These level descriptors have been developed by SEEC members on behalf of the wider community. They are provided free of copyright for educational and ‘not for profit’ purposes. Any use should acknowledge SEEC as the original source: SEEC (2010). Credit level descriptors for Higher Education. Southern England Consortium for Credit Accumulation and Transfer see www.seec.org.uk
1 Introducingthedescriptors
1 Background
1 DevelopingthenewGuidelines
2 Whatarecreditleveldescriptors?
2 RelationshiptotheFrameworkforHigherEducationQualifications
2 Howarecreditleveldescriptorsused?
2 A.Theassignmentofcreditandthewritingoflearningoutcomes
3 B.Curriculumdesign
3 C.Assessmentcriteriaandthesettingofstandards
3 D.Theaccreditationofpriorlearning
3 E.Communicatingexpectationstolearners
3 F.Staffdevelopment
4 TheSEECDescriptors
4 Formatandstructure
4 Principlesunderpinningtheuseofthedescriptors
Contents
5 Furtherinformation
6 SEECdescriptors:Bylevel
7 Level3
8 Level4
9 Level5
10 Level6
11 Level7
12 Level8
13 SEECdescriptors:comparisonacrosslevels
20 Glossary
20 Abbreviations
Background
The original SEEC credit level descriptors were
published in 1996 (Credit Guidelines, Models
and Protocols; DfEE 1996). They had been
developed, over two years, by colleagues from SEEC
institutions in collaboration with representatives
from member institutions of the Higher Education
Credit Initiative Wales (HECIW). In 2001 these
descriptors were revised to reflect the four
categories adopted by Quality Assurance Agency
for Higher Education (QAA) for subject review and
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 skills
Much of the work for that revision was undertaken
by colleagues at the, then, Anglia Polytechnic
University and further revised by a SEEC working
group. This edition of the credit level descriptors
builds on this previous work and we are indebted
to all those who contributed to earlier versions.
Developing the new Guidelines
Since 2001, a number of developments in credit
and its use prompted the SEEC General Council to
undertake a further review and revision of the level
descriptors. These included:
The revision of the Framework for Higher
Education Qualifications (August 2008, available
at www.qaa.ac.uk/academicinfrastructure/FHEQ/
default.asp )
Introducing the Descriptors
The issuing of guidance on academic credit
arrangements in higher education in England
(August 2008, available at www.qaa.ac.uk/
england/credit )
Moves towards the harmonisation of definitions
and the use of credit across Europe (see A
Framework for Qualification in the European
Higher Education Area; available at www.bologna-
bergen2005.no/Docs/00-Main_doc/050218_QF_
EHEA.pdf ) and through revisions to the European
Credit Accumulation and Transfer System (www.
ec.europa.eu/education/lifelong-learning-policy/
doc/ects/guide_en.pdf )
The development of the Qualifications and Credit
Framework (QCF) by the QCA to cover vocational
education up to level 8 (available at www.qcda.
gov.uk/qualifications/60.aspx)
Credit and Qualifications Framework for
Wales (available at www.wales.gov.uk/topics/
educationandskills/learningproviders/
creditqualificationsframework/?lang=en)
The Scottish Credit and Qualifications (see SCQF
Handbook, volumes 1 and 2, available at
www.scqf.org.uk )
In 2009 SEEC undertook a review of the use made
by member institutions of the existing 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
1
developments. A SEEC working group produced
revised descriptors which were further reviewed
though consultation with members and their
representatives. The descriptors in this document
represent the outcome of this process.
What are credit level descriptors?
Credit level descriptors define the level of
complexity, relative demand and autonomy
expected of a learner on completion of a module or
programme of learning. They provide a description
of levels of learning through a hierarchy of
knowledge and skills.
Credit level descriptors are a useful reference point
for anyone with a responsibility for contextualising
and credit-rating learning whether this learning
derives from within or without the formal
curriculum. Their considered use aids consistency
and transparency of expectations and outcomes
for all parties: academics, employers, professional
bodies and learners.
Relationship to the Framework for Higher
Education Qualifications
The Framework for Higher Education Qualifications
in England, Wales and Northern Ireland (QAA,
2008) defines the expectations of awards within the
FHEQ through qualification descriptors. Whereas
the more detailed SEEC credit level descriptors
describe the characteristics and context of learning
expected at each level and against which specific
learning outcomes and assessment criteria can be
derived in order to develop modules and assign
credit for the achievement of learning.
The essential difference between qualification
descriptors and credit level descriptors is that
the former relate to whole qualifications and
encompass all qualifications at a particular level.
Any specific qualification is likely, however, to
consist of a range of modules at different credit
levels and credit volumes appropriate to the
qualification. Individual institutions may define
the volume and nature of the credit required at
each 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.
In summary, credit level descriptors are essentially
aids to programme development by describing
broad outcomes whilst qualification descriptors are
aids to the quality assurance of programmes and
terminal qualifications.
How are credit level descriptors used?
The six principal uses of the 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 aid the
communication to learners of expectations, and
(f) for the purposes of staff development. Their
use in these contexts is amplified in the following
sections and further details and guidance can be
found on the SEEC web site at www.seec.org.uk.
A. The assignment of credit and the writing of
learning outcomes.
The main purpose of credit level descriptors is to
help assign the correct level of credit to a module.
