te
rang
e of
est
ablis
hed
subj
ect-s
peci
fic
tech
niqu
es.
Judg
es
the
relia
bilit
y, v
alid
ity
and
sign
ifica
nce
of
evid
ence
to s
uppo
rt co
nclu
sion
s an
d/or
re
com
men
datio
ns.
Sug
gest
s re
ason
s fo
r con
tradi
ctor
y da
ta/re
sults
.
Und
erta
kes
anal
ysis
of
com
plex
, in
com
plet
e or
co
ntra
dict
ory
evid
ence
/dat
a an
d ju
dges
the
appr
opria
tene
ss o
f th
e en
quiry
m
etho
dolo
gies
use
d.
Rec
ogni
ses
and
argu
es fo
r al
tern
ativ
e ap
proa
ches
.
Und
erta
kes
inde
pend
ent
anal
ysis
or
eval
uatio
n,
man
agin
g co
mpl
exity
, in
com
plet
enes
s of
da
ta o
r co
ntra
dict
ions
in
area
s of
kno
wle
dge.
19
Leve
l 3
Leve
l 4
Leve
l 5
Leve
l 6
Leve
l 7
Leve
l 8
Perf
orm
ance
an
d pr
actic
e
Ada
ptat
ion
to
cont
ext
Und
erta
kes
a gi
ven
and
clea
rly d
efin
ed
role
.
Loca
tes
own
role
in
rela
tion
to s
peci
fied
and
exte
rnal
ly
defin
ed p
aram
eter
s.
Iden
tifie
s ex
tern
al
expe
ctat
ions
and
ad
apts
ow
n pe
rform
ance
ac
cord
ingl
y.
Loca
tes
own
role
w
ithin
poo
rly d
efin
ed
and/
or fl
exib
le
cont
exts
requ
iring
a
leve
l of a
uton
omy.
Aut
onom
ousl
y ad
apts
per
form
ance
to
mul
tiple
con
text
s.
Aut
onom
ousl
y ad
apts
per
form
ance
to
con
text
s re
quiri
ng
prof
essi
onal
out
puts
.
Per
form
ance
U
nder
take
s gi
ven
perfo
rman
ce ta
sks
that
may
be
com
plex
.
Und
erta
kes
perfo
rman
ce ta
sks
that
may
be
com
plex
an
d no
n-ro
utin
e,
enga
ging
in s
elf-
refle
ctio
n.
Und
erta
kes
com
plex
an
d no
n-ro
utin
e pe
rform
ance
task
s.
Ana
lyse
s pe
rform
ance
of s
elf
and
othe
rs a
nd
sugg
ests
im
prov
emen
ts.
See
ks a
nd a
pplie
s ne
w te
chni
ques
and
pr
oces
ses
to o
wn
perfo
rman
ce a
nd
iden
tifie
s ho
w th
ese
mig
ht b
e ev
alua
ted.
Aut
onom
ousl
y im
plem
ents
and
ev
alua
tes
impr
ovem
ents
to
perfo
rman
ce,
draw
ing
on
inno
vativ
e or
sec
tora
l be
st p
ract
ice.
Has
tech
nica
l m
aste
ry, p
erfo
rms
smoo
thly
with
pr
ecis
ion
and
effe
ctiv
enes
s, c
an
adap
t or d
evel
op
skill
s an
d pr
oced
ures
fo
r new
situ
atio
ns.
Team
and
or
gani
satio
nal
wor
king
Ada
pts
own
beha
viou
r to
mee
t ob
ligat
ions
to o
ther
s.
Wor
ks e
ffect
ivel
y w
ith o
ther
s an
d re
cogn
ises
the
fact
ors
that
affe
ct
team
per
form
ance
.
Inte
ract
s ef
fect
ivel
y w
ithin
a te
am, g
ivin
g an
d re
ceiv
ing
info
rmat
ion
and
idea
s an
d m
odify
ing
resp
onse
s w
here
ap
prop
riate
. R
ecog
nise
s an
d am
elio
rate
s si
tuat
ions
like
ly to
le
ad to
con
flict
.
Wor
ks e
ffect
ivel
y w
ithin
a te
am,
supp
orts
or i
s pr
oact
ive
in
lead
ersh
ip,
nego
tiate
s in
a
prof
essi
onal
con
text
an
d m
anag
es
conf
lict.
Pro
activ
ely
seek
s to
reso
lve
conf
lict.
Wor
ks e
ffect
ivel
y w
ith m
ultip
le te
ams
as le
ader
or m
embe
r. C
larif
ies
task
s an
d m
ake
appr
opria
te
use
of th
e ca
paci
ties
of te
am m
embe
rs,
reso
lvin
g lik
ely
conf
lict s
ituat
ions
be
fore
they
aris
e.
Lead
s an
d/or
wor
ks
effe
ctiv
ely
with
ofte
n m
ultip
le te
ams
in
mul
tiple
role
s.
