using verbs and command words effectively when writing...

Setting the standards

Using verbs and command words effectively when writing units or

designing assignments

April 2013

Issue 1.1

2

Prepared by Alison Mitchell, Phil Jones and Natalie Muller

References to third-party material made in this document are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein.

(Material may include textbooks, journals, magazines and other publications and websites.)

All the material in this publication is copyright � Pearson Education Ltd 2013

Setting the Standard

3

Introduction

Pearson: leading on standards At Pearson, we want to make sure that our learners are confident in the standard of our

qualifications. Everyone involved in the design and delivery of a qualification also needs to

be confident that the assessment requirements are being interpreted in the same way.

The aim of this document is to support and give guidance to qualification designers and

writers, assessors and deliverers on the use and interpretation of language used for

assessment criteria.

Qualification writers can use this guide to make sure there is consistency across

subject areas and vocational sectors.

Centres can use the guide to help them prepare valid assignments for their

learners or interpret assessment criteria.

Standards verifiers can use the guide to make sure centres are applying the same

measures to each assessment criterion.

Pearson: applying the standards Guidance on the use of verbs in assessments was provided by the regulator when the

Qualification and Credit Framework was first introduced. However Pearson has expanded

the list of ‘command words’ to include verbs used in Pearson assessments.

‘Command words’ are not associated with specific levels. A learner working at level 2 could

be expected to evaluate a simple, familiar activity whilst a learner at level 7 could be

asked to identify theoretical perspectives for a specialist subject area. It is more important

that the ‘command word’ allows the learner to demonstrate their knowledge and

understanding in the most appropriate way. (See Annex for Ofqual Level Descriptors)

Pearson: setting consistent standards This guidance can be used with general qualifications and vocational qualifications. We

want to be confident that irrespective of the type of qualification a learner is working

towards, the same definitions are applied.


4

Section 1

Definitions of verbs or ‘command words’ used for assessment

We use different verbs at the beginning of assessment criteria to indicate the type of

evidence required. For example:

Describe types of play that can increase confidence in shy children

Outline ways in which faith groups can work together to promote diversity

Demonstrate communication skills when working with customers.

When assessing the learning outcome or learning aim, you need to interpret the meaning

of the verb in order to set the standard. The verbs or ‘command words’ in this section give

you:

the verb that may be used;

a definition which informs the standard required;

some suggested forms of evidence that could support the standards; and

words that have a similar meaning to the verb. This may be useful when explaining a

command word to the learner.

Remember

1. Learners must provide sufficient evidence to show competence.

2. Read the definition of the verb along with the full assessment criteria.

3. The methods of providing evidence are suggestions only. The evidence must be

relevant to the assessment criteria.


5

Assessment word

This definition informs the standard

Suggested evidence to be read in conjunction with assessment guidance

Umbrella words that sit under/within assessment words

Analyse The learner work, performance, practice or verbal presentation shows methodical and detailed examination that has broken down a theme, topic or situation in order to interpret and study the interrelationships between the parts.

Evidence may be shown in:

written form or through non verbal performance and practice; or

verbal presentation and supported by assessment records, witness statement or observation documentation.

Explore

Examine

Investigate

Experiment

Interrogate

Extrapolate (see also Extract)

Infer (see also Extract)

Diagnose

Deconstruct

Assess The learner can give careful consideration to all factors or events that apply, to identify those which are the most important or relevant and arrive at a conclusion




Appraise

Estimate

Determine

Weigh up

Analyse

Communicate The learner is able to convey ideas or information to others




State

Tell

Inform

Report

Advise

Brief


6

Assessment word




Compare The learner can identify the main factors relating to 2 or more items/situations or aspects of a subject that is extended to explain the similarities, differences, advantages and disadvantages. In some cases, say which is best and why.




Differentiate

Distinguish (also Identify)

Discriminate

Contrast

Define The learner work, performance or practice states or describes the nature, scope or meaning of a subject as objective facts

Evidence has to be the learner’s own interpretation or clearly referenced if others’ sources are used.

Interpret

Establish

Specify

Set out

Demonstrate The learner work, performance or practice evidences the ability to carry out and apply knowledge, understanding and/or skills in a practical situation.