This is usually achieved through the credit level
descriptors being used by module designers
to help write learning outcomes which clearly
2
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’;
course teams need to translate the generic
descriptors, or those adapted by their own
institution, into learning outcomes which identify
the subject specific requirements of a programme
of study.
B. Curriculum design
Credit level descriptors can be used in a number of
ways to help aid effective curriculum design.
They can:
Provide a means by which each subject area
can check that the level of demand, complexity,
depth of study and degree of learner autonomy
expected at each level of a programme of study
are appropriately established.
Provide a means of establishing that there is
broad coverage of the various aspects of the level
descriptors across a programme of study. Whilst
programmes are not necessarily expected to
cover all aspects of the level descriptors, there is
often a need to ensure that a breadth and balance
of skills development is demonstrated.
Help write learning outcomes in a way which
supports learner progression through a course
of study.
Help establish broad comparisons across
subject areas facilitating credit accumulation
and transfer schemes, the design of joint and
combined awards and the sharing of modules
between programmes.
C. Assessment criteria and the setting of standards
Although the credit level descriptors are not
‘standards’, they provide useful indicators of
the learning outcomes expected at any stage and
therefore may be used as the basis for judgements
about the standard of work required for particular
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 accreditation of prior learning
Credit level descriptors are useful in the
accreditation of prior learning (APL) processes.
They provide a reference point for ascribing credit
to certificated learning (APCL) which has not
been credit rated and enable learners and tutors
to identify the appropriate level at which prior
or concurrent experiential learning (APEL) can be
recognised for the award of credit.
E. Communicating expectations to learners
Whilst level descriptors have been primarily
designed to help module designers and quality
assurance processes, they can 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 will need help
and guidance in interpreting what is intended by
the language of the descriptors.
F. Staff development
The 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 accreditation of prior
experiential learning.
3
Format 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 subjects.
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 or contexts.
Rather the intention is to define a set of skills and
attributes which can act as a guide for academics
and others seeking to define or recognise learning
and ascribe it to a particular academic level.
The descriptors are grouped under five headings.
The level descriptors are generally used to assign
credit to taught HE-level work: however, to provide
a context and demonstrate development, we
have included level 3 (sub-degree level) and level
8 (doctoral level) descriptors for comparative
purposes.
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 development across levels.
The descriptors themselves are identical in
both formats.
Setting
Operational context
Autonomy and Responsibility for Actions
The 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 Understanding
These descriptors describe the growing factual
and/or conceptual base of the subject or 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.
Cognitive Skills
Conceptualisation and Critical Thinking
Problem Solving, Research and Enquiry
Synthesis and Creativity
Analysis and Evaluation
These 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 contexts
can lead to different nomenclature, groupings and
prioritisation. Users may wish to develop their own
categorisation using those provided as a reference
point.
4
The SEEC Descriptors
Performance and Practice
Adaptation to Context
Performance
Team and Organisational Working
Ethical Awareness and Application
These skills have been restructured, revised and
extended from previous versions. SEEC members
requested additional support with the definition of
levels in a range of circumstances, and 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 Skills
These credit level descriptors have been amended
to reflect the increased emphasis being placed
on personal development planning since the
previous descriptors were written. Interpersonal
and communication skills are located here because
they ‘enable’ the demonstration of the outcomes of
many of the other descriptors.
Principles underpinning the use of the descriptors
The following general principles underpin the
intended use of the credit level descriptors:
i.The descriptors remain credit level descriptors
and are not intended to replace qualifications
descriptors but to assist with the assignment of
credit to elements of learning and the structuring
of learning opportunities towards qualifications.
ii. The descriptors provide an indicative framework
for credit-rating and level-setting and are not
intended to be all encompassing or prescriptive in
nature.
iii. The descriptors represent a benchmarking
of members’ existing practice; institutions are
encouraged to select and adapt the descriptors to
suit their own purposes.
iv. Higher-level descriptors subsume the
descriptors at lower levels.
v.The language of the descriptors has been kept
simple wherever possible.
vi. It is not the intention that all of the descriptors
at a particular level need to be demonstrated
in order for the learning to be ascribed to that
level. Thus they should not be seen as threshold
descriptors but as broad indicators of the level at
which a learner is operating.
vii. Most forms of learning, with the possible
exception of languages, can be encompassed by the
level descriptors. Language learning is not covered
explicitly, as institutions will have their own
arrangements, but elements of the descriptors will
apply to all learning in all subjects and contexts.
viii. The descriptors imply that learners
demonstrate that they can undertake the actions
‘effectively’ in relation to the context in which they
are working or studying.
ix. Modules which focus on the academic,
applied, professional or vocational aspects of the
curriculum will emphasise different aspects of the
descriptors.
Further information
Further information on level descriptors and their
use can be found on the SEEC web site (www.seec.
org.uk )
5
The SEEC Descriptors: by Level
Operational context Operates in predictable and defined contexts that require the use of given techniques andinformation sources.
Knowledge & Understanding
Has an understanding of defined areas of the knowledge base.Demonstrates an awareness of current areas of debate in the field of study
Level 3
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
Setting
Conceptualisation and Critical Thinking
Relates principles and concepts to underlying theoretical frameworks and approaches.
Problem Solving, Research & Enquiry
Carries out defined investigative strategies and communicates results effectively in a given format.
Cognitive skills
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 & 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.
7
Operational context Operates in a range of varied but predictable contexts that require the use of a specified range of techniques and information sources.
