Post on 04-Jul-2015
description
Qualifications are changing
Policy update
Ongoing policy work• Specifications, guidance and support
• Progression, hierarchies and recognition
• Skills for learning, life and work
• Assessment
• Quality Assurance arrangements
• Appeals
Specifications, guidance and supportNew ways of specifying requirements – shorter, more open, less prescriptive:
•Course Specification: outlines Course structure and what is required to pass the Course
•Unit Specification: outcomes and assessment standards
•Course and Unit Assessment Specifications: mandatory assessment requirements
Specifications, guidance and support (continued)
More guidance and support, for example:
• Course and Unit Support Notes: guidance on delivering Courses and the Units, approaches to learning and teaching
• Exemplification: approaches to Course and Unit assessment
Progression, hierarchies and ‘fallback’
Key messages from engagement:
• Maximise curricular continuity between levels
• Ensure consistent steps between levels
• Use hierarchical structures where-ever possible, as appropriate to subject and level
• Facilitated by skills-based outcomes
• Credit for positive achievement
Skills
• Greater focus on skills development
• Skills for learning, life and work:
– Literacy
– Numeracy
– Skills for health and well-being
– Employability, enterprise and citizenship
– Thinking skills
Assessment Course assessment:• added value – breadth, challenge and application
• methods defined
Unit assessment:• broader outcome statements and assessment standards
• more open, flexible evidence requirements
• flexibility for practitioners to make decisions about assessment methods