Develop Your Confidence in SCQF Credit Rating at Level 1 and 2

Aims to provide an understanding of the SCQF partnership and its credit rating criteria to provide specific support to practitioners preparing new units or adapting existing units at SCQF levels 1 and 2 to for an internal credit rating process to facilitate the development of Unit Specifications.

Activity Introduce yourself to your partner. Why are you interested in credit rating? Share where your college is in the credit rating process.

Activity choose an image which explains your feelings about credit rating share with your partner.

Why credit rate? to acknowledge progress and achievement school leavers have already achieved the units in your programme portfolio (SQA, ASDAN) and you are looking for an alternative you have locally devised units with developed resources which meet the needs of the student group but do not have an official credit rating funding may be related to accredited learning.

What is credit rating? allocation of level to units/whole programme allocation of credit points ensuring the submission meets SCQF criteria ensuring the quality and integrity of a submission ensuring quality assurance arrangements are in place.

On-line introduction

Role of the credit rating body (college) receive submitted units/programme carry out credit rating process add credit rated programme to the SCQF database perhaps carry out external quality assurance.

Is your college ready? setting up the credit rating process culum/communities-of-interest/scqf- resources.html training events

Who does what? Submitting party develops the programme/unit makes recommendations and provides rationales about levels and credit points provides information about how the programme/unit will be quality assured. Credit rating body appoints lead contact arranges meetings provides paperwork appoints credit rating personnel carries out credit rating reports back on findings enters programmes on to SCQF database.

Meeting criteria for submission SCQF state that it must: be at least 10 hours of notional learning time (i.e. 1 SCQF credit point) be written in learning outcomes include details of assessment give clear information about how the learning programme will be quality assured.

Activity with partner/small group make a list of information that should be included in a submission document.

Characteristics 1.knowledge and understanding 2.practice: applied knowledge, skills and understanding 3.generic cognitive skills 4.communication, ICT and numeracy skills 5.autonomy, accountability and working with others.

Activity look at these units and decide the level of each using the level descriptors document explain your reasons.

Key points the SCQF Level Descriptors should be seen as a useful guide to be used with other reference documents the characteristics of the Level Descriptors are generic in nature and may not all be relevant for every qualification or learning programme they provide a general overview of what would be expected of a typical learner at a specified SCQF level, however, as some of the characteristics may not be relevant it is not necessary that all are met; e.g. numeracy, ICT may not be included when deciding an appropriate level for a qualification or learning programme, it is helpful to look at descriptors across a range of levels to determine the ‘best fit’ the vocabulary of the SCQF Level Descriptors may provide appropriate wording that can be used to describe learning for programme descriptions, learning outcomes and assessment evidence.

Terminology at levels 1 and 2 simple…basic routine personal...everyday…familiar... unfamiliar.

Learning outcomes Typically, learning outcomes should: use active verbs avoid ambiguity describe final output or achievement use clear language be informed by the SCQF Levels and Level descriptors be achievable be able to be assessed.

Verbs for outcomes at levels 1 and 2 experience take part in/participate show/demonstrate work with respond to recognise use produce carry out Identify.

Write a unit descriptor at lLevel 2 Description – this unit is designed to develop simple shopping skills to enable students to purchase a few items for a cookery activity. Write a set of outcomes which describe the learning you would like the student to achieve OR Use a local unit.

Assessment/performance criteria Valid Does it match the learning outcome? Can you generate evidence? Will the assessor be able to make decisions? Does it exclude anyone? Reliable Will it help assessors make decisions consistently? Will it always generate evidence linked to the learning outcome? Practical Is it cost effective and efficient? Have you got the necessary resources?

Evidence requirements Examples of instruments of assessment at level 1 and 2: observations (recording checklist, statement, date) witness testimony (recorded statement, written/verbal) questioning (recorded responses to questions, matching, choice making, visual prompts) portfolios (photographic, statements, video, written work).

Activity Outcome – what do they have to do? Assessment criteria – to what standard? devise assessment criteria and methods of assessment which match the outcomes you have devised.

Activity in your group devise a list of learning activities that might be included in ‘learning hours’.

Notional learning hours For example, activities might include: personal programme planning attending formal teaching sessions practical work relevant ICT activities involvement in informal learning such as community activities assessment of learning reflection on what has been learned practice through gaining, using and refining skills in the workplace.

SCQF level 1 recognises learning development and achievement that ranges from participation in experiential situations to the achievement of basic tasks with support. Do you have sufficient information to be able to interpret and apply level 1? Are you clear about the level and type of support which would be acceptable?

Level 1 should contain a positive statement of achievement should contain learning outcomes which emphasise the experiential and participative nature of the learning should contain outcomes which are straightforward e.g. a single task or completion of a simple routine requires the achievement of practical tasks involving a limited number of specified steps should be expressed in a way that differentiated levels of support can be accommodated stating ‘with the level of support appropriate to the needs of the learner’.

Assessment considerations At level 1 assessment should take account of: the learner’s mode of communication supportive and/or assistive technologies answers/responses comprising a single indication (such as a word, symbol, graphic, picture, etc) simple responses based on positive versus negative indications (e.g. yes vs. no, agree vs. disagree, etc.) giving an indication or making a choice of a correct response from a given selection assessment should take place when suitable opportunities present themselves during learning activities and/or completion of learning activities.

Activity use your level 2 descriptor to devise a related unit at level 1 OR choose a relevant subject to devise a unit at level 1.

Quality assurance internal: ensuring all assessors assess to the same standards – internal verification external – ensuring appropriate QA systems are in place and operating effectively.

Templates for credit rating process

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