Knowledge & Understanding
Has a broad understanding of the knowledge base and its terminology or discourse. Demonstrates awareness that areas of this knowledge base are open to ongoing debate and reformulation.
Level 4
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
Setting
Conceptualisation and Critical Thinking
Identifies principles and concepts underlying theoretical frameworks and begins to identify their strengths and weaknesses.
Problem Solving, Research & 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
Cognitive skills
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 Relates own role 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 & 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.
8
Operational context Operates in situations of varying complexity and predictability requiring the application of a wide range of techniques and information sources.
Knowledge & 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.
Level 5
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
Setting
Conceptualisation and Critical Thinking
Problem Solving, Research & 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.
Cognitive skills
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 & 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.
Identifies, analyses and communicates principles and concepts recognising competing perspectives.
9
Level 6
Operational context Operates in complex and unpredictable contexts, requiring selection and application from a range of largely standard techniques and information sources.
Knowledge & 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.
Autonomy and responsibility for actions
Acts with minimal supervision or direction, within agreed guidelines taking responsibility for accessing support and accepts accountability for determining and achieving personal and/or group outcomes.
Knowledge and Understanding
Setting
Conceptualisation and Critical Thinking
Problem Solving, Research & 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.
Cognitive skills
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 & 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.
Works with ideas at a level of abstraction, arguing from competing perspectives.Identifies the possibility of new concepts within existing knowledge frameworks and approaches.
10
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.
Knowledge & 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.
Level 7
Autonomy and responsibility for actions
Acts with initiative in decision-making and accessing support, within professonal or given guidelines, accepting full accountability for outcomes.
Knowledge and Understanding
Setting
Conceptualisation and Critical Thinking
Problem Solving, Research & 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.
Cognitive skills
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 & application
Incorporates a critical ethical dimension to their practice, managing the implications of ethical dilemmas and 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.
Uses ideas at a high level of abstraction.Develops critical responses to existing theoretical discourses, methodologies or practices and suggests new concepts or approaches
11
Operational context Operates in complex and unpredictable and/or specialised contexts at the forefront of knowledge.
Knowledge & Understanding
Works with theoretical/research knowledge at the forefront of the discipline.Demonstrates a comprehensive understanding of techniques and methodologies applicable to the discipline
Level 8
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
Setting
Conceptualisation and Critical Thinking
Problem Solving, Research & Enquiry
Acts independently and with originality in problem solving.Develops or adapts appropriate advanced methodological approaches and critically evaluates their effectiveness.
Cognitive skills
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 & 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.
Develops ideas at a high level of abstraction.Develops theoretical discourses, methodologies or practices critically analysing their development and application.
12
SEEC
Des
crip
tors
: Com
paris
on a
cros
s le
vels
Leve
l 3Le
vel 4
Leve
l 5Le
vel 6
Leve
l 7Le
vel 8
Sett
ing
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 c
onte
xts,
requ
iring
sel
ectio
n an
d ap
plic
atio
n fro
m a
wid
e ra
nge
of a
dvan
ced
tech
niqu
es a
nd
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
at t
he
fore
front
of
know
ledg
e.
Ope
rate
s in
a ra
nge
of
varie
d bu
t pre
dict
able
co
ntex
ts th
at re
quire
th
e us
e of
a s
peci
fied
rang
e of
tech
niqu
es
and
info
rmat
ion
sour
ces.
Ope
rate
s in
situ
atio
ns o
f va
ryin
g co
mpl
exity
and
pr
edic
tabi
lity
requ
iring
th
e ap
plic
atio
n of
a w
ide
rang
e of
tech
niqu
es a
nd
info
rmat
ion
sour
ces.
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 a
nd
info
rmat
ion
sour
ces.
Ope
ratio
nal
cont
ext
Auto
nom
y an
d re
spon
sibi
lity
for
actio
ns
Acts
larg
ely
unde
r 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
.
Acts
with
lim
ited
auto
nom
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
the
natu
re a
nd q
ualit
y of
out
puts
.
Acts
with
lim
ited
supe
rvis
ion
and
dire
ctio
n, w
ithin
defi
ned
guid
elin
es a
ccep
ting
resp
onsi
bilit
y fo
r ac
hiev
ing
pers
onal
an
d/or
gro
up o
utco
mes
an
d/or
out
puts
.
Acts
with
min
imal
su
perv
isio
n or
di
rect
ion,
with
in
agre
ed g
uide
lines
ta
king
resp
onsi
bilit
y fo
r acc
essi
ng
supp
ort a
nd a
ccep
ts
acco
unta
bilit
y fo
r de
term
inin
g an
d ac
hiev
ing
pers
onal
an
d/or
gro
up
outc
omes
.
Acts
with
initi
ativ
e in
de
cisi
on-m
akin
g an
d ac
cess
ing
supp
ort,
with
in p
rofe
ssio
nal
or g
iven
gui
delin
es,
acce
ptin
g fu
ll ac
coun
tabi
lity
for
outc
omes
.
Acts
aut
onom
ousl
y an
d w
ith in
itiat
ive,
of
ten
in a
pr
ofes
sion
al c
apac
ity
with
resp
onsi
bilit
y fo
r sel
f and
ofte
n ot
hers
.
13
Leve
l 3Le
vel 4
Leve
l 5Le
vel 6
Leve
l 7Le
vel 8
Sett
ing
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 c
onte
xts,
requ
iring
sel
ectio
n an
d ap
plic
atio
n fro
m a
wid
e ra
nge
of a
dvan
ced
tech
niqu
es a
nd
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
at t
he
fore
front
of
know
ledg
e.