Evidence may be seen through:

verbal or written statements; or

reasoned argument; and should be understood by others.

Display

Present

Exemplify

Use

Establish

Show

Describe The learner work, performance or practice gives a clear, objective description that includes all the relevant features and information about a subject – think of it as ‘painting a picture with words’.




Express

Outline

Summarise

Detail

Recount


7

Assessment word




Discuss The learner considers different aspects of:

a theme or topic;

how they interrelate; and

the extent to which they are important.

A conclusion is not required.

Discussion is seen through:

verbal or written statements; or

reasoned argument that is constructive and enhances understanding of a subject or situation.

Interact

Agree

Negotiate

Resolve

Consider

Evaluate The learner work, performance or practice brings together all information and is reviewed to form a conclusion, drawing on evidence including:

strengths;

weaknesses;

alternative actions;

relevant data; or

information.

The learner inquiry should lead to a supported judgement of a subject’s qualities and relationship to its context.




Assess

Test

Measure

Judge

Criticise

Critique

Appraise

Explain The learner is able to provide clear details and give reasons and/or evidence to support an opinion, view or argument. It could show how conclusions are drawn (arrived at). The learner is able to show that they comprehend the origins, functions and objectives of a subject, and its suitability for purpose.




Comment

Specify

Make clear


8

Assessment word




Give The learner can provide:

examples;

justifications; and/or

reasons to a context.

Evidence may be seen in:



Provide

Contribute

Supply

Advance

Proffer

Identify The learner indicates the main features or purpose of something by recognising it and/or being able to discern and understand facts or qualities.

List of:

single words; or

short phrases as written; or

verbal evidence that is supported by a witness statement or observation record

Know

Recognise

Name

Show

Indicate

Locate

List

Illustrate The learner includes images, diagrams or examples to show what is meant within a specific context.




Support

Clarify

Elucidate

Exemplify


9

Assessment word




Interpret The learner is able to state the meaning, purpose or qualities of something through the use of images, words or other expressions




Explain

Understand

Clarify

Construe

Investigate The learner work, performance or practice tests the:

qualities of materials;

techniques;

processes; or

contexts

through practical exploration.

Evidence may be in the form of experiments, samples and/or formal records of investigation results supported by written or verbal explanations

Enquire into

Explore

Analyse

Examine

Scrutinise

Justify The learner is able to give reasons or evidence to:

support an opinion; or

prove something right or reasonable.




Defend

Support

Reason

Account for

Rationalise

Substantiate


10

Assessment word




List The learner provides information as an item by item record of names or things

Written or verbal evidence supported by:

assessment records;

witness statement; or

observation record. Evidence may be single words, short phrases or labelled diagrams.

Not advised where content is presented on same page as learning outcomes or assessment criteria

Catalogue

Sort

Rank

Index

Manage The learner can engage with and influence an activity or process

Written or verbal evidence that is supported by:

assessment records;


observation record.

Evidence may also include minutes of meetings, action plan, diary, logs, blogs.

Reorganise (see also revise)

Manipulate

Supervise

Lead

Run

Outline The learner work, performance or practice provides a summary or overview or a brief description of something.


assessment records;


observation record.

Evidence may also include notes, logs, blogs

Draft

Map

Synopsis

Resume

Précis

Essence


11

Assessment word




Perform The learner can carry out or execute what has to be done to complete a given activity or to demonstrate personal achievement for an audience


assessment records;


observation record

Evidence may include photographic or video evidence, logs, blogs, social media

Execute

Carry out

Implement

Operate

Plan The learner creates a way of doing a task or series of tasks to achieve specific requirements or objectives showing progress from start to finish.


assessment records;


observation record.

This may cover a timeframe or be a diagram.

The methods will show how the learner intends to manage forthcoming events.

Prepare

Set

Schedule

Propose

Objective

Devise

Record The learner can systematically retain or refine information using various media in formats that are appropriate to the task or response to an assignment or brief


assessment records;


observation record

Evidence may include photographic or video evidence, logs, blogs, social media.

Graph

Tabulate

Cite

Annotate

Illustrate

Account

Evidence


12

Assessment word




Report The learner can adhere to protocols, codes and conventions where matters, findings or judgements are set down in an objective way.