Man
ages
the
capa
citie
s of
m
embe
rs to
ach
ieve
ou
tcom
es, h
andl
ing
conf
lict w
ith
conf
iden
ce.
Eth
ical
aw
aren
ess
and
appl
icat
ion
Has
an
awar
enes
s of
th
e et
hica
l iss
ues
in
the
mai
n ar
eas
of
stud
y.
Dem
onst
rate
s aw
aren
ess
of e
thic
al
issu
es a
nd is
abl
e to
di
scus
s th
ese
in
rela
tion
to p
erso
nal
belie
fs a
nd v
alue
s.
Is a
war
e of
per
sona
l re
spon
sibi
lity
and
prof
essi
onal
cod
es o
f co
nduc
t.
Is a
war
e of
per
sona
l re
spon
sibi
lity
and
prof
essi
onal
cod
es o
f co
nduc
t and
in
corp
orat
es th
is in
to
thei
r pra
ctic
e.
Inco
rpor
ates
a c
ritic
al
ethi
cal d
imen
sion
to
thei
r pra
ctic
e,
man
agin
g th
e im
plic
atio
ns o
f eth
ical
di
lem
mas
. Wor
ks
proa
ctiv
ely
with
ot
hers
to fo
rmul
ate
solu
tions
.
Ana
lyse
s an
d m
anag
es e
thic
al
dile
mm
as a
nd w
orks
pr
o-ac
tivel
y w
ith
othe
rs to
form
ulat
e an
d im
plem
ent
solu
tions
.
20
Leve
l 3
Leve
l 4
Leve
l 5
Leve
l 6
Leve
l 7
Leve
l 8
Pers
onal
and
en
ablin
g sk
ills
Per
sona
l ev
alua
tion
and
deve
lopm
ent
Ass
esse
s ow
n ca
pabi
litie
s ag
ains
t gi
ven
crite
ria.
Eng
ages
in g
uide
d de
velo
pmen
t ac
tivity
.
Is a
war
e of
ow
n ca
pabi
litie
s in
key
ar
eas
and
enga
ges
in d
evel
opm
ent
activ
ity th
roug
h gu
ided
sel
f-dire
ctio
n.
Ass
esse
s ow
n ca
pabi
litie
s us
ing
just
ifiab
le c
riter
ia s
et
by s
elf a
nd o
ther
s,
taki
ng th
e w
ider
ne
eds
of th
e co
ntex
t in
to a
ccou
nt.
Use
s fe
edba
ck to
ad
apt o
wn
actio
ns to
re
ach
a de
sire
d ai
m
and
revi
ews
impa
ct.
Take
s re
spon
sibi
lity
for o
wn
lear
ning
and
de
velo
pmen
t usi
ng
refle
ctio
n an
d fe
edba
ck to
ana
lyse
ow
n ca
pabi
litie
s,
appr
aise
s al
tern
ativ
es a
nd
plan
s an
d im
plem
ents
act
ions
.
Use
s pe
rson
al
refle
ctio
n to
ana
lyse
se
lf an
d ow
n ac
tions
. M
akes
con
nect
ions
be
twee
n kn
own
and
unkn
own
area
s, to
al
low
for a
dapt
atio
n an
d ch
ange
.
Ref
lect
s on
ow
n an
d ot
hers
’ fun
ctio
ning
in
orde
r to
impr
ove
prac
tice.
Is
inde
pend
ent a
nd
self-
criti
cal a
s a
lear
ner.
Gui
des
and
supp
orts
th
e le
arni
ng o
f ot
hers
and
man
ages
ow
n pr
ofes
sion
al
deve
lopm
ent.
Inte
rper
sona
l and
co
mm
unic
atio
n sk
ills
Use
s in
terp
erso
nal
and
com
mun
icat
ion
skill
s to
cla
rify
task
s an
d co
mm
unic
ate
outc
omes
in
narr
owly
def
ined
co
ntex
ts.
Use
s in
terp
erso
nal
and
com
mun
icat
ion
skill
s to
cla
rify
task
s an
d id
entif
y an
d re
ctify
issu
es in
a
rang
e of
con
text
s.
Ada
pts
inte
rper
sona
l an
d co
mm
unic
atio
n sk
ills
to a
rang
e of
si
tuat
ions
, au
dien
ces
and
degr
ees
of
com
plex
ity.
Set
s cr
iteria
for,
and
is e
ffect
ive
in,
prof
essi
onal
and
in
terp
erso
nal
com
mun
icat
ion
in a
w
ide
rang
e of
si
tuat
ions
.
Iden
tifie
s, e
valu
ates
an
d m
aint
ains
ca
pabi
litie
s an
d qu
aliti
es to
sup
port
effe
ctiv
e co
mm
unic
atio
n in
a
rang
e of
com
plex
an
d sp
ecia
lised
co
ntex
ts.
Dis
play
s co
nsul
tanc
y sk
ills.