Ope
rate
s in
a ra
nge
of
varie
d bu
t pre
dict
able
co
ntex
ts th
at re
quire
th
e us
e of
a s
peci
fied
rang
e of
tech
niqu
es
and
info
rmat
ion
sour
ces.
Ope
rate
s in
situ
atio
ns o
f va
ryin
g co
mpl
exity
and
pr
edic
tabi
lity
requ
iring
th
e ap
plic
atio
n of
a w
ide
rang
e of
tech
niqu
es a
nd
info
rmat
ion
sour
ces.
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 a
nd
info
rmat
ion
sour
ces.
Ope
ratio
nal
cont
ext
Auto
nom
y an
d re
spon
sibi
lity
for
actio
ns
Acts
larg
ely
unde
r 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
.
Acts
with
lim
ited
auto
nom
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
the
natu
re a
nd q
ualit
y of
out
puts
.
Acts
with
lim
ited
supe
rvis
ion
and
dire
ctio
n, w
ithin
defi
ned
guid
elin
es a
ccep
ting
resp
onsi
bilit
y fo
r ac
hiev
ing
pers
onal
an
d/or
gro
up o
utco
mes
an
d/or
out
puts
.
Acts
with
min
imal
su
perv
isio
n or
di
rect
ion,
with
in
agre
ed g
uide
lines
ta
king
resp
onsi
bilit
y fo
r acc
essi
ng
supp
ort a
nd a
ccep
ts
acco
unta
bilit
y fo
r de
term
inin
g an
d ac
hiev
ing
pers
onal
an
d/or
gro
up
outc
omes
.
Acts
with
initi
ativ
e in
de
cisi
on-m
akin
g an
d ac
cess
ing
supp
ort,
with
in p
rofe
ssio
nal
or g
iven
gui
delin
es,
acce
ptin
g fu
ll ac
coun
tabi
lity
for
outc
omes
.
Acts
aut
onom
ousl
y an
d w
ith in
itiat
ive,
of
ten
in a
pr
ofes
sion
al c
apac
ity
with
resp
onsi
bilit
y fo
r sel
f and
ofte
n ot
hers
.
14
Leve
l 3Le
vel 4
Leve
l 5Le
vel 6
Leve
l 7Le
vel 8
Know
ledg
e &
U
nder
stan
ding
Has
a sy
stem
atic
un
ders
tand
ing
of th
e kn
owle
dge
base
and
its
inte
r-rel
atio
nshi
p w
ith
othe
r fiel
ds o
f stu
dy.
Dem
onst
rate
s cu
rren
t un
ders
tand
ing
of s
ome
spec
ialis
t are
as in
de
pth.
Has
a de
ep
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 o
ther
rele
vant
di
scip
lines
.De
mon
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
how
th
ese
affe
ct th
e w
ay
the
know
ledg
e ba
se 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.De
mon
stra
tes
a co
mpr
ehen
sive
un
ders
tand
ing
of
tech
niqu
es a
nd
met
hodo
logi
es
appl
icab
le to
the
disc
iplin
e
Has
a br
oad
unde
rsta
ndin
g of
the
know
ledg
e ba
se a
nd
its te
rmin
olog
y or
di
scou
rse.
De
mon
stra
tes
awar
enes
s th
at a
reas
of
this
kno
wle
dge
base
are
ope
n to
on
goin
g de
bate
and
re
form
ulat
ion.
Has
deta
iled
know
ledg
e of
wel
l-est
ablis
hed
theo
ries
and
conc
epts
. De
mon
stra
tes
an
awar
enes
s of
diff
eren
t id
eas,
cont
exts
and
fra
mew
orks
and
re
cogn
ises
thos
e ar
eas
whe
re th
e kn
owle
dge
base
is m
ost/l
east
se
cure
.
Und
erst
andi
ngHa
s an
un
ders
tand
ing
of
defin
ed a
reas
of t
he
know
ledg
e ba
se.
Dem
onst
rate
s an
aw
aren
ess
of c
urre
nt
area
s of
deb
ate
in
the
field
of s
tudy
Know
ledg
e &
U
nder
stan
ding
Leve
l 3Le
vel 4
Leve
l 5Le
vel 6
Leve
l 7Le
vel 8
Cogn
itive
Ski
lls
Rela
tes
prin
cipl
es
and
conc
epts
to
und
erly
ing
theo
retic
al
fram
ewor
ks a
nd
appr
oach
es.
Iden
tifies
prin
cipl
es a
nd
conc
epts
und
erly
ing
theo
retic
al fr
amew
orks
an
d be
gins
to id
entif
y th
eir s
tren
gths
and
w
eakn
esse
s.
Iden
tifies
, ana
lyse
s an
d co
mm
unic
ates
pr
inci
ples
and
con
cept
s re
cogn
isin
g co
mpe
ting
pers
pect
ives
.
Wor
ks w
ith id
eas
at
a le
vel o
f abs
trac
tion,
ar
guin
g fro
m c
ompe
ting
pers
pect
ives
.Id
entifi
es th
e po
ssib
ility
of
new
con
cept
s w
ithin
ex
istin
g kn
owle
dge
fram
ewor
ks a
nd
appr
oach
es.
Use
s id
eas
at a
hig
h le
vel o
f abs
trac
tion.