Written or verbal evidence supported by assessment records, witness statement or observation record. May include photographic or video evidence, logs, blogs, social media

Communicate

Detail

Outline

State

Summarise

Present

Research The learner proactively seeks information and can identify the means and resources to do so.

Information should be reviewed and used to inform:

the progress of work;

performance; or

practice.

Findings could be used to:

make choices;

make recommendations; or

reach new conclusions

Written, verbal or non-verbal evidence (pictures, diagrams, practical experiments or sampling).

Evidence should include records of reference sources – books, magazines, websites etc to show understanding of plagiarism.

Seek

Investigate

Study

Examine

Explore

Review

The learner is able to make a formal assessment of work produced.

The assessment allows the learner to:

appraise existing information or prior events; and

reconsider information with the intention of making changes, if necessary



verbal presentation and supported by assessment records, witness statement or observation documentation

Reflect

Assess

Evaluate

Examine

Re-assess

Re-evaluate


13

Assessment word




Select The learner chooses the best or most suitable option whether this is of materials, techniques, equipment or processes. The options and choices should be based on specific criteria




Choose

Show The learner work, performance or practice presents evidence using knowledge, understanding and skills




Use

Present

Produce

Convey

Exhibit

State The learner is able to express the condition of, or facts about something definitely or clearly




Present

Put into words

Communicate


14

Assessment word




Summarise The learner can gathers together all of the main aspects of a given situation or experience in a condensed format.

May be short written or verbal evidence that is supported by assessment records, witness statement or observation record. May include photographic or video evidence, logs, blogs, social media

Condense

Synopsis

Précis

Resume


15

Section 2

Words used for setting tasks within assignment briefs, projects or tasks

To produce their best work, learners need to:

understand the assessment that they are being asked to submit;

know that the assessment is meaningful; and

be able to provide sufficient evidence that is relevant and valid.

Designing valid tasks and assessments is therefore a key element of Pearson

qualifications.

Section two provides a wide range of verbs, and alternatives that may be used in different

types of assessment to help learners provide appropriate evidence. Each word is defined

and where appropriate, examples of evidence are given.

Page | 16

Task word

Adequate The learner work, performance or practice is satisfactory or acceptable in the quantity and quality required at the level of the qualification

These are typically measured through the expectations of the assignment.

Sufficient

Enough

Acceptable

Average

Annotate Typically this is a note added to drawing, image or text for explanation or comment; often showing reasons for taking actions or justifying choice as the work progresses

Annotation can be evidenced on the work or by using Post-it notes or other labels.

Comment on

Explain

Elucidate

Reference

Cross-reference

Corroborate

Apply Existing knowledge, understanding or skills are put into action in a particular, new or different vocational context.

Evidence may be in the form of written work, samples and experiments and final outcomes or performance.

Implement

Use

Employ

Appropriate The selection and use of materials, equipment, techniques and processes are evidenced in ways that reflect the creative aim, brief, theme or context.

Evidence outcomes will be fit for purpose within the context of a vocational assignment or context

Suitable

Relevant

Apposite

Correct

Pertinent

Arrange The learner orders the work, performance or practice according to a defined scheme or criterion

Evidence may be in the form of:

schedules;

action plans;

written work;

samples and experiments; and

final outcomes or performance.

Set out

Order

Organise

Group

Categorise

Structure

Ask The learner will enquire in simple terms

Evidence may be in the form of a questionnaire or recorded verbal evidence supported by observation documents

Question

Interrogate

Page | 17

Task word

Assist The learner is able to co-operate effectively with others in a particular task.

Evidence may be meeting minutes or through discussion.

It may also be in the form of written work, samples and experiments and final outcomes or performance which could be recorded or photographed and assessment records, observation sheets or witness statements.

Help

Support

Assured The learner, work, performance or practice shows confidence in the use of techniques, understanding or knowledge in the application of practical, vocational skills.

Same as above Confident

Self confident

Composed

Certain

Sure

Carry out The learner is able to complete a given or self-generated task or activity.

Same as above Conduct

Perform

Complete

Check Review for accuracy (see also Confirm)

Same as above Edit

Proof read

Test

Clarify The learner is able to explain information or discuss reasons for work, performance or practice in a clear and concise way.

