Maggie Neave, Development Manager

OCN Eastern Region

Understanding UnitsDemystifying the language and assessment criteria

Agenda

• Objectives• Understanding units

– how QCF units are;• written• used • assessed

– how they can be combined together within QCF Qualifications

• Q&A

Objectives

Unit types

• QCF unit– From a QCF Qualification

– May be used as a standalone unit or within a group of units, sometimes leads to achievement of a Qualification

– Content cannot be changed

– May be eligible for funding

Unit types

• OCN Eastern Region Accredited Unit– Written to QCF standards but sits outside the QCF

– Centre can devise unit with us or select from databank

– Quality assured and certificated by OCN Eastern Region

– Not eligible for public funding

Unit Writing - Key document

•Guidelines for writing credit-based units of assessment for the Qualification Credit Framework

Key Rules

• UNIT TITLES

• All units must have a unit title that:– is clear, concise and reflects the content of the unit

– is meaningful in its own right and does not make reference to any information outside the unit

– does not include reference to the levels of the QCF or to any terms that may be taken to refer to a level of achievement.

Key Rules

• UNIT TITLES

– should not contain qualification titles, numbers, module titles, codes or references to its status in a given qualification, such as the words ‘core’ or ‘optional’

– must not contain references to level, such as ‘beginner’s’ or ‘introduction to’

– must not refer to methods of assessment.

Key Rules

• LEARNING OUTCOMES• All units must contain learning outcomes that:

– set out what a learner is expected to know, understand or be able to do as the result of a process of learning

– are clear and coherent, and expressed in language that is understandable by the learners for whom the unit is intended

– are expressed in a manner that addresses individual learners in the third person and will make sense to a learner.

Key Rules

• LEARNING OUTCOMES

–should begin with: ‘know’, ‘understand’ or ‘be able to’.

–should form a coherent group of statements that relate to each other, and the title of the unit and should be consistent with the unit level and credit value.

Key Rules

• ASSESSMENT CRITERIA• All units must contain assessment criteria that:

– specify the standard a learner is expected to meet to demonstrate that the learning outcomes of that unit have been achieved

– relate to an individual learning outcome in language consistent with it

– are sufficiently detailed to support reliable, valid and consistent judgements that a learning outcome has been achieved, without creating an undue assessment burden for learners or assessors

– do not include references to methods of assessment or assessment specifications.

Key Rules

• ASSESSMENT CRITERIA– should be observable, measurable and provide qualitative

information that reflects the standard expected when the learner is assessed

– are guided by the level descriptors. Appropriate language must be used to reflect the statements contained in the descriptor for the expected level

– the use of words/phrases such as ‘understand’, ‘demonstrate an understanding’ or ‘know’ must be avoided as these concepts cannot be observed and evidenced

LEARNING OUTCOMES

KnowUnderstandBe able to

ASSESSMENT CRITERIA

Entry Level 3 Level 1 Level 2 Level 3

DefineDemonstrate

Give (examples of..)IdentifyIndicateLocateOutlineStateUse

ApplyAssessClassifyCompareDefineDemonstrateDescribeDifferentiateDistinguishEstimateGive (+ / - points of..)IllustratePerformSelectUse (a range of)

AnalyseApplyClarifyClassifyCritically compareDemonstrateDevelop ( a plan/idea which..) DiagnoseDifferentiateDistinguishDraw conclusions (which..)

EstimateEvaluateExplainExtrapolateImplementInterpretJudgeJustifyPerformReview and reviseSummarise

Writing units

• To develop a unit or QCF Qualification contact your Development Manager or Development Officer

Unit selection

• Where to find QCF units

• www.ocner.org.uk– Qualifications

– Unit funding

• http://register.ofqual.gov.uk/

Using Units

• NOCN /OCN Eastern Region produce;– Qualification Guide

– Unit content

– Assessment Information – prescribed and optional; activities

– Assessment/verification paperwork

• You develop– Lesson plans

– Assessments

Qualification Guide

• General information– Age restrictions

– Entry criteria

– GLH

– RPL

• Rules of Combination• Assessment information

Rules of Combination

NOCN Level 2 Award in Understanding and Exploring Entrepreneurship

In order to achieve the qualification, the learner must successfully complete three 1 credit mandatory units

Registering a new course

• Complete a New Course Notification form• Submit to Development Officer at OCN Eastern

Region– For some qualifications you will be asked to complete

an additional form and provide evidence of the knowledge and competence of tutors/assessors and verifiers

• Receive confirmation that course has been processed

Registering Learners

• Develop lesson plans• Develop assessment activities• Check with Approved Internal Verifier (AIV)• Start course• Register learners within 25 days of start of course

for short courses and 60 days for longer courses• Learner evidence to be assessed and verified• RAC signed by AIV and returned to OCN Eastern

Region.

How units are assessed

• Units can be assessed; – One assessment criteria per assessment

question/activity

– More than one assessment criteria per assessment question/activity.

• Assessment activities can also provide evidence for assessment criteria across more than one unit

Combining Units

• Activity– Planning and cooking a 2 course meal

• Units– Using cooking skills in the Domestic Kitchen L1 3cr

• Planning, cooking, equipment, food prep, health and safety

– Using Kitchen Equipment L1 1cr• Knowledge and use of equipment, health and safety

– Money: Adding and Subtracting Entry 3 1 cr• Adding and subtracting and using money

Combining Units

• Activity– Decorate a room

• Units– Preparing Ceiling and Walls for Decoration

– Using Painting Skills for Ceilings and Walls

– Wallpapering Skills

– Health and Safety in a Practical Environment

– Developing Group and Teamwork Communication Skills

Activity

• Select one or more units– What assessments could you set?

– How would you or the student record the evidence?

– Could you provide evidence for more than one unit with your activity?

– Discuss with your colleagues around the table

Questions

Maggie Neave

maggie.neave@ocner.org.uk

07920 027370