Deve
lops
crit
ical
re
spon
ses
to e
xist
ing
theo
retic
al d
isco
urse
s, m
etho
dolo
gies
or
prac
tices
and
sug
gest
s ne
w c
once
pts
or
appr
oach
es
Deve
lops
idea
s at
a h
igh
leve
l of
abst
ract
ion.
Deve
lops
theo
retic
al
disc
ours
es,
met
hodo
logi
es o
r pr
actic
es c
ritic
ally
an
alys
ing
thei
r de
velo
pmen
t and
ap
plic
atio
n.
Conc
eptu
alis
atio
n an
d Cr
itica
l Th
inki
ng
Prob
lem
sol
ving
, re
sear
ch &
en
quiry
Carr
ies
out d
efine
d in
vest
igat
ive
stra
tegi
es a
nd
com
mun
icat
es re
sults
ef
fect
ivel
y in
a g
iven
fo
rmat
.
Iden
tifies
a w
ell-d
efine
d fo
cus
for e
nqui
ry,
plan
s an
d un
dert
akes
in
vest
igat
ive
stra
tegi
es
usin
g a
limite
d an
d de
fined
rang
e of
m
etho
ds, c
olle
cts
data
from
a v
arie
ty
of s
ourc
es, a
nd
com
mun
icat
es re
sults
ef
fect
ivel
y in
an
appr
opria
te fo
rmat
Und
erta
kes
rese
arch
to
prov
ide
new
info
rmat
ion
and/
or e
xplo
res
new
or
exi
stin
g da
ta to
id
entif
y pa
tter
ns a
nd
rela
tions
hips
.U
ses
appr
opria
te
theo
retic
al m
odel
s to
ju
dge
the
sign
ifica
nce
of th
e da
ta c
olle
cted
re
cogn
isin
g th
e lim
itatio
ns o
f the
en
quiry
.
Dem
onst
rate
s co
nfide
nce
and
flexi
bilit
y in
iden
tifyi
ng
and
defin
ing
com
plex
pr
oble
ms.
Iden
tifies
, sel
ects
and
us
es in
vest
igat
ive
stra
tegi
es a
nd
tech
niqu
es to
un
dert
ake
a cr
itica
l an
alys
is, e
valu
atin
g th
e ou
tcom
es.
Desi
gns
and
unde
rtak
es s
ubst
antia
l in
vest
igat
ions
to
addr
ess
sign
ifica
nt
area
s of
theo
ry a
nd/o
r pr
actic
e.Se
lect
s ap
prop
riate
ad
vanc
ed
met
hodo
logi
cal
appr
oach
es a
nd
criti
cally
eva
luat
es th
eir
effe
ctiv
enes
s.
Acts
inde
pend
ently
an
d w
ith o
rigin
ality
in
pro
blem
sol
ving
.De
velo
ps o
r ad
apts
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.
Synt
hesi
s an
d Cr
eativ
ityCo
llect
s in
form
atio
n to
info
rm a
cho
ice
of
solu
tions
to s
tand
ard
prob
lem
s in
fam
iliar
co
ntex
ts.
Colle
cts
info
rmat
ion
from
a
varie
ty o
f aut
horit
ativ
e so
urce
s to
info
rm a
ch
oice
of s
olut
ions
to
stan
dard
pro
blem
s in
fa
mili
ar c
onte
xts.
Colle
cts
and
synt
hesi
ses
info
rmat
ion
to in
form
a
choi
ce o
f sol
utio
ns to
pr
oble
ms
in u
nfam
iliar
co
ntex
ts.
Appl
ies
know
ledg
e in
un
fam
iliar
con
text
s, sy
nthe
sisi
ng id
eas
or
info
rmat
ion
to g
ener
ate
nove
l sol
utio
ns.
Achi
eves
a b
ody
of
wor
k or
pra
ctic
e th
at is
co
here
nt a
nd re
solv
ed.
Flex
ibly
and
cre
ativ
ely
appl
ies
know
ledg
e in
un
fam
iliar
con
text
s, sy
nthe
sise
s id
eas
or in
form
atio
n in
in
nova
tive
way
s, an
d ge
nera
tes
tran
sfor
mat
ive
solu
tions
.
Synt
hesi
ses
and
appl
ies
new
ap
proa
ches
, in
a m
anne
r tha
t can
co
ntrib
ute
to th
e de
velo
pmen
t of
met
hodo
logy
or
unde
rsta
ndin
g in
that
di
scip
line
or p
ract
ice.
15
16
Leve
l 3Le
vel 4
Leve
l 5Le
vel 6
Leve
l 7Le
vel 8
Anal
ysis
and
ev
alua
tion
Anal
yses
a ra
nge
of in
form
atio
n us
ing
pre-
defin
ed
prin
cipl
es,
fram
ewor
ks o
r cr
iteria
.
Judg
es th
e re
liabi
lity
of
data
and
info
rmat
ion
usin
g pr
e-de
fined
te
chni
ques
and
/or
crite
ria.
Anal
yses
a ra
nge
of
info
rmat
ion
com
parin
g al
tern
ativ
e m
etho
ds
and
tech
niqu
es.
Sele
cts
appr
opria
te
tech
niqu
es/c
riter
ia
for e
valu
atio
n an
d di
scrim
inat
es b
etw
een
the
rela
tive
rele
vanc
e an
d si
gnifi
canc
e of
dat
a/ev
iden
ce
colle
cted
.