Same as above Spell out

Describe

Coherent The evidence, practice or performance is logically or aesthetically consistent and holds together as a harmonious or credible whole.

Same as above Consistent

Reasoned

Intelligible

Articulate

Lucid

Sound

Page | 18

Task word

Collate The learner is able to collect and present information or evidence in sequence or logical order.

Same as above Assemble

Arrange

Organise

Comment The learner is able to express an opinion or reaction verbally or in writing.

Observe

State

Critique

Debate

Expound

Remark

Venture

Competent The learner has the necessary knowledge, understanding and skill to do something well at the level required, in either amount or extent

Evidence is likely to be gathered in the work setting.

Capable

Proficient

Skilled

Expert

Comprehensive The work, practice or performance shows broad, fully inclusive coverage of a range of factors related to goals, briefs or objectives.

Thorough

Extensive

Complete

Exhaustive

Detailed

Thorough

Substantial

Confident The learner, work, performance or practice demonstrates self-assurance and the secure application of skills or processes.

Certain

Positive

Assured

Assertive

Conduct The learner is able to carry out self initiated or given tasks in vocational contexts

Manage

Control

Carry out

Do

Execute

Perform

Confirm The learner is able to reinforce their understanding of a subject

Clarify

Verify

Prove

Page | 19

Task word

Co-ordinate The learner can place or classify things or subjects in order or rank. Where the learner is working with others, matters are organised, combined or integrated into a logical format

Organise

Arrange

Manage

Order

Rationalise

Systemise

Consider The learner has the ability to deliberate, take into account or attend to matters or situations in a thoughtful manner

Reflect on

Examine

Rate

Consistent The learner, work, performance or practice is reliable, unchanging and constant and is able to be repeated towards achieving goals, briefs or objectives.

Regular

Dependable

Reliable

Uniform

Consult

The learner proactively uses of information sources (see also DISCUSS)

Access (information)

Deliberate

Refer to

Contribute The learner can work towards a common aim either as an effective individual or as part of a group discussion or activity

Participate

Provide

Offer

Volunteer

Suggest

Propose

Recommend

Create The learner can devise a new or enhanced form, character, contribution or solution

Devise

Design

Develop

Invent

Synthesise

Page | 20

Task word

Creative The learner uses materials, techniques, equipment and processes to express ideas, concepts or feelings in new, imaginative and engaging ways.

Evidence will be innovative showing originality of thought and application through the use of materials, processes and technologies, in writing or through verbal presentation or performance

Innovative

Imaginative

Artistic

Inspired

Original

Design The learner creates a plan, proposal, outline or generates ideas/concepts that inform the progress towards meeting the assignment requirements or objectives.

The evidence may be in the form of experiments, samples and/or formal records of investigation results supported by written or verbal explanations. The use of materials, techniques, equipment and processes expresses ideas, concepts or feelings in new and engaging ways.

Outline

Devise

Formulate

Conceive

Scheme

Draft

Detailed The learner, work, performance or practice shows facts or information relevant to the vocational context. It may also show an attention to detail.

Thorough

Complete

Explicit

Exact

Specific

Elaborate

Nuanced

Develop The work, performance or practice shows progress by bringing out the potential of the theme or topic. Where relevant, the learner evidences personal progress in acquiring the vocational knowledge, understanding and skills,

Advance

Progress

Change

Mature

Evolve

Realise

Page | 21

Task word

Diagnose The learner can identify problems or areas for development and provide relevant solutions

Identify

Recognise

Distinguish

Determine

Analyse

Critique

Differentiate The learner can distinguish or describe key elements

Separate

Discriminate

Tell apart

Tell the difference

Demarcate

Discern

Identify

Distinguish The learner can identify and set apart subjects or objects, recognising differences

Characterise

Recognise

Do The learner is able to perform an operation or function

Carry out

Undertake

Practice

Implement

Effective The learner, work, performance or practice shows control over materials, techniques, equipment and/or processes to produce the details and broad aims of goals, briefs, objectives or specific requirements.

