Guidance and Examples for
NQF
Unit Standards
Guidance and Examples for NQF Unit Standards
Page 2 of 59
Created by:
Framework Registration, New Zealand Qualifications Authority
First published:
December 2004
Thanks:
Framework Registration thanks the Best Practice Workshop
participants in Wellington and Christchurch over 26-28 October 2004
for their advice and contributions to this publication.
Table of Contents
Guidance and Examples for NQF Unit Standards
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CONTENTS
Guidance and Examples for NQF Unit Standards
6
Background ......................................................................................................................... 6
Introduction – how to use this publication ........................................................................... 6
General Requirements
7
Shared SSB responsibility for unit standards ...................................................................... 7
Formatting guide and template for unit standards ............................................................... 8
General Guidance.............................................................................................................. 8
Coherence ........................................................................................................................... 8
Equity .................................................................................................................................. 8
Language ............................................................................................................................ 8
Specificity of terms .............................................................................................................. 8
Clarity of intended meaning................................................................................................. 9
Acronyms and abbreviations ............................................................................................... 9
Specific Quality Criteria and Guidance for Unit Standards
10
Subfields and Domains................................................................................................... 10
Base Scope of Accreditation for Schools (BSAS)........................................................ 11
Titles ................................................................................................................................. 11
Examples of titles .............................................................................................................. 11
Elements .......................................................................................................................... 12
Examples of elements ....................................................................................................... 12
Hierarchy of verbs ............................................................................................................. 13
The use of action verbs when writing elements................................................................. 13
Performance Criteria ....................................................................................................... 15
Specificity of the criteria and breadth of evidence ............................................................. 16
Relationship with the element ........................................................................................... 16
Avoiding passive restatements.......................................................................................... 17
Reference to publications in performance criteria ............................................................. 17
Standard of performance with examples ........................................................................... 17
Use of the definite article – the .......................................................................................... 18
Doing and understanding with examples........................................................................... 18
Cognitive evidence with examples .................................................................................... 19
Range Statements ........................................................................................................... 21
Examples of range statements .......................................................................................... 22
Evidence and clarifying ranges.......................................................................................... 22
Multiple ranges .................................................................................................................. 22
Further examples of acceptable range statements ........................................................... 22
Examples of format for ranges in special notes................................................................. 23
Special Notes................................................................................................................... 23
References ........................................................................................................................ 23
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Definitions of terms used (glossaries) ............................................................................... 25
Itemised legislation and codes .......................................................................................... 26
Examples of legislation in special notes ............................................................................ 26
Levels ............................................................................................................................... 27
Credits .............................................................................................................................. 28
Purpose Statements........................................................................................................ 28
Examples of purpose statements ...................................................................................... 29
Entry Information ............................................................................................................ 30
Prerequisites ..................................................................................................................... 30
Recommended standards ................................................................................................. 31
Relationship diagrams ....................................................................................................... 31
Corequisites ...................................................................................................................... 31
Examples of entry information ........................................................................................... 31
Quality Management Systems ....................................................................................... 32
Accreditation and Moderation Action Plans....................................................................... 32
Accreditation...................................................................................................................... 32
Accreditation Action Plan .................................................................................................. 32
Accreditation Action Plan criteria for approval................................................................... 32
Moderation ........................................................................................................................ 33
Moderation Action Plan ..................................................................................................... 33
Moderation Action Plan criteria.......................................................................................... 33
Documentation required for new or reviewed AMAPs....................................................... 34
Comments By, and Expiry Date ..................................................................................... 34
Documentation required for new unit standards................................................................ 34
A note on documentation – anticipating issues ................................................................. 35
Additional Criteria and Guidance for Review, Revision, and Rollover35
Reviewed unit standards ................................................................................................ 35
Unit standard review support package .............................................................................. 36
Request for unit standard review support package ........................................................... 36
Replacement information with examples........................................................................... 37
Documentation required for review of standards............................................................... 37
Review Report ................................................................................................................. 38
Impact of review on provider accreditation with example .................................................. 39
Impact of review on AMAP with example .......................................................................... 39
Impact of review on existing qualifications with example .................................................. 39
Summary of main changes to standards with example ..................................................... 41
Rollover of unit standards .............................................................................................. 42
Documentation required for Rollover (extension of registration) of standards .................. 42
Revised unit standards ................................................................................................... 42
Impact of changes made at revision.................................................................................. 43
Documentation required for revised standards.................................................................. 43
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Guidance and Examples for NQF Unit Standards
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Te Reo Māori in Unit Standards ..................................................................................... 44
Microsoft Unicode Keyboard Māori Macron Driver............................................................ 44
Fishhooks for Māori Content ......................................................................................... 45
General Editorial and Formatting Requirements for Unit Standards ......................... 45
Editorial Requirements ...................................................................................................... 45
Formatting Issues .............................................................................................................. 45
Editing issues - Framework Registration Style Guide ....................................................... 46
Appendix 1 - Level Descriptors...................................................................................... 47
Appendix 2 - Changes to the Classification System.................................................... 49
Appendix 3 – Learning Domains.................................................................................... 50
Appendix 4 – Wordprocessing Tips .............................................................................. 55
Appendix 5 – Competency Training and Assessment................................................. 58
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Guidance and Examples for NQF Unit Standards
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Guidance and Examples for NQF Unit Standards
Background
The National Qualifications Framework (NQF) is that part of the New Zealand Register of
Quality Assured Qualifications containing National Certificates, Diplomas, and Degrees that
are made up of unit standards and/or achievement standards. The NQF is based on
principles of inclusiveness, portability, and transparency.
Unit standards are documents that specify learning and performance outcomes in terms of
the required standard of knowledge and/or performance. They provide the basis for the
design of assessment. Their intended audience is informed assessors – those with
knowledge in the area being assessed – and candidates in their capacity as selfassessors.
Unit standards are not concerned with the delivery of learning or training programmes but,
by describing required performance, will inform the design of such programmes.
There is a wealth of information related to competency based training and assessment.
See Appendix 5 for a selection of reference texts.
Introduction – how to use this publication
This publication provides guidance and examples for compiling and presenting the
contents of national unit standards.
The section numbers in this publication correspond to the same sections in the Registration
Criteria for National Qualifications Framework Unit Standards.
Each section contains
• an extract of the registration criteria that apply - the criteria appear in the grey boxes
• guidance on applying the registration criteria in practice, and
• examples of acceptable expression, format, and composition.