Anal
yses
new
, nov
el
and/
or a
bstr
act d
ata
usin
g an
app
ropr
iate
ra
nge
of e
stab
lishe
d su
bjec
t-sp
ecifi
c te
chni
ques
. Ju
dges
th
e re
liabi
lity,
valid
ity
and
sign
ifica
nce
of
evid
ence
to s
uppo
rt
conc
lusi
ons
and/
or
reco
mm
enda
tions
su
gges
ts re
ason
s fo
r con
trad
icto
ry
data
/resu
lts.
Und
erta
kes
anal
ysis
of
com
plex
, inc
ompl
ete
or c
ontr
adic
tory
ev
iden
ce/d
ata
and
judg
es th
e ap
prop
riate
ness
of t
he
enqu
iry m
etho
dolo
gies
us
ed. R
ecog
nise
s an
d ar
gues
for a
ltern
ativ
e ap
proa
ches
.
Und
erta
kes
inde
pend
ent a
naly
sis
or e
valu
atio
n,
man
agin
g co
mpl
exity
, in
com
plet
enes
s of
da
ta o
r con
trad
ictio
ns
in a
reas
of
know
ledg
e.
Leve
l 3Le
vel 4
Leve
l 5Le
vel 6
Leve
l 7Le
vel 8
Perfo
rman
ce &
Prac
tice
Adap
tatio
n to
Co
ntex
tU
nder
take
s a
give
n an
d cl
early
defi
ned
role
.
Rela
tes
own
role
to
spec
ified
and
ext
erna
lly
defin
ed p
aram
eter
s.
Iden
tifies
ext
erna
l ex
pect
atio
ns &
ada
pts
own
perfo
rman
ce
acco
rdin
gly.
Loca
tes
own
role
w
ithin
poo
rly d
efine
d an
d/or
flex
ible
con
text
s re
quiri
ng a
leve
l of
auto
nom
y.
Auto
nom
ousl
y ad
apts
pe
rform
ance
to
mul
tiple
con
text
s.
Auto
nom
ousl
y ad
apts
pe
rform
ance
to
cont
exts
requ
iring
pr
ofes
sion
al o
utpu
ts.
Perfo
rman
ceU
nder
take
s gi
ven
perfo
rman
ce ta
sks
that
may
be
com
plex
.
Und
erta
kes
perfo
rman
ce
task
s th
at m
ay b
e co
mpl
ex a
nd n
on-
rout
ine
enga
ging
in
self-
refle
ctio
n.
Und
erta
kes
com
plex
and
no
n-ro
utin
e pe
rform
ance
ta
sks.
Anal
yses
pe
rform
ance
of s
elf a
nd
othe
rs a
nd s
ugge
sts
impr
ovem
ents
.
Seek
s an
d ap
plie
s ne
w te
chni
ques
and
pr
oces
ses
to o
wn
perfo
rman
ce a
nd
iden
tifies
how
thes
e m
ight
be
eval
uate
d.
Auto
nom
ousl
y im
plem
ents
an
d ev
alua
tes
impr
ovem
ents
to
perfo
rman
ce d
raw
ing
on in
nova
tive
or
sect
oral
bes
t pra
ctic
e.
Has
tech
nica
l mas
tery
, pe
rform
s sm
ooth
ly
with
pre
cisi
on a
nd
effe
ctiv
enes
s, ca
n ad
apt o
r dev
elop
ski
lls
and
proc
edur
es fo
r ne
w s
ituat
ions
Team
and
or
gani
satio
nal
wor
king
Adap
ts o
wn
beha
viou
r to
mee
t ob
ligat
ions
to
othe
rs.
Wor
ks e
ffect
ivel
y w
ith
othe
rs a
nd re
cogn
ises
th
e fa
ctor
s th
at a
ffect
te
am p
erfo
rman
ce
Inte
ract
s ef
fect
ivel
y w
ithin
a te
am,
givi
ng a
nd re
ceiv
ing
info
rmat
ion
and
idea
s an
d m
odify
ing
resp
onse
s w
here
ap
prop
riate
. Rec
ogni
ses
and
amel
iora
tes
situ
atio
ns li
kely
to le
ad
to c
onfli
ct.
Wor
ks e
ffect
ivel
y w
ithin
a
team
, sup
port
s or
is
proa
ctiv
e in
lead
ersh
ip,
nego
tiate
s in
a
prof
essi
onal
con
text
an
d m
anag
es c
onfli
ct.
Proa
ctiv
ely
seek
s to
re
solv
e co
nflic
t.
Wor
ks e
ffect
ivel
y w
ith m
ultip
le te
ams
as le
ader
or m
embe
r. Cl
arifi
es ta
sks
and
mak
e ap
prop
riate
us
e of
the
capa
citie
s of
team
mem
bers
re
solv
ing
likel
y co
nflic
t si
tuat
ions
bef
ore
they
ar
ise.
Lead
s an
d/or
wor
ks
effe
ctiv
ely
with
of
ten
mul
tiple
te
ams
in m
ultip
le
role
s. M
anag
es th
e ca
paci
ties
of m
embe
rs
to a
chie
ve o
utco
mes
ha
ndlin
g co
nflic
t with
co
nfide
nce.
Ethi
cal
awar
enes
s an
d ap
plic
atio
n
Has
an a
war
enes
s of
the
ethi
cal i
ssue
s 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 re
latio
n to
per
sona
l bel
iefs
and
va
lues
.
