QCF Qualifications Progress

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QCF Qualifications Progress
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The QCF is a framework made up of Units
containing Learning Outcomes and Assessment
Criteria which can be put together through
Rules of Combination to make up
QualificationsThis presentation gives an
outline, guidance and examples of all of the above
Brief Outline of QCF
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Units
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Key features of a unit

• Units are the building blocks of the QCF - they
  provide the basis for
• constructing qualifications and awarding credit
• A unit is defined as a coherent and explicit set
  of learning outcomes
• and related assessment criteria, with a title,
  credit value and level.
• Each unit must be capable of being individually
  assessed
• Each unit must be capable of contributing
  towards at least one qualification
• Units will not be active and available to
  learners
• until they are included in an accredited
  qualification

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• Unit Level

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• Entry to Level 8
• Apply to each unit and qualification
• Indicates relative demand, complexity/depth, and
  degree of autonomy
• Level descriptors covering
• Knowledge and understanding
• Application and action
• Autonomy and accountability

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The process of determining level

• Approach
• A panel of experts to reach consensus about the
  level of a unit
• Or
• Through peer review of other forms of independent
  expert evaluation
• In both cases it is important to involve people
  who
• Are familiar with the principles of credit, the
  unit pro forma and level descriptors
• Are experts in the body of knowledge and/or
  standard and /or sector occupations to which the
  unit achievement relates

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The process of determining level

• Units with the same title may be written at
  different levels using the same learning outcomes
  but different assessment criteria
• There must be a dominant level ie majority of the
  learning outcomes/assessment criteria must
  reflect one level
• Cross reference/benchmark against existing units
  at adjacent levels as well as units written by
  other awarding bodies in the same area of
  learning

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• Learning Outcomes

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Key points to consider when writing learning
outcomes

• Learning outcomes should address the question
  What do learners need to know, understand or be
  able to do as a result of this learning
  experience?
• There are no limitations on the number of
  learning outcomes in a unit but they must be
  coherent, explicit and assessable.
• Learning outcomes must articulate what a learner
  is expected to achieve rather than the learning
  process or activities
• Learning outcomes should form a coherent group of
  statements that relate to each other and to the
  title of the unit.
• If a learning outcome includes more than one
  phrase, this could mean the LO is trying to
  achieve too much and should be separated into two
  or more LO
• All LO in a unit are of equal importance in terms
  of achieving the unit
• and must be completed before the credit can be
  awarded

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• Assessment Criteria

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Key points to consider when writing assessment
criteria

• The assessment criteria should relate to a
  specific LO and there must be at least one AC
  related to each LO
• Assessment criteria should be observable,
  measurable and indicate the standard expected
  when the learner is assessed
• Appropriate language must be used to reflect the
  statements contained in the descriptors for the
  expected level
• There should be enough information in the AC to
  enable an effective judgement about the level
  achieved.
• AC should be written so that they can be
  demonstrated through arrange of assessment
  methods.
• AC should not be confused with or refer to
  assessment methods
• Where the same title is used at different levels
  with the same LO, AC must be clearly
  differentiated to reflect the descriptors at each
  level

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• Credit Values

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The process of determining credit value

• Determining credit values relies on professional
  judgement exercised by those best qualified
  through experience and knowledge of the
  discipline, field of study, profession, trade or
  area of skills
• The process cannot be prescribed but the
  principles will be similar to those used when
  determining level
• The involvement of a panel or group of relevant
  experts will help the process and make sure that
  the credit value is recognised and accepted by
  relevant stakeholders
• Credit value is the learning time for the unit
  divided by 10

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How does learning time differ from GLH?

• Guided Learning Hours (GLH) represent only those
  hours in which a tutor, trainer or facilitator is
  present and contributing to the learning process.
  
• Learning time, on the other hand, should address
  all learning relevant to the learning outcomes,
  regardless of where, when and how the learning
  has taken place.
• There is no assumed relationship between GLH and
  unit credit value.

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• Rules of Combination

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• All qualifications in the QCF have rules of
  combination. This is the critical information
  that describes what a learner is required to do
  to be awarded a qualification and the potential
  to transfer credit from different qualifications
  and awarding bodies.

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• Each qualification must have a unique title that
  includes its level, an indication of its content
  and an expression of its size through the use of
  the terms Award, Certificate and Diploma.
• Each qualification must have a single set of
  rules of combination. They are specified by
  awarding bodies in consultation with SSCs or
  other relevant organisations.

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• QCF Workplan
• When faced with these changes MPQC have had to
  put together a work plan to put the revised
  qualifications in place.

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• ..\..\Documents and Settings\TEMP\Desktop\Link
  Doce\QCF Work Plan 0910.xls

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• The first Project on Existing NOS to be done is
  the SHE QCF
• MPQC have put together a consultation and writing
  team
• for the SHE, after the first few meetings the
  structure for the proposed new qualifications
  looks like this -

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• ..\..\Documents and Settings\TEMP\Desktop\Link
  Doce\Suggested QCF Units and Qualifications based
  on SHE NOS.doc

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• David Hudson had also done a lot of work
  converting the Weighbridge N/SVQ into a QCF
  Qualification

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• ..\..\Documents and Settings\TEMP\Desktop\Link
  Doce\Conform to General Workplace safety QCF
  Unit.doc

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• Andy Rotherham has been doing work with the
  Concrete Society on Technical units for site staff

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• ..\..\Documents and Settings\TEMP\Desktop\Link
  Doce\QCF The Supply of Ready-mixed concrete -
  updated.doc

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• Also we have been working with interested parties
  to put together a QCF qualification for
  non-operational staff to give them industry
  specific knowledge

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• ..\..\Documents and Settings\TEMP\Desktop\Link
  Doce\QCF non ops-HSW unit.doc

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• As you can see these qualifications are very
  versatile and can be used in a number of ways at
  a number levels-
• MPQC are hoping that as we progress in the
  writing we can develop more common units which
  learners will be able to achieve across
  qualifications.

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• Just remember that although all this looks very
  different
• it isn't!!
• the methods of assessment and as far as MPQC are
  concerned and the requirements for competence of
  the staff remain the same so that we can ensure
  the quality of delivery and the credibility of
  the qualifications

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Thank you for your patience Any Questions?
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