Valid

Practical

Competent

Proficient

Engage The learner has shown involvement in the tasks or contexts to produce evidence for assessment

Participate in

Take part

Apply

Interact

Page | 22

Task word

Enhance The work, performance or practice evidenced shows increased quality and/or understanding

Amplify

Improve

Intensify

Develop

Evolve

Define

Refine

Estimate The learner can evaluate or calculate the worth, value or size of something

Evaluate

Gauge

Determine

Ascertain

Discern

Judge

Explore The learner tries out the qualities of materials, techniques or processes through practical investigation, with some record of results.

Investigate

Examine

Research

Scrutinise

Extract The learner is able to derive specific information from available sources

Abstract

Select

Take

Extrapolate The learner can infer or project into a new activity or experience

Transfer

Re-contextualise

Fluent The learner, work, performance or practice is expressed easily and with confidence.

Articulate

Lucid

Cogent

Assured

Proficient

Imaginative The learner, work, performance or practice develops ideas and concepts in fresh, creative, engaging and inventive ways.

Inventive

Original

Ingenious

Innovative

Novel

Implement The learner can fulfil or perform practice, ideas and concepts

Apply

Execute

Utilise

Enact

Expose

Page | 23

Task word

Independent The learner is capable of producing work, performance or practice acting separately from others

Autonomous

Self initiated

Individual

Original

Insightful The learner has, or is able to show an accurate and deep understanding and/or perception within a vocational context

Intuitive

Perceptive

Astute

Discerning

Profound

Judgement The learner can make reasoned decisions from comparison or ideas, experiments or review of practice

Critical

Discriminate

Logical

Appraisal

Assessment

Evaluation

Listen The learner is receptive to information imparted by others

Receive

Consider

Follow

Monitor The learner can track and record progress of work, performance or practice to check or control

Survey

Supervise

Observe

Note

Log

Organise The learner can systematise and order information or activity

Collect

Collate

Match

Order

Score

Prioritise

Co-ordinate (see also Discuss)

Allocate

Participate The learner must be actively involved in the requirements of given units or tasks and/or take part in specific vocational activities

Engage

Involve

Contribute

Page | 24

Task word

Predict The learner can anticipate forthcoming events or processes and their likely outcomes

Formulate

Envision

Prepare The learner can make their work, performance or practice ready to carry out either as a preliminary study, rehearsal or through a series of investigations, experiments or explorations

Produce

Assemble

Arrange

Construct

Plan

Equip

Produce The learner can create an idea or item according to specific criteria or in response to a vocational assignment or brief. (See also CREATE).

Make

Compose

Construct

Generate

Prove The learner is able to substantiate a position or belief providing valid and relevant evidence

Argue (see also Discuss)

Defend

Instantiate

Provide The learner can produce the means or evidence to meet specific demands

Deliver

Supply

Give

Qualitative The learner work, performance or practice is related to, is measuring or is measured by the quality of something rather than its quantity

Worth

Value

Virtuosity

Content specific

Content driven

Recall

The learner can show accurate memory of previously imparted information or prior events to inform their work, performance or practice

Memorise

Repeat

Recite

Restate

Retell

Reproduce

Replicate

Page | 25

Task word

Recognise The learner can identify or provide evidence that they have the knowledge to act on the demands of an assignment or given situation

Acknowledge

Identify

Qualify

Substantiate

Refine The learner is able to improve initial ideas, concepts or work by taking into account self-reflection or evaluation, feedback from others and the review of aims/ objectives.

Process

Hone

Develop

Enhance

Reflect The learner is able to consider all aspects of their work, performance or practice in order to create an action plan or further direction of their work.

Review

Consider

Contemplate

Relevant The learner work, performance or practice is appropriate to the requirements of the assignment, unit requirements or objectives.

Apposite

Related

Germane

Suitable

Pertinent

Respond The learner reacts to external stimuli or approaches by others

Answer

Reply

Responsive The learner reacts to the requirements, external stimuli, approaches and/or objectives in a positive, thoughtful manner.

Receptive

Flexible

Open

Revise The learner appraises existing information or concepts to respond to the outcomes of reflection and feedback

Reassess

Re-evaluate

Modify

Refine

Enhance

Page | 26

Task word

Suggest The learner, work, performance or practice puts forward personal ideas or thoughts for consideration. The viable ideas, thoughts or actions are made in response to situations or requirements.

