What do we mean by academic levels?Rebecca Eliahoo

Comparing FE and HE levels

FE examples

• Level 1 Foundation

• Level 2 GCSE

• Level 3 A level

• Level 4 HNC

• Level 5 HND

HE examples

• Level 3 Access course

• Level 4 First year undergrad

• Level 5 Second year undergrad

• Level 6 Third year undergrad

• Level 7 Masters

• Level 8 EdD/PhD

Different ways of articulating levels• Bloom’s taxonomy – a hierarchy of six

cognitive domains

• Learning Outcomes – verbs which can express levels of difficulty

• Academic descriptors and assessment criteria

• Differences between level 5 and 6 assignments

Evaluation • Able to make judgements about the relative

value of competing ideas and solutions

• Able to compare, contrast and criticise different

solutions

Synthesis • Solves problems using concepts in an unfamiliar

context

• Able to combine several concepts together to

form a new understanding of a situation

Analysis • Able to break a concept down into its

component parts

• Able to distinguish between fact and inference

• Able to use logical reasoning and deduction to

analyse a situation

Application • Able to apply the concept to an unfamiliar

situation

• Able to create something new using the concept

Understanding • Comprehends meaning

• Able to explain the concept in their own words

• Can answer a ‘worksheet’ or ‘textbook’ question

Knowledge • Recall of simple facts and data.

Bloom’s taxonomy

Bloom’s taxonomy • One familiar model of teaching is to explain a topic to

the whole class, supplement this with questioning, and set an individual task – for example, doing one or more questions from a worksheet or textbook. The teacher can circulate to check on progress and then lead brief feedback on the answers before repeating the cycle with a new topic.

• At first glance this seems effective. There are checks on learning and time to help individuals. It also appears time efficient at ‘getting through’ the curriculum.

• However, learners have only climbed the first two rungs of the ladder. They have successfully completed relatively simple ‘mastery’ tasks.

• Engineers would say that ‘Application’ is right at the top of the ladder!

Differences between level 5 and 6• Breadth of focus

• Depth of knowledge

• Levels of criticality

• Applying theories and literature to your practice

• Variety and breadth of referenced sources

• Language of Learning Outcomes

• Academic descriptors

• Comparisons of Assessment Criteria

Lower Cognitive Levels Higher Cognitive Levels

Knowledge Comprehension Application Analysis Synthesis Evaluation

arrange characterise administer analyse combine appraise

define classify apply appraise compose argue

duplicate complete calculate categorise consolidate assess

know depict choose compare construct critique

label describe compute contrast create defend

list discuss conduct critique design envision

match establish demonstrate diagram formulate estimate

memorise explain dramatise differentiate hypothesise evaluate

name express employ discriminate integrate examine

order identify implement distinguish merge grade

quote illustrate interpret examine organise inspect

recall locate operate experiment plan judge

recognise recognise perform explore propose justify

repeat report practice inventory synthesise rank

reproduce relate prescribe investigate systematize rate

restate review sketch question theorise review

retain sort solve research unite value

Focus LEVEL 5 PASS LEVEL 6 PASS

KNOWLEDGE &

UNDERSTANDING

The participant demonstrates: a comprehensive knowledge of the

concepts and principles associated with the module and its specified learning outcomes

an understanding of key texts and research findings associated with the module

ability to relate module content to a range of contexts in which children and young people learn

The participant demonstrates: a systematic understanding of the

knowledge base, concepts and principles associated with the module and its specified learning outcomes

a critical understanding of key texts and research findings associated with the module

ability to relate module content to a range of local, regional and/or national contexts in which people learn

VIEWS AND

ARGUMENT

The participant demonstrates: a recognition of the limitations of

clearly articulated views associated with the content of particular modules

an awareness of the danger of making assumptions when presenting a range of views associated with particular modules

an ability to analyse evidence in a critical way to inform their own views

The participant demonstrates: works with ideas at a level of

abstraction, arguing from competing perspectives associated with the content of particular modules

confidence and flexibility in identifying and defining complex problems when presenting a range of views associated with particular modules

an ability to analyse and evaluate evidence in a critical way to inform their own views

Assessment Criteria examples

• Level 5• evaluate feedback and

prepare an action plan; • reflect on issues and values

relevant to own professional role;

• provide evidence of the importance of inclusive practice to professional practice.

• Level 6• evaluate feedback and

justify an action plan; • critically reflect on issues

and values relevant to own professional role in a local and national context;

• evidence and justify the importance of inclusive practice to professional practice;

• fully relate their research and personal development activities to their learners’ needs

Assessment myths

• Myth 1 Institutions create transparency through writing Learning Outcomes that are so precise and clear that no one can misunderstand them. Words are not enough to make things transparent. There is no such thing as a transparent standard. It is only arrived at through discussion and negotiation.

• Myth 2 Feedback for improvement is straightforward. Feedback can be obscure; the ubiquitous praise sandwich is very difficult for weak students to understand. It confuses formative and summative comments.

• Ecclestone, K. (2001) 'I know a 2:1 when I see it': Understanding criteria for degree classifications in franchised university programmes, Journal of Further and Higher Education 25:3, p301-313

Help with judging levels

• Look at moderated exemplars of good, very good and bad assignments at different levels

• Read, note and reference a variety of sources

• Read formative feedback and make changes accordingly

• Check that your work meets the assessment criteria (the way we judge work).

• Keep an eye on the level above which you are asked to work.