Documents referenced throughout this text can be accessed by hyperlink eg Unit Standard
Template
URL
http://www.nzqa.govt.nz/framework/standard/registration/docs/ustemplate.doc
Note: This publication relates only to unit standards. Achievement standards are
developed by the Ministry of Education's expert panels and are currently used only in
school curriculum subjects.
Introduction
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General Requirements
NZQA is committed to:
•
•
maintaining the high quality and credibility of New Zealand’s nationally registered qualifications;
working in partnership with industry, professional groups, and all stakeholders to ensure that
New Zealand has a world-class qualifications system.
A unit standard will be registered on the National Qualifications Framework (NQF) when it has been shown
that:
There is a demonstrable need for the unit standard, it does not unnecessarily duplicate an existing registered
unit standard, and it represents an achievable outcome worthy of certification in its own right
• there are no unnecessary or unreasonable restrictions on the pace or mode of assessment;
• the language of the unit standard does not create unnecessary or unreasonable barriers to access in
terms of gender, ethnicity, or cultural background;
The content of the unit standard meets the requirements of the standard setter and is within its area of
responsibility
• the unit standard has been endorsed as being fit for purpose for the intended sector;
• the standard setter has evidence that both new and revised unit standards have been the subject of
consultation with stakeholders;
The unit standard meets the specific quality criteria as outlined in this document
• the outcomes in the unit standard are consistent with each other and the overall competence indicated by
the title;
• the outcomes are achievable, manageable, coherent, assessable, and consistent with valid assessment
practice;
• the unit standard is of publishable quality – free from spelling, punctuation and grammatical errors,
consistent, and meeting current formatting requirements.
Unit standards must be fit for purpose. Periodic reviews and/or rollovers should ensure that this is so. The
normal registration period is three years for new unit standards and five years for reviewed ones, although
variations on these times are possible.
Unit standards may be written in Māori or in English.
Shared SSB responsibility for unit standards
With Tertiary Education Commission (TEC) approval, SSBs may work together on agreed
projects that involve the registration of unit standards. A memorandum of understanding
(MOU) between the parties must outline how the unit standards will be managed in terms
of the NQF; this should include the agreed processes for maintenance and review. An exit
arrangement should also be made, to ensure that stakeholders are not disadvantaged by
one SSBs withdrawal from the arrangements made under the MOU.
The MOU must be submitted with the application for registration of unit standards on the
NQF.
One of the SSBs will be Framework Registration’s main contact for administration
purposes.
General Requirements
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Formatting guide and template for unit standards
The guide is to be used in conjunction with the template. The guide and template are
based on the standard of formatting required for submission to the Framework Registration
team and compatibility with NZQA's Information Systems.
The guide provides indications of where text and tabs are to be placed, spacing, and how
text is to be displayed.
Unit Standard Template
URL
http://www.nzqa.govt.nz/framework/standard/registration/docs/ustemplate.doc
Formatting Guide for Unit Standards
URL
http://www.nzqa.govt.nz/framework/standard/registration/docs/formatting-us.pdf
See the section in this document, General Editorial and Formatting Requirements for Unit
Standards, for further information.
General Guidance
Coherence
Unit standards are expressed as clearly defined outcomes. The title, purpose statement,
elements, and performance criteria are consistent and relate directly to each other.
Equity
There is no gender, ethnic or other bias (ie no unreasonable barriers to access).
Language
Translations and/or explanations are included for any terms not in common New Zealand
English usage unless evidence is provided that the terms are commonly used and well
understood within the relevant industry or professional area.
The language used is inclusive and does not limit access.
Specificity of terms
The required standard should be clearly specified in the performance criteria and range
statements. Terms such as key, simple, basic or routine are therefore usually redundant.
General Requirements
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Terms such as necessary, suitable, appropriate, relevant, clearly, methodically, accurately
or correctly will be assumed and are therefore usually redundant. Such words can only be
used if:
•
•
industry, assessors and providers have a common understanding of the meaning and
parameters of such terms: ie fair, consistent and valid assessment judgements can be
made; or
further clarification of such terms is given in special notes or range statements.
Adjectives and adverbs, that are capable of wide interpretations, are likely to require heavy
and intrusive moderation when used in unit standards.
Phrases such as under direction or as instructed need to be clarified by, for example,
manager, supervisor.
Clarity of intended meaning
The use of the oblique (/) should be avoided whenever possible and must not be used if it
might give rise to confusion. For example, has the oblique been used to mean
• and (both are required), or
• or (either is acceptable), or
• and/or (both or one is acceptable)?
NB: the use of the oblique in ‘and/or’ is acceptable because the meaning is clear.
Acronyms and abbreviations
If acronyms or abbreviations are used, the names should be used in full the first time, with
the acronym or abbreviation following in brackets. An exception would be where the
restriction on the length of a title results in the abbreviation in the title, with the full name
expanded in the purpose statement. The NZQA house style is to use capital letters without
full stops.
General Guidance
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Specific Quality Criteria and Guidance for Unit Standards
Consideration of the above, together with the following information, details the specific requirements for the
component parts of unit standards and the matters that will be addressed in the evaluation of unit standards
prior to registration on the NQF.
In many cases the requirements are tightly specified. This normally arises as a result of the characteristics of
the electronic systems for storing unit standard data and cross-matching information to the other systems that
support the operation of the NQF.
Where the requirements are fixed for these reasons the
symbol is shown.
In other cases, the requirements are aligned to the broad principles of the NQF and the general requirements
of unit standards as assessment documents for national certification. Negotiation is possible in some cases
regarding those requirements.
Subfields and Domains
The classification system for the NQF comprises three tiers: fields, subfields, and domains.
Unit standards are registered within a domain, which in turn is registered within a subfield of the NQF. These
classifications are shown on the unit standard.
• domains and subfields must be registered as part of the NQF Classification System before unit standards
are submitted for registration.
•
unit standards must be classified in registered domains.
•
titles must not exceed 60 characters inclusive of punctuation and spaces.
The Classification System for the NQF is termed SCUNQ, which stands for the Standard
Classification of Units and National Qualifications.
Classifications may be changed upon request from the Standard Setting Body (SSB).
Framework Registration manages all changes to the classification system using the
following categories:
Current - Current classification names are used to classify registered national standards
and qualifications and to define the scope of accreditations.
Lapsing - Classification names that are designated lapsing may contain registered
standards and still be used to define scope of accreditation. However, no new standards
will be registered within them.
Lapsed - Lapsed classification names do not contain any current registered standards.
'Lapsed' classifications do not appear on the NZQA website.
A panel considers all requests for additions and changes. For more information see
Appendix 2 Changes to the classification system.