Initiate

Recommend

Advise

Imply

Supervise The learner can manage a given situation or people to ensure that work, performance or practice progresses within a plan.

Manage

Direct

Observe

Guide

Influence

Oversee

Support The learner may contribute to the success or maintenance of the value of something such as group work or a performance. It may also test how independent a learner is, in the amount of tutor or group input required to achieve the level required.

Confirm

Prove

Validate

Endorse

Ratify

Collaborate

Co-operate

Synthesise The learner, work, performance or practice puts together or is combined into a complex whole and shows strong knowledge, understanding and skill/s.

Unite

Amalgamate

Create

Undertake The learner sets about active participation in an agreed capacity in an engaged manner to a given assignment and time frame

Take on

Manage

Commit to

Page | 27

Task word

Understand The learner is able to demonstrate comprehension of ideas or concepts

Apprehend

Mastery

Comprehend

Assimilate

Page | 28

Annex: Ofqual level descriptors for the Qualification

and Credit Framework (QCF)

QCF level descriptors for Level 1 In each outcome of learning for each unit the learner must demonstrate the following:

Knowledge and

understanding

Use knowledge of facts, procedures and ideas to:

• complete well-defined, routine tasks

• interpret relevant information and ideas

• be aware of information relevant to the area of study or work

Application

and action

• complete well-defined routine tasks

• use relevant skills and procedures

• select and use relevant information

• identify whether actions have been effective

Autonomy and

accountability

• take responsibility for completing tasks and procedures

• subject to direction or guidance as needed

Summary

Level 1

Achievement at level 1 reflects the ability to use relevant knowledge,

skills and procedures to complete routine tasks. It includes responsibility

for completing tasks and procedures subject to direction or guidance.

Page | 29


Knowledge and

understanding

• Use understanding of facts, procedures and ideas to complete

well-defined tasks and address straightforward problems

• Interpret relevant information and ideas

• Be aware of the types of information that are relevant to the area

of study or work

Application

and action

• Complete well-defined, generally routine tasks and address

straightforward problems

• Select and use relevant skills and procedures

• Identify, gather and use relevant information to inform actions

• Identify how effective actions have been

Autonomy and

accountability

• Take responsibility for completing tasks and procedures

• Exercise autonomy and judgement subject to overall direction or

guidance

Summary

Level 2

Achievement at level 2 reflects the ability to select and use relevant

knowledge, ideas, skills and procedures to complete well-defined tasks

and address straightforward problems. It includes taking responsibility for

completing tasks and procedures and exercising autonomy and

judgement subject to overall direction or guidance.

Page | 30

QCF level descriptors for Level 3

In each outcome of learning for each unit the learner must demonstrate the following:

Knowledge and

understanding

• Use factual, procedural and theoretical understanding to complete

tasks and address problems that, while well defined, may be

complex and non-routine

• Interpret and evaluate relevant information and ideas

• Be aware of the nature of the area of study or work

Application

and action

• Have awareness of different perspectives or approaches within

the area of study or work

• Address problems that, while well defined, may be complex and

non-routine

• Identify, select and use appropriate skills, methods and

procedures

• Use appropriate investigation to inform actions

• Review how effective methods and actions have been

Autonomy and

accountability

• Take responsibility for initiating and completing tasks and

procedures, including, where relevant, responsibility for

supervising or guiding others

• Exercise autonomy and judgement within limited parameters

Summary

Level 3

Achievement at level 3 reflects the ability to identify and use relevant

understanding, methods and skills to complete tasks and address

problems that, while well defined, have a measure of complexity. It

includes taking responsibility for initiating and completing tasks and

procedures as well as exercising autonomy and judgment within limited

parameters. It also reflects awareness of different perspectives or

approaches within an area of study or work.