C
omm
unic
ates
co
mpl
ex o
r co
nten
tious
in
form
atio
n cl
early
an
d ef
fect
ivel
y to
the
targ
et a
udie
nce.
21
Appendices Historical note
The seec credit level descriptors were first published in 1996 (Credit Guidelines, Models and Protocols; DfEE 1996), having been developed by colleagues from seec institutions in collaboration with representatives from member institutions of the Higher Education Credit Initiative Wales (HECIW). In 2001/2 they were revised to reflect the four skills categories adopted the Quality Assurance Agency for Higher Education (QAA) building on the areas identified in the National Committee of Inquiry into Higher Education (Dearing Report, 1997):
• Development of knowledge and understanding• Cognitive/intellectual skills• Key/transferable skills• Practical skillsMuch of the work for that revision was undertaken by colleagues at the, then, Anglia Polytechnic University and by a seec working group.
In 2009 seec undertook a review of member institutions’ use of the credit level descriptors which showed that they had often become embedded within institutional frameworks and provided a useful reference source. However, extended experience of the use of credit, particularly in relation to work-based learning and accreditation, suggested the need to review the descriptors to more clearly reference higher-level learning in these contexts and to ensure that they remained appropriate for likely future developments. A seec working group produced revised descriptors in 2010, which were further reviewed though consultation with members and their representatives. The descriptors in this document represent the outcome of this process. This edition of the credit level descriptors (2016) reflects the current higher education context and updates weblinks. Only minor editorial amendments have been made to the 2010 descriptors, which remain fit for purpose. We are indebted to academic staff and others who have contributed to the development of the descriptors over the past 20 years.
22
Abbreviations CIDG Credit Issues Development Group CQFW Credit and Qualifications Framework for Wales ECTS European Credit Transfer and Accumulation System EWNI England, Wales and Northern Ireland FHEQ Framework for Higher Education Qualifications FQ-EHEA Framework for Qualifications of the European Higher Education
Area HE Higher education HEI Higher education institution NUCCAT Northern Universities Consortium for Credit Accumulation and
Transfer PSRBs Professional, statutory and regulatory bodies QAA Quality Assurance Agency for Higher Education RPL Recognition of prior learning RQF Regulated Qualifications Framework SCQF Scottish Credit and Qualifications Framework WHECC Welsh Higher Education Credit Consortium
Glossary
Recognition of prior learning (RPL)
The identification, assessment and formal acknowledgement of prior learning and achievement. This may either be certificated learning or prior experiential learning, where learning achieved outside education or training systems is assessed and recognised for academic purposes.
Assessment regulations
The rules governing assessment of a programme of study including marking scheme, pass mark, requirements for progression to subsequent levels or stages of a programme and award and classification requirements (for instance in terms of credits to be achieved and specific marks to be attained).
Credit Credit is awarded to a learner in recognition of the verified achievement of designated learning outcomes at a specified level.
23
Credit accumulation
A process of achieving credits over time in relation to a planned programme of study.
Credit level An indicator of the relative challenge, complexity and depth of learning and of learner autonomy.
Credit transfer A mechanism which allows credit awarded by a higher education (HE) awarding body to be recognised, quantified and included towards the credit requirements for a programme of study delivered by another HE provider and/or between programmes offered by an HE provider. Each HE awarding body determines what credit it will accept in relation to its individual programmes.
Credit value The number of credits, at a particular level, assigned to a body of learning. The number of credits is based on the estimated notional learning hours (where one credit represents 10 notional hours of learning).
CATS (Credit Accumulation and Transfer System)
A system which enables learners to accumulate credit, and which facilitates the transfer of that credit within and between education providers.
Learning outcomes
Statement of the learning that a learner is expected to be able to demonstrate after completion of a process of learning.
Credit level descriptors
The generic or transdisciplinary statements of the outcomes of learning at a specific academic level, used as reference points.
Module/unit A self-contained, formally structured and bounded learning experience with a coherent and explicit set of learning outcomes, assessment requirements and criteria.
Notional hours of learning
The number of hours which it is expected that a learner will need to spend, on average, to achieve specified learning outcomes for a programme or module.
Qualification descriptors
Generic statements of the outcomes of study associated with a specific qualification. They provide clear points of reference that describe the main outcomes of a qualification (QAA, 2014).
About seecseec is a consortium of universities and HE providers working together to advance the use and practice of academic credit, widening access to learning. seec is a registered charity with a formal purpose ‘to advance education for the public benefit by developing credit accumulation and transfer and promoting lifelong learning, at the higher education level’.
Since its formation in 19852, seec has served as a reference point on credit-based learning, structures and processes in the UK and in the developing field of European credit. It promotes links and collaborative ventures between our members, employers, professional bodies and other organisations with interests in credit to open up market opportunities in the UK and internationally.
For more information, visit www.seec.org.uk
Published by seec ISBN 978-1-5272-0432-4
2 Originally the South East England Consortium for Credit Accumulation and Transfer, seec has grown to cover institutions throughout the UK and there is no geographical restriction on membership.