Subfields and Domains
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Base Scope of Accreditation for Schools (BSAS1)
Standards setters can designate a domain as BSAS up to level 4. The designation BSAS
applies to the domain and covers all the standards up to the level specified. Note the
designation BSAS cannot be applied to individual standards.
Unit standards in these domains are automatically included in the accreditation scope of all
schools that have been granted NQF accreditation. When standard setters specify a
domain as BSAS they can no longer specify industry specific accreditation criteria.
Accreditation option for standards in designated BSAS domains up to the level specified is:
Evaluation of documentation by NZQA.
Applications for BSAS designation are submitted to Framework Registration for approval
and action. See Addition/change to the classification system (SCUNQ) above.
Titles
The title of a unit standard gives a clear indication of the significant outcome that someone who is credited
with the unit standard has demonstrated they know and/or can do.
Titles must:
• describe a meaningful outcome attributable to an individual;
• be written as a single unique sentence with verb in the active voice followed by a noun then
conditions and/or context consistent with the registration classification category;
• not normally include options;
•
not exceed 100 characters, inclusive of punctuation and spaces.
Titles must be domain specific, ie they must be appropriate for the domain in which the unit
standard is classified.
Examples of titles
• Demonstrate knowledge of the dangers of bitumen handling and the need for safety. (Domain:
Bitumen Surfacing).
• Teach Fundamental Orientation and Mobility skills to blind or visually impaired adults. (Domain:
Rehabilitation and Habilitation of the Visually Impaired).
• Demonstrate knowledge of thoroughbreds and their breeding, and evaluate a thoroughbred's potential.
(Domain: Equine Husbandry).
• Maintain a safe and secure environment for customers in the hospitality industry. (Domain: Hospitality
Operations).
• Prepare and cook complex fish dishes in a commercial kitchen. (Domain: Cookery).
1 Base Scope of Accreditation for Schools (BSAS) was formerly known as ‘Conventional School Subjects’
(CSS).
Base Scope of Accreditation for Schools (BSAST T)
Guidance and Examples for NQF Unit Standards
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The restriction on length may necessitate the use of an acronym or abbreviation in a title.
If this does arise, the acronym or abbreviation must be spelt out in full in the purpose
statement.
• Apply quality management principles in the development of a food safety programme and an HACCP
plan.
• Use and maintain ‘as built’, and modify, HVDC transmission documentation systems.
• Programme a 4-axis CNC machining centre using proprietary software.
• Describe and implement SCADA/HMI systems.
In other cases the standards setter may choose to shorten a term or context to comply with
the character limit. In the following examples the context of ‘Tamariki Ora – Well Child
services’ is abridged in the second title.
• Support a whānau or family to access local community services in Tamariki Ora - Well Child services
(99 characters)
• Describe the impacts of colonisation on whānau, hapū, and iwi in relation to Well Child services
(96 characters)
Elements
Elements describe the assessed lesser outcomes, if these exist, which collectively comprise the outcome in
the title. In single element unit standards the element, and the title must be the same.
Element(s) must:
• represent outcomes which are demonstrable and assessable;
• be in a format similar to the title – verb in the active voice followed by a noun;
• expand on, and be consistent with, the title, forming a coherent set of outcomes related to the
outcome described by the title;
• be clear and unambiguous, using language which has meaning for those people who will use the unit
standard;
• not be optional and not normally include options.
Examples of elements
Elements should be written in a way that maintains their integrity in assessment situations,
where individual elements may be assessed in isolation from the whole unit standard.
Where necessary, conditions such as ‘under supervision’ can be included.
•
•
Develop individualised training programmes for selected dogs as supervised by the
qualified Guide Dog instructor.
Restrain stags using chemical methods under direct veterinary supervision.
.
Elements may be repeated within different standards because the same skills and
knowledge must be demonstrated in various contexts. The same or similar wording may
also be used for elements in standards at different levels.
•
•
Test installation for compliance with regulations.
Monitor production for conformity to company quality specifications.
Elements
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Elements of what may seem to be similar significant outcomes may differ between unit
standards, indicating the different requirements of different standards setters. The
difference in what is required to be recognised can be illustrated in the following examples,
all of which focus on the outcome ‘operate’:
Operate injection stretch-blow moulding
equipment (Level 2 Credit 6)
1 Demonstrate knowledge of the construction
of injection stretch-blow moulding
equipment.
2 Start up and shut down injection stretchblow moulding equipment and ancillary
equipment that have been pre-set.
3 Operate an injection stretch-blow moulding
process.
Operate a chairlift (Level 3 Credit 10)
1 Perform a snowsport lift line inspection.
2 Perform pre-operation and start procedures
for a chairlift.
3 Employ emergency procedures for a
chairlift.
4 Close down a chairlift.
Operate high temperature rendering process
(Level 3 Credit 20)
1 Start up high temperature rendering
operations.
2 Operate and monitor high temperature
rendering operations.
3 Shut down high temperature rendering
operations.
4 Demonstrate teamwork.
5 Comply with company and statutory hygiene
and safety guidelines.
Operate an air-to-ground weapons range
(Level 6 Credit 6)
1 Prepare for air-to-ground air weapons range
operations.
2 Prepare the air-to-ground weapons range.
3 Operate air-to-ground air weapons range
equipment.
4 Deactivate the air-to-ground air weapons
range.
Although all the above unit standards give recognition to the ability to operate equipment,
the standards setting bodies have given emphasis to different learning outcomes in the
way they have expressed the elements.
Hierarchy of verbs
At various times NZQA has been asked to produce lists of verbs aligned with the various
levels of the NQF. This is not possible as often the same verb can be used at every level.
The complexity of the outcome is what determines the level, not the verb. For example,
the skill required to ‘Identify the difference between a stellar black hole and a neutron star’
is definitely not a level one skill.
In an attempt to help developers select the most appropriate verb for the outcome they
require a range of verbs have been included in Appendix 3 aligned to the cognitive,
affective and psychomotor (mechanical) learning domains. However, developers are
reminded that unit standards are not teaching documents or learning objectives, but are
concerned with competence of the role holder as indicated in the title.
The use of action verbs when writing elements
Including an action verb in an element is the key to producing a clear unambiguous
element.
Action verbs are combined with the noun and any conditions to ensure that each reader
interprets the element consistently.
Elements
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If elements contain verbs relating to a state or condition they could be misinterpreted and
measured in different ways by different readers.