Page | 31


Knowledge and

understanding

• Use practical, theoretical or technical understanding to address

problems that are well defined but complex and non routine

• Analyse, interpret and evaluate relevant information and ideas

• Be aware of the nature and approximate scope of the area of

study or work

Application

and action

• Have an informed awareness of different perspectives or

approaches within the area of study or work

• Address problems that are complex and non-routine while

normally fairly well defined

• Identify, adapt and use appropriate methods and skills

• Initiate and use appropriate investigation to inform actions

• Review the effectiveness and appropriateness of methods,

actions and results

Autonomy and

accountability

• Take responsibility for courses of action, including, where

relevant, responsibility for the work of others

• Exercise autonomy and judgement within broad but generally

well-defined parameters

Summary

Level 4

Achievement at level 4 reflects the ability to identify and use relevant

understanding, methods and skills to address problems that are well

defined but complex and non routine. It includes taking responsibility for

overall courses of action as well as exercising autonomy and judgement

within fairly broad parameters. It also reflects understanding of different

perspectives or approaches within an area of study or work.

Page | 32


Knowledge and

understanding

• Use practical, theoretical or technological understanding to find

ways forward in broadly defined, complex contexts.

• Analyse, interpret and evaluate relevant information, concepts and

ideas.

• Be aware of the nature and scope of the area of study or work.

Application

and action

• Address broadly-defined complex problems.

• Determine, adapt and use appropriate methods and skills.

• Use relevant research or development to inform actions.

• Evaluate actions, methods and results

Autonomy and

accountability

• Take responsibility for planning and developing courses of action,

including, where relevant, responsibility for the work of others.

• Exercise autonomy and judgment within broad parameters

Summary

Level 5

Achievement at level 5 reflects the ability to identify and use theoretical

and technical understanding, methods and skills to address problems that

are well defined but complex and non-routine. It includes taking

responsibility for overall courses of action as well as exercising autonomy

and judgement within fairly broad parameters. It also reflects

understanding of different perspectives or approaches within an area of

study or work.

Page | 33


Knowledge and

understanding

• Refine and use practical, conceptual or technological understanding

to create ways forward in contexts where there are many

interacting factors

• Critically analyse, interpret and evaluate complex information,

concepts and ideas

• Understand the context in which the areas of study or work is

located

• Be aware of current developments in the area of study or work

• Understand different perspectives, approached or schools of

thought and the theories that underpin them

Application

and action

• Address problems that have limited definition and involve many

interacting factors

• Determine, refine, adapt and use appropriate methods and skills

• Use and, where appropriate, design relevant research and

development to inform actions

• Evaluate actions, methods and results and their implications

Autonomy and

accountability

• Take responsibility for planning and developing courses of action

that are capable of underpinning substantial changes or

developments

• Initiate and lead tasks and processes, taking responsibility, where

relevant, for the work and roles of others

• Exercise broad autonomy and judgement

Summary

Level 6

Achievement at level 6 reflects the ability to refine and use relevant

understanding, methods and skills to address complex problems that have

limited definition. It includes taking responsibility for planning and

developing courses of action that are able to underpin substantial change

or development, as well as exercising broad autonomy and judgement. It

also reflects an understanding of different perspectives, approaches or

schools of thought and the theories that underpin them.

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Knowledge and

understanding

• Reformulate and use practical, conceptual or technological

understanding to create ways forward in contexts where there are

many interacting factors

• Critically analyse, interpret and evaluate complex information,

concepts and theories to produce modified conceptions

• Understand the wider contexts in which the area of study or work

is located

• Understand current developments in the area of study or work

• Understand different theoretical and methodological perspectives

and how they affect the area of study or work.

Application

and action

• Conceptualise and address problematic situations that involve

many interacting factors

• Determine and use appropriate methodologies and approaches

• Design and undertake research, development or strategic activities

to inform the area of work or study, or produce organisational or

professional change

• Critically evaluate actions, methods and results and their short and

long term implications

Autonomy and

accountability

• Take responsibility for planning and developing courses of action

that initiate or underpin substantial changes or developments

• Exercise broad autonomy and judgement across a significant area

of work or study

• Initiate and lead complex tasks and processes, taking

responsibility, where relevant for the work and roles of others

Summary

Level 7

Achievement at level 7 reflects the ability to reformulate and use relevant

understanding, methodologies and approaches to address problematic

situations that involve many interacting factors. It includes taking

responsibility for planning and developing courses of action that initiate or

underpin substantial change or development, as well as exercising broad

autonomy and judgement. It also reflects an understanding of relevant

theoretical and methodological perspectives, and how they affect their

area of study or work.

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