Is a
war
e of
per
sona
l re
spon
sibi
lity
and
prof
essi
onal
cod
es o
f co
nduc
t.
Anal
yses
and
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
.
Is a
war
e of
per
sona
l re
spon
sibi
lity
and
prof
essi
onal
cod
es
of c
ondu
ct a
nd
inco
rpor
ates
this
into
th
eir p
ract
ice.
Inco
rpor
ates
a c
ritic
al
ethi
cal d
imen
sion
to
thei
r pra
ctic
e, m
anag
ing
the
impl
icat
ions
of
ethi
cal d
ilem
mas
and
w
orks
pro
activ
ely
with
ot
hers
to fo
rmul
ate
solu
tions
.
17
18
Leve
l 3Le
vel 4
Leve
l 5Le
vel 6
Leve
l 7Le
vel 8
Pers
onal
en
ablin
g sk
ills
Pers
onal
ev
alua
tion
and
deve
lopm
ent
Asse
sses
ow
n ca
pabi
litie
s ag
ains
t gi
ven
crite
ria.
Enga
ges
in g
uide
d de
velo
pmen
t act
ivity
.
Is a
war
e of
ow
n ca
pabi
litie
s in
key
ar
eas
and
enga
ges
in
deve
lopm
ent a
ctiv
ity
thro
ugh
guid
ed s
elf-
dire
ctio
n.
Asse
sses
ow
n ca
pabi
litie
s us
ing
just
ifiab
le c
riter
ia s
et b
y se
lf an
d ot
hers
taki
ng
the
wid
er n
eeds
of t
he
cont
ext i
nto
acco
unt.
Use
s fe
edba
ck to
ada
pt
own
actio
ns to
reac
h a
desi
red
aim
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 a
naly
se o
wn
capa
bilit
ies,
appr
aise
s al
tern
ativ
es a
nd p
lans
an
d im
plem
ents
act
ions
.
Use
s pe
rson
al re
flect
ion
to a
naly
se s
elf a
nd o
wn
actio
ns.
Mak
es c
onne
ctio
ns
betw
een
know
n an
d un
know
n ar
eas,
to a
llow
fo
r ada
ptat
ion
and
chan
ge.
Refle
cts
on o
wn
and
othe
rs’ f
unct
ioni
ng
in o
rder
to im
prov
e pr
actic
e. Is
inde
pend
ent
and
self-
criti
cal a
s a
lear
ner,
guid
es &
su
ppor
ts th
e le
arni
ng
of o
ther
s an
d m
anag
es
own
prof
essi
onal
de
velo
pmen
t
Inte
rper
sona
l &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
defi
ned
cont
exts
.
Use
s in
terp
erso
nal a
nd
com
mun
icat
ion
skill
s to
cl
arify
task
s an
d id
entif
y an
d re
ctify
issu
es in
a
rang
e of
con
text
s.
Adap
ts in
terp
erso
nal a
nd
com
mun
icat
ion
skill
s to
a
rang
e of
situ
atio
ns,
audi
ence
s an
d de
gree
s of
com
plex
ity.
Sets
crit
eria
for,
and
is
effe
ctiv
e in
, pro
fess
iona
l an
d in
terp
erso
nal
com
mun
icat
ion
in
a w
ide
rang
e of
si
tuat
ions
.
Disp
lays
con
sulta
ncy
skill
s. Co
mm
unic
ates
co
mpl
ex o
r co
nten
tious
in
form
atio
n cl
early
&
effe
ctiv
ely
to th
e ta
rget
aud
ienc
e.
Iden
tifies
, eva
luat
es
and
mai
ntai
ns
capa
bilit
ies
& q
ualit
ies
to s
uppo
rt e
ffect
ive
com
mun
icat
ion
in a
ra
nge
of c
ompl
ex a
nd
spec
ialis
ed c
onte
xts.
19
Leve
l 3Le
vel 4
Leve
l 5Le
vel 6
Leve
l 7Le
vel 8
EWN
I (fo
rmal
ly
NIC
CATS
) Su
mm
ary
cred
it le
vel d
escr
ipto
rs
Criti
cally
revi
ew,
cons
olid
ate
and
exte
nd a
sys
tem
atic
an
d co
here
nt b
ody
of k
now
ledg
e,
utili
sing
spe
cial
ised
sk
ills
acro
ss a
n ar
ea
of s
tudy
; crit
ical
ly
eval
uate
con
cept
s an
d ev
iden
ce fr
om a
rang
e of
sou
rces
; tra
nsfe
r an
d ap
ply
diag
nost
ic
and
crea
tive
skill
s an
d ex
erci
se s
igni
fican
t ju
dgem
ent i
n a
rang
e of
situ
atio
ns; a
nd
acce
pt a
ccou
ntab
ility
fo
r det
erm
inin
g an
d ac
hiev
ing
pers
onal
and
/or
gro
up o
utco
mes
Disp
lay
mas
tery
of
a c
ompl
ex a
nd
spec
ialis
ed a
rea
of k
now
ledg
e an
d sk
ills,
empl
oyin
g ad
vanc
ed s
kills
to
cond
uct r
esea
rch,
or
adva
nced
tech
nica
l or
pro
fess
iona
l ac
tivity
, acc
eptin
g ac
coun
tabi
lity
for
rela
ted
deci
sion
m
akin
g, in
clud
ing
use
of s
uper
visi
on
Mak
e a
sign
ifica
nt
and
orig
inal
co
ntrib
utio
n to
a
spec
ialis
ed fi
eld
of
inqu
iry, d
emon
stra
ting
a co
mm
and
of
met
hodo
logi
cal i
ssue
s an
d en
gagi
ng in
cr
itica
l dia
logu
e w
ith
peer
s an
d ac
cept
ing
full
acco
unta
bilit
y fo
r ou
tcom
es
Deve
lop
a rig
orou
s ap
proa
ch to
the
acqu
isiti
on o
f a
broa
d kn
owle
dge
base
; em
ploy
a
rang
e of
spe
cial
ised
sk
ills;
eval
uate
in
form
atio
n, u
sing
it
to p
lan
and
deve
lop
inve
stig
ativ
e st
rate
gies
an
d to
det
erm
ine
solu
tions
to a
var
iety
of
unp
redi
ctab
le
prob
lem
s; an
d op
erat
e in
a ra
nge
of v
arie
d an
d sp
ecifi
c co
ntex
ts,
taki
ng re
spon
sibi
lity
for
the
natu
re a
nd q
ualit
y of
out
puts
.