Examples of action verbs and verbs relating to a state or condition
Action verbs
Verbs relating to a state or condition
State
Repair
Solve
Identify
Perform
Know
Understand
Familiarise
Appreciate
Comprehend
If the verb ‘know’ is used, how will the evidence of ‘knowing’ be assessed fairly, validly and
reliably?
For example, compare:
•
Know basic growth requirements for plants and methods used to modify the
environment.
with
•
Modify the plant environment to sustain basic growth requirements.
Examples of action verbs
Analyse
Construct
Estimate
Manoeuvre
Operate
Reproduce
Apply
Describe
Explain
Measure
Organise
Save
Classify
Design
Identify
Model
Perform
Trace
Complete
Develop
Investigate
Monitor
Present
Verify
Examples of verbs related to roles or functions
Technical
Systems
Maintain
Convert
Produce
Test
Support
Test
Implement
Review
Analyse
Evaluate
Creative
Design
Create
Initiate
Management
Develop
Support
Report
Work
Organisation
Monitor
Establish
Schedule
Coordinate
Plan
Customer
Service
Respond
Support
Provide
Inform
Supply
Elements
Guidance and Examples for NQF Unit Standards
Define
Build
Construct
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Monitor
Review
Negotiate
Performance Criteria
Performance criteria specify the quality of the critical evidence required to meet the outcomes in the
elements. Collectively, they provide the standards against which elements are assessed.
In relation to each element, the criteria will specify what is expected to have been done to a particular quality
level or standard.
Performance criteria must:
• be expressions of evidence, not assessment tasks or instructions to assessors about the way to conduct
assessment;
• give informative guidance to assessors and candidates as to what evidence is required;
• provide sufficient detail for valid and consistent assessments to be made;
• collectively indicate the level or quality of performance required;
• refer to essential activities and/or results critical to the outcome being assessed;
• not introduce new aspects of performance which are not implied by the element.
There is no requirement that performance criteria be limited to single sentences.
In specifying evidence, the criteria must detail that, in relation to the element, an action is
completed to a particular quality level or standard, or that a result of doing the element has
certain characteristics. Thus, the criteria are usually written in the format:
Noun, verb, and qualitative statement.
•
•
Fabric quality is measured in accordance with company procedures and checked for conformity with
quality specifications.
Production not conforming to quality specifications is corrected in accordance with instructions and
company faults-reporting procedure.
The final section is an important part of the performance criterion. The qualitative
statement establishes how well each outcome must be performed if the standard is to be
met. In simple terms, the performance criteria establish that someone is able to
demonstrate a learning outcome because something is evident which has a particular
quality or has particular characteristics.
One method for ensuring each criterion has a qualitative statement is to ‘noun the verb’.
However, this needs to be handled with caution as it can result in artificial criteria or
‘gobbledy speak’ that are incapable of objective assessment and provide little or no
guidance to candidates and assessors. For example, Demonstration shows appreciation
of the principles of design. Demonstration examines the history of widgets.
It is the candidate who must accomplish all performance criteria. Therefore, phrases such
as by the candidate are redundant.
The candidates must not be held accountable for factors outside their control.
Performance Criteria
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Specificity of the criteria and breadth of evidence
Performance criteria should provide sufficient detail for valid and comparable assessments
to be made. They should be precise, avoid repetition, only include the critical factors
associated with performance, and avoid detailed prescriptions.
The evidence should relate to holistic performance and include performance of activities,
task management, context, environment, relationships, responsibilities, and contingencies.
The criteria may also relate to different degrees of the integration of knowledge and
understanding consistent with the level of the unit standard.
Evidence can reflect the mechanics of performing the element and/or cognitive and
affective requirements.
Example of an element and performance criteria requiring all three skills from a level 6 standard
Research, interpret and analyse data to draw out meaningful ideas and logic to advance the information
analysis process.
3.1 Sources of information are researched and those relevant to providing information specific to the
identified intelligence problem are listed.
3.2 Sources to gather information relevant to the identified intelligence problem are approached in
accordance with standard operating procedures.
3.3 Trends, patterns, and relationships from the information gathered and information already held are
distinguished and noted.
3.4 Conceptual frameworks are used to identify characteristics of the area of intelligence interest.
Range:
examples of characteristics include - political conditions, sociological ideas, organisational
structure and features, culture aspects, economic conditions and impact, geographical
location issues, industrial/commercial/technological considerations.
3.5 A typology of groups is completed to ascertain common characteristics to advance the intelligence
analysis process.
Range:
examples of characteristics include - motivational, tactics, target, origin.
3.6 Statistical analysis is used to identify logical patterns and trends.
Range:
examples of statistical analysis models applied include - descriptive statistics, frequency
distribution, scatter diagrams, the question of causation, statistical data sampling,
assigning probabilities and random variables, binomial probabilities, inferences for
distributions, count data and regression.
Relationship with the element
Performance criteria should set out the standard for the active part of the element (the
verb). For example, if the element states select, mix and match inks, the performance
Performance Criteria
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criteria will relate to how selection, mixing, and matching are performed; and the quality of
the selecting, mixing, or matching.
1.1 Inks are selected to meet the requirements of the substrate, press, and job specifications.
Range:
inks are selected with regard to any of the following dependent on the requirements of the
job specifications – transparency, opacity, colour, gloss, drying properties, lightfast,
substrate, solvent compatibility, odour free, toxicity, bleed properties.
1.2 Inks are mixed using colour mixing and matching systems available in the workplace.
1.3 Ink additives are selected and used to ensure quality of print meets job requirements.
Range:
any of – retarder, reducer, matting agent, gelling agent, hardener catalyst, flow agent,
plasticisers, adhesion promoter, extender, photoinitiator.
Avoiding passive restatements
Performance criteria should avoid passive restatement of the element since this adds
nothing to the element.
Compare
Describe the operation of the NZ AFTN system.
performance criteria
2.1 The description of the NZ AFTN system is consistent with the Aircat Operator Manual.
2.2 The description identifies the purpose of the Unified Message Switch software consistent with the
Aircat Operator Manual.
2.3 The description identifies the methods of access to the NZ AFTN system.
With
Describe the operation of the NZ AFTN system.
performance criteria
2.1 The operation of the NZ AFTN system is described.
Reference to publications in performance criteria
Where performance criteria refer to publications such as pieces of current legislation,
regulations, Government guidelines, industry codes of practice, and national or
international quality standards, these publications must be fully cited in the Special notes.
Only documents that are publicly, readily, and reasonably available may be referred to, not
private publications or out-of-print books.
Standard of performance with examples
In general, performance criteria should not end in a verb, since this often indicates that the
performance criterion does not include a standard. Performance criteria ending in verbs or
Performance Criteria
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those that seem to be describing a process step (rather than a process result) should be
avoided unless supported by a ‘standard for performance’ in the special notes or range. In
addition, a range for the criterion should not provide the answer.
Compare
1.1 Description identifies the roles of race club officials in accordance with the Racing Code.
Range:
President, Secretary, Racecourse Inspector, Stipendary Steward.
With
1.1 Race club officials are identified.
Range:
President, Secretary, Racecourse Inspector, Stipendary Steward.
Example of a performance criterion with two sentences
4.1 Information is collected, records maintained, referrals forwarded, and access to further services
arranged as appropriate to the results. The appropriate documentation is completed with the
knowledge of the client and in accordance with NCSP procedural requirements.
Use of the definite article – the
Attention should be paid to the meaning of the performance criterion to determine whether
or not the definite article is required. For example, a performance criterion beginning
‘Consequences ...’ may be taken to imply that only some consequences are involved
whereas a performance criterion beginning ‘The consequences ...’ implies that all critical
consequences are required. This particularly applies if the range then identifies the types
of critical consequences that must be identified.
Doing and understanding with examples
As well as an action being evidence, understanding why an action is done, and acting on
this understanding, may also be seen as constituting evidence of performance.
Example of an element and performance criteria from a level 3 standard
Operate and maintain natural gas filtration equipment.
performance criteria
2.1 Communication of the intended work activities is carried out with appropriate personnel prior to
commencing work.
Range: may include but is not limited to - customer, control operator, area technician.
2.2 The methods of isolating the filter system from service without disrupting the gas supply are
explained and carried out according to company procedures.
2.3 Filter elements are inspected and replaced according to company procedures.
Range: may include but is not limited to - differential pressure, valve position, local indicators,
manufacturer’s specifications, liquid levels, visual inspection, filter element type, filter
element orientation.
Performance Criteria
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2.4 The consequences of incorrect operation and application of filter system components are explained.
Range: may include but is not limited to - leaks, filter element damage, ineffective filtration, damage
to down stream equipment, flow rate restrictions.
2.5 Preventative maintenance and routine procedures are carried out in accordance with company
procedures.
Range: may include but is not limited to - site specific maintenance system, filter monitoring, log
keeping, vessel certification inspections, corrosion and coating inspections, thermal relief.
Cognitive evidence with examples
Performance criteria can also require evidence of cognitive processes such as analysis,
evaluation and synthesis.
Example of an element and performance criteria from a level 7 standard
Monitor and report on issues and trends affecting the organisation.
performance criteria
3.1 Current awareness of trends and developments affecting or likely to affect the organisation meets
planning time frames and enables emergency response.
3.2 Citation, referencing, and recording of information ensures currency, sufficiency, and depth of
research to support decision-making.
3.3 Information gathered includes soft data sourced from intuitive, divergent processes and from informal
contact networks.
3.4 Evaluation of information uses quantitative or qualitative analytical tools according to the nature of
the data and enables testing of major variables, working assumptions, and probabilities.
Range: evidence of use of two different analytical tools - may include statistical inference, decision
trees, flow charting, mapping, regression models, time series.
3.5 Information is organised and presented logically and critically in a form that aids decision-making by
others.
Attitudes and values (affective) evidence with examples
These are often difficult to capture in performance criteria, therefore care has to be taken to
specify evidence requirements that allow for objective assessment.
Example of an element and performance criteria from a level 3 standard
Explain peer group beliefs and values in relation to sex and sexuality.
performance criteria
2.1 Explanation identifies three beliefs about sex and sexuality held by peer group.
2.2 Explanation identifies three values held by a peer group in relation to sex and sexuality.
Performance Criteria
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2.3 Explanation gives a reason for each belief and value.
2.4 Explanation describes how to reconcile personal beliefs and values with peer group beliefs and
values.
Example of an element and performance criteria from a level 4 standard
Identify and describe knowledge, skills, and values in social service work.
performance criteria
1.1 The knowledge that was used to guide the social service worker’s actions in a social service work
situation is identified and described.
Range: evidence is required of three statements of knowledge that were used to explain and guide
the social service worker’s actions.
1.2 The skills that were used by the social service worker in a social service work situation are identified
and described.
Range: evidence is required of three skills that were used in the situation by the social service
worker.
1.3 The values that supported and guided the social service worker’s actions in a social service work
situation are identified and described.
Range: evidence is required of three values that were used to support and guide the social service
worker’s actions.
Example of an element and performance criteria from a level 5 standard
Maintain safe, legal, and ethical standards of practice.
performance criteria
2.1 Practice is to standards outlined by the New Zealand Nursing Council, the New Zealand
Occupational Health Nurses Association (NZOHNA) Standards of Practice, and relevant New
Zealand legislation.
2.2 Practice operates within the contractual arrangements with, and management policies of, the
employing agency.
2.3 The integrity of nursing standards is maintained to established ethical and legal guidelines for nursing
practice.
2.4 The individual rights of clients are protected and enhanced.
Range: as contained in Appendix 3 of the draft Standards for Occupational Health Nursing in New
Zealand.
2.5 Ethical issues are dealt with in accordance with established codes of nursing ethics, requirements of
job description, workplace policies, and legislative requirements.
Range: ethical issues to do with the promotion of health, the prevention of illness, the restoration of
health, and the alleviation of suffering arise in relation to, but are not limited to - clients,
nursing practice, social need, co-workers, and the nursing profession;
Performance Criteria
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details are contained in Appendix 2 of the draft Standards for Occupational Health Nursing in
New Zealand.
2.6 Confidentiality of all personal and health information is maintained, except when appropriate
disclosure is permitted by written, informed, and voluntary consent of the employee, in accordance
with: Nursing Ethics, the Privacy Act and amendment 1993, the Health Information Privacy Code
1994, and the Health and Safety in Employment Act 1992 (HSE).
Range Statements
Range statements may be included to provide a common frame of reference to ensure that all candidates are
assessed against the same set of applications, and clarify assessment conditions.
Range statements can apply to:
• all outcomes in the unit standard, written in the Special Notes section;
• individual outcomes, written immediately below the relevant element, or incorporated into the element text;
• an individual performance criterion, written immediately below the relevant criterion, or incorporated into
the criterion text.
Range statements must:
• clearly distinguish the items which need to be considered.