Gen
erat
e id
eas
thro
ugh
the
anal
ysis
of c
once
pts
at a
n ab
stra
ct le
vel
with
a c
omm
and
of
spec
ialis
ed s
kills
and
the
form
ulat
ion
of re
spon
ses
to w
ell-d
efine
d an
d ab
stra
ct p
robl
ems;
anal
yse
and
eval
uate
in
form
atio
n; e
xerc
ise
sign
ifica
nt ju
dgem
ent
acro
ss a
bro
ad ra
nge
of fu
nctio
ns; a
nd
acce
pt re
spon
sibi
lity
for d
eter
min
ing
and
achi
evin
g pe
rson
al a
nd/
or g
roup
out
com
es
EWN
ISum
mar
yCr
edit
Leve
lDes
crip
tors
The
Burg
ess
Grou
p(s
eew
ww
.qaa
.ac.
uk/a
cade
mic
infra
stru
ctur
e/FH
EQ/E
WN
I)re
com
men
ded
that
th
ew
ell-k
now
nan
dw
idel
yus
edE
ngla
nd,W
ales
and
Nor
ther
nIre
land
(EW
NI)
sum
mar
ycr
edit
leve
lde
scrip
tors
sho
uld
bea
poi
nto
fref
eren
cein
any
gui
danc
e.T
hese
wer
ekn
own
prev
ious
lya
sth
eN
ICAT
Sde
scrip
tors
and
are
pro
vide
dbe
low
.Th
eyh
ave
been
use
das
are
fere
nce
poin
tin
deve
lopi
ngth
em
ore
deta
iled
desc
ripto
rss
eto
utin
the
full
SEEC
des
crip
tors
.
19
Gen
erat
e id
eas
thro
ugh
the
anal
ysis
of c
once
pts
at a
n ab
stra
ct le
vel
with
a c
omm
and
of
spec
ialis
ed s
kills
and
the
form
ulat
ion
of re
spon
ses
to w
ell-d
efine
d an
d ab
stra
ct p
robl
ems;
anal
yse
and
eval
uate
in
form
atio
n; e
xerc
ise
sign
ifica
nt ju
dgem
ent
acro
ss a
bro
ad ra
nge
of fu
nctio
ns; a
nd
acce
pt re
spon
sibi
lity
for d
eter
min
ing
and
achi
evin
g pe
rson
al a
nd/
or g
roup
out
com
es
Glossary
Accreditation of prior learningThe identification, assessment and formal acknowledgement of prior learning and achievement (APL). This may either be certificated learning (APCL) or prior experiential learning (APEL), 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.
Credit accumulation A process of achieving credits over time in relation to a planned programme of study
Credit level An indicator of the relative complexity, demand and/or 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 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).
Credit Accumulation and Transfer System (CATS)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 what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning.
Credit level descriptors The generic characteristics of learning at a specific level, used as reference points.
Module/unit A self-contained, formally structured, learning experience with a coherent and explicit set of learning outcomes and assessment criteria.
Notional hours of learning The number of hours which it is expected that a learner will spend, on average, to achieve the specified learning outcomes at that level.
Qualification descriptors Generic statements of the outcomes of study for the main qualification at each level which exemplify the nature and characteristics of that qualification.
Abbreviations APL Accreditation of prior learning APCL Accreditation of prior certificated learning APEL Accreditation of prior experiential learning 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 FQ-EHEA Framework for Qualifications of the European Higher Education Area FHEQ Framework for Higher Education Qualifications (England, Wales and Northern Ireland) HEI Higher education institution NICATS Northern Ireland Credit Accumulation and Transfer System NUCCAT Northern Universities Consortium for Credit Accumulation and Transfer PSRBs Professional, statutory and regulatory bodies RLTW Recognition of learning through workQCA Qualifications and Curriculum Authority QCF Qualifications and Credit Framework SCQF Scottish Credit and Qualifications Framework SEEC Southern England Consortium for Credit Accumulation and Transfer WHECC Welsh Higher Education Credit Consortium
20
The Southern England Consortium for Credit Accumulation and Transfer (SEEC) is a membership association of providers of higher education and training in the south of England and is a registered charity. SEEC aims to advance education for the public benefit by developing credit accumulation and transfer and promoting continuing education at Higher Education level. For further details see www.seec.org.uk
ISBN 978-0-9550244-1-2