Range statements can be used to:
•
specify critical contexts
•
specify critical knowledge
•
specify evidence to be used in the context of assessment (this may include
underpinning knowledge to provide evidence that performance is repeatable)
•
define and/or clarify the boundaries of the unit standard, element, or performance
criterion
•
provide clarification through the use of examples.
Examples can be used in range statements to provide clarification, especially where
definitive lists are inappropriate or impossible to provide. Where examples are used, care
should be taken to express such range statements in a way that delivery and assessment
options are not restricted only to those contexts indicated. Note that an introductory stem
such as ‘may include but is not limited to - …’ is the same as ‘examples are - …’ and
neither specify any critical evidence requirements.
Range:
may include but is not limited to – process specifications, procedures, operating parameters,
equipment and instrumentation components, materials and services, sampling and testing,
recording requirements.
Range:
examples of sources include but are not limited to – field intelligence, market research,
technical literature, database searches, economic and statistical trends and forecasts;
evidence of three sources is required.
Range statements may include options where these are compatible with the principle that
all people credited with the unit standard have achieved the same specified outcomes, ie
the knowledge and skills may be demonstrated in different contexts, but they are
transferable between those contexts. In the following example the pieces of leather to be
cut varies depending on whether the product is footwear or an allied leather trade such as
bag making.
Range Statements
Guidance and Examples for NQF Unit Standards
Range:
Page 22 of 59
footwear - vamp, quarters, heel cover, counter, plug, tab, facings, binding, linings, straps;
allied trades - components required for company's products.
Examples of range statements
Construct garden walls.
Range:
brick, concrete block, log.
In this case, the range applies to the whole element, and sufficient evidence must be
collected or presented of the construction of all three types of wall. Alternatively the range
could be expressed as:
Range:
any two of – brick, concrete block, log.
In this example, evidence needs to be collected or presented for only two types of wall. It
is important to note that it is any two. A person presenting evidence of a brick and a log
wall having been constructed to the standard required in the assessment criteria, cannot be
deemed ‘not yet competent’ because the assessor wanted evidence of a concrete block
wall.
Evidence and clarifying ranges
If a range is being used to assist with interpretation, it is advisable to also indicate the
parameters of evidence required related to that range. For example
Range:
roof props can be wooden, mechanical, or hydraulic. Evidence is required of two types.
Range:
licences include – on-licences, off-licences, club licences, special licences, new applications,
renewals;
evidence relating to three types of licence is required.
Multiple ranges
If a range statement has more than one focus, it is advisable to use a stem to indicate what
the range refers to.
Range:
sources of bacterial contamination – food workers, equipment, environment;
control methods – cleaning and sanitising, hygienic work practices, personal hygiene ...
Further examples of acceptable range statements
Range:
two of – pencil, pen, felt-tip, paintbrush.
Range:
leg, chump on, long loin, rack, square cut shoulder, femur bone, saddle, forequarter.
Range:
forecast weather and sea conditions include – swell direction and pressures, wind strengths
and direction, fog, ice accretion.
Range Statements
Guidance and Examples for NQF Unit Standards
Range:
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petrol;
diesel - direct injected, indirect injected, turbocharged, natural aspirated, supercharged, two
stroke, four stroke.
Examples of format for ranges in special notes
special notes
1
Range:
principles – harmonic motion, deflection, wave motion,
elasticity;
systems – oscillating, rotational, linear.
special notes
1
Range
principles – harmonic motion, deflection, wave motion, elasticity;
systems – oscillating, rotational, linear.
special notes
1
Evidence of the elements of this unit standard must be presented across
the following contexts:
a
principles – harmonic motion, deflection, wave motion, elasticity;
b
systems – oscillating, rotational, linear.
Special Notes
Special Notes are used for conveying any information that will assist in the interpretation of the standard
and/or increase the likelihood of consistent assessment judgement. They can also be used to indicate any
special assessment requirements or conditions.
•
•
•
•
•
•
•
•
if there is more than one special note, the notes must be numbered.
references must be restricted to publications which clarify the standard and be accessible (in the public
domain) to candidates, assessors, and providers.
references must be cited fully showing, as a minimum, author, title, publisher, place of publication, date of
publication.
where Acts, codes, or regulations are included, the short title (formal name and date of enactment) must
be shown.
references to other unit standards must specify their identification numbers.
definitions or translations of terms must be included where the term is being used outside of normal
usage or where definitions assist in clarifying the standard.
terms being defined must be differentiated in some way from ordinary text, for example italics, and be
clearly and simply expressed.
the purpose of each special note must be clear.
References
The purpose of the reference must be clear. For example, it may relate to legislation to
which performance must comply, or to knowledge that must underpin performance.
References must be restricted to publications that serve to elucidate the standard. They
should not include works that are irrelevant to people seeking credit for the unit standard
through the recognition of prior learning, or that may unduly restrict delivery.
All publications must be accessible (in the public domain) to learners, assessors, and
providers. If the text is an overseas one, it is helpful to provide an indication of availability,
for example: available from major educational book retailers or available from the ... ITO or
available at http://www….
Special Notes
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Full website addresses must be used (ie http://…) so that the site may be accessed
through a hyperlink or by pasting the address into a browser address field.
Cite your source for every direct quotation and every borrowed idea. Where performance
criteria refer to publications such as legislation, regulations, Government guidelines,
industry codes of practice, national or international quality standards, etc, these
publications must be fully cited in the special notes. To indicate that an electronic source is
the only known source – use ‘at’. To indicate that the electronic source is a parallel
reference to a printed source – use ‘available at’
Book:
Author, Title of Book (Place: Publisher, year), page no(s)
Journal:
C Dewhirst ‘Hot air over the Himalayas’ (1986) vol 1, no 4,
World Geographic, 44-55.
New Zealand Standards:
NZS 5261: 2003 Gas Installation
Government papers:
NZ GCP1: 1993 New Zealand Gas Code of Practice for
Inspection, Testing and Certification of Gasfitting Work
Done Under Supervision, Ministry of Economic
Development, available at www.med.govt.nz
WWW:
http://www.nzqa.govt.nz/framework/index.html
Other referencing conventions used by an industry sector are acceptable and notes can be
added to suggest the most current version of a specified text is used. For example
special notes:
7
Resources - may include but are not limited to:
a
Adams, John B.; McKergow, Timothy W.; Eds. 1993. Drugs
in Psychiatry - An Ashburn Hall Manual. 11th ed. Dunedin:
Ashburn Hall Education and Research Foundation.
b
American Psychiatric Association Task Force on DSM-IV.
c1994. Diagnostic and statistical manual of mental disorders
- DSM-IV. Washington, DC: American Psychiatric
Association.
(…)
g
World Health Organisation. 1992. The ICD-10 classification
of mental and behavioural disorders: clinical descriptions and
diagnostic guidelines. Geneva: World Health Organisation.
(…)
Note: the above editions were current at the time of
registration of this unit standard. New editions of resources
a, b, and g are published from time to time. It is
recommended that assessors and candidates use the
editions that are current when candidates are preparing for
assessment against this unit standard.
Special Notes
Guidance and Examples for NQF Unit Standards
Page 25 of 59
Definitions of terms used (glossaries)
The term being defined should be differentiated in some way from ordinary text using
italics. For example
special notes:
1
Definitions
Quality is the totality of the characteristics of products and services
that bear on their ability to satisfy stated and implied needs of
customers and other stakeholders.
Suppliers include both internal and external suppliers of products
and services.
Customers are people or organisations who receive products and
services. They can be external or internal to the supplier.
Translations and/or explanations should be included for any terms not in common usage.
For example:
special notes:
1
Definitions
Raumoa is the ‘v’ channel section of a haehae groove.
Patapata referred to in this unit standard is the ridge section of a
haehae cut.
Tukutuku is also known as Arapaki and/or Pukiore within different
tribal areas.
Taratara-a-Kae is also known as taratara-o-Kae.
There is no requirement that definitions or glossaries to be in any particular order ie they
could be alphabetical, in the order in which terms are used, sorted according to type of
information provided.
special notes:
3
Glossary
Family - examples may include a nuclear or extended Pākehā
family; a Pacific family; a family from another culture (eg refugees
and other migrants); a family from a particular community (eg
gender-based, gay or lesbian, or deaf communities); a family made
up of people such as a support group.
Pacific family refers to families from the main Pacific nations
represented in Aotearoa New Zealand; namely - Samoa, Tonga,
Cook Islands, Niue, Tokelau, Fiji, Tuvalu, Solomon Islands, Kiribati.
Whānau - Traditionally, whānau members are related through
whakapapa, birth, or intermarriage. Whānau may comprise
members who are related through bloodlines and inter-marriage,
and may also include family friends, acquaintances, and any other
individuals who are accepted by, and deemed a member by a
particular whānau. For further definitions of the meaning of
whānau, see: Ministry of Health. 1998. Whāia Te
Whanaungatanga: Oranga Whānau: The Wellbeing of Whānau:
The public health issues. Wellington: Ministry of Health. This
publication is available from the Ministry of Health web site:
http://www.moh.govt.nz/
Services include educational, employment, health, recreational, and
social services in the community.
Special Notes
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Sources of information include but are not limited to: citizens advice
bureaux; community houses; internet; libraries; service directories;
health, recreational, and social service networks; service provider
information bases and directories; statutes, statutory regulations
and by-laws; telephone directories; advertisements, promotional
materials and pamphlets; videos.
Well Child worker is used as a term to denote the candidate
seeking award of credit in this unit standard. Other terms that may
be used in Tamariki Ora - Well Child services include Community
Health Worker; Community Well Child Health Worker; Kaiāwhina;
Kaitiaki; Plunket Community Karitane; and Plunket Kaiāwhina.
Itemised legislation and codes
Legislation relevant to the performance of the elements in a unit standard must be cited in
the special notes. The short title (formal name and date of enactment) of an Act should be
used. The purpose of including the legislation, regulations or codes should be clear. It is
not necessary to add ‘and subsequent amendments’ to a list of legislation.
Examples of legislation in special notes
Candidates must not contravene the Code of Recommendations and Minimum Standards for the Welfare
of Horses.
All work practices must meet codes of practice and documented worksite safety procedures for personal,
product, and worksite safety, and must comply with the following: Health and Safety in Employment Act
1992, Resource Management Act 1991, Official Information Act 1982, Privacy Act 1993.
Legislation relevant to this unit standard includes but is not limited to the Health and Safety in Employment
Act 1992, Resource Management Act 1991, Official Information Act 1982, Privacy Act 1993, State Sector
Act 1988, Fair Trading Act 1986, and Consumer Guarantees Act 1993.
If the relevant codes and legislation are likely to vary from one context to another, or are
likely to change before the unit standard undergoes review, the following approach may be
used.
All relevant enactments must be complied with. An indicative list of relevant enactments and codes is
held by, and available from, the <Name> ITO.
Or
A current list of relevant enactments and codes is published on the <Name> ITO website <http://website
address>.
The second option should include the full address for the web page or instructions to reach
the relevant page.
The special notes can be used for referring to other unit standards that contain
underpinning knowledge and skills not critical to health and safety. This informs industry
and providers of the necessary knowledge and skills used as a starting point for the
calculation of credit. The format for references to other unit standards is Unit <id no>, Title
of the unit standard.
Special Notes
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Examples of standards of performance defined in special notes
Definitions can provide the standard of performance required such as, industry
requirements, organisation requirements, and workplace practice.
Industry requirements include all the documented workplace policies, procedures, specifications,
business and quality management requirements relevant to the workplace in which assessment is carried
out.
Organisational requirements refer to instructions to staff on policy and procedures, which are
documented in memo or manual format and are available in the workplace. These requirements include
but are not limited to - site specific requirements, and company quality management requirements.
Worksite procedures refer to the documented policies and procedures for worksite activities required by
the employer. All worksite procedures must meet the guidelines and regulations in the Health and Safety
in Employment Act 1992, the Injury Prevention, Rehabilitation, and Compensation Act 2001, the
Conservation Act 1987 and their subsequent amendments; the New Zealand Environmental Care Code
(1991), available from Department of Conservation, Te Papa Atawhai, PO Box 10420, Wellington, or from
the local Department of Conservation office; and the Quality Tourism Standard for the Sector (2000),
Adventure Tourism Council – Tourism Industry Association, PO Box 3859, Christchurch.
Examples of assessment guidance in special notes
This unit standard may be assessed in either the workplace or a provider environment.
For all on site unit standards the practical assessment evidence must be provided in the context of
commercial business construction operations, in the workplace, under normal workplace conditions.
Competence in this unit standard indicates compliance with current trade practice. Current trade practice
refers to the ability to work unsupervised, demonstrating knowledge and skills that reflect the productivity,
uniformity, finish quality and material economies currently accepted within industry.
This unit standard must be assessed in a commercial furniture making environment. Practical
assessment evidence of competence must be gathered from commercial jobs in the workplace under
normal conditions.
This unit standard has been designed for learning and assessment off-job.
This unit standard has been designed for learning and assessment in the workplace under the
supervision of a Supervisor of Electrical Work, as defined in the Electricity Act 1992.
This unit standard has been designed for learning and assessment on-job.
This unit standard may be assessed in a workplace environment, or in a training or education environment if
simulated work conditions are able to be provided, or in a combination of both environments. Evidence is
required of competent performance in an administration context. Where consistent performance is required
across a range of situations, this is indicated in range statements.
Levels
Unit standards will be registered at one of the approved levels of the NQF. Each of the levels is
characterised by performances described by the specified descriptors for that level (see Appendix).
The level assigned to the unit standard must provide a best match between the descriptors and the outcome
and performance requirements of the unit standard.
Levels
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Content areas or contexts do not have to be restricted to one level of the Framework. As
level indicates a degree of ‘complexity’ of outcome, it is possible for a content area or
context to be used at more than one level. A Shakespearean play could, for example, be
used at all levels of the Framework.
Where the same content area is used at more than one level, different levels of
performance need to be obvious within the unit standard, reflecting the descriptors for each
level. This difference can be expressed in elements, performance criteria, or range
statements.
The level is derived from the content of the unit standard, not vice versa. Also see
discussion on levels of learning and associated verbs in Appendix 3.
Credits
Credits allocated to unit standards must reflect the notional learning time it is expected to take candidates to
meet the outcome and performance requirements in those unit standards. Notional learning time includes
time spent in structured tuition and self-paced learning and practice; time taken to gather and provide
evidence for assessment purposes; and time taken to be assessed in all the outcomes and contexts.
One credit represents a notional 10 hours of learning, practice, and assessment time with respect to the
outcomes and contexts of the unit standard.
Credits allocated must:
• be whole numbers and no more than 120;
• be consistent with unit standards of comparable outcomes and similar contexts.
Standards setting bodies are encouraged to formulate larger unit standards rather than a
plethora of 1 and 2 credit unit standards, which often tend to be very task-oriented.
Credit is allocated only for the knowledge and skills defined in the standard. Credit is only
awarded for the attainment of outcomes at the level at which the unit standard is set.
Credits for a level 3 unit standard assume that all relevant outcomes at level 1 and 2 have
been achieved, although they may not have to be formally recorded. If specific
assumptions are made about the person's starting point, these can be listed in a special
note.
Purpose Statements
Purpose statements must summarise the content of the unit standard and express information which is
consistent with that content.
They may also say for whom the unit standard is intended.
While there is no requirement to restate the elements it is one way to summarise the content of the unit
standard.
Credits
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Purpose statements may:
• indicate how the standard relates to other standards
• indicate professional or industry roles for which the standard is useful
• state any limitations or legislative constraints
• indicate qualifications that include the standard.
The emphasis must be on the elements rather than the performance criteria: what people
can do, rather than the evidence that they can do it.
If several, or all, the elements listed have the same stem, the nouns placed after the stem
are separated by commas. For example
People credited with this unit standard are able to define the purpose, structure, and operation of the New
Zealand Dairy Industry.
not
People credited with this unit standard are able to: define the purpose of the New Zealand Dairy Industry;
define the structure of the New Zealand Dairy Industry; and define the operation of the New Zealand Dairy
Industry.
Examples of purpose statements
purpose:
People credited with this unit standard are able to: interpret data and
particulars; place proposals on company books using computer based
methods; make an initial assessment as to the suitability of proposals;
gather or receive additional information or requirements; set up premium
collection systems; issue policy documents when clearance has been
given to do so; and monitor client transactions.
purpose:
This unit standard is for people in the laundry industry. People credited
with this unit standard are able to finish and sort flatwork items using a
laundry ironer machine.
purpose:
People credited with this unit standard are able to draw and interpret
engineering sketches under supervision. This unit standard is designed
for people within the engineering field, which may include mechanical,
electrical, hydraulic power, pneumatic power, fabrication, heating and
ventilation, and refrigeration and air conditioning engineering industries.
purpose:
This unit standard meets the minimum requirements of the Land
Transport Safety Authority for people who intend applying for
a W (wheels) endorsement to their driver licence so they will become
legally entitled to drive special-type wheeled vehicles on roads.
People credited with this unit standard are able to: describe a special-type
wheeled vehicle and the legal requirements relating to driving the vehicle
on a road; describe driving procedures and general considerations for
driving a special-type wheeled vehicle safely on a road; and demonstrate
procedures for driving a special-type wheeled vehicle safely and legally
on a road.
purpose:
People credited with this unit standard are able to demonstrate: general
knowledge for a flight test; pre-flight checks and procedures; visual flight
procedures; full panel instrument flight test with no visual horizon; limited
Purpose Statements
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panel instrument flight test; visual flight turns; visual flight stalls;
emergency flight procedures; and rejoin and circuiting procedures for a
commercial pilot's licence. The outcomes of this unit standard are aligned
with the relevant parts of the prescribed syllabi of the Civil Aviation
Authority of New Zealand and the International Civil Aviation
Organisation, for a commercial pilot's licence.
purpose:
This unit standard is for people wishing to qualify as electricians, electrical
service technicians, and related trades, and is concerned with the safe
disconnection and reconnection of fixed wired appliances or equipment to
the mains power. Fixed wired refers to the direct connection to power
cabling, rather than by means of a plug and socket.
People credited with this unit standard are able to disconnect and
reconnect fixed wired appliances or equipment.
purpose:
This unit standard is intended for the training and assessment of
electricians beyond basic trade level, and covers the design of simple
installations of electric lighting. Previous knowledge of basic lighting
theory is assumed.
People credited with this unit standard have demonstrated:
- knowledge of lighting terminology, and
- the ability to design area flood lighting and indoor lighting installations.
Entry Information
Entry information may be included to provide guidance to providers and candidates about underpinning
knowledge and skills that are critical to health and safety.
Entry information refers to entry to assessment and not entry to a course.
NZQA assumes that any requirements specified in this section will be verified by the assessor as having
been met prior to the award of credit.
• where there are no entry requirements, the statement ‘Open.’ must be shown.
•
where prerequisite unit standards are specified, they must be listed as: Unit <id no>, Title of unit
standard. Multiple listings must clearly distinguish one unit standard from another.
• lists of prerequisite unit standards must be followed by the phrase or demonstrate equivalent knowledge
and skills.
• time based entry criteria are not acceptable – the skills and knowledge derived from experience should
be specified.
Prerequisites
These may be included where another unit standard contains underpinning knowledge and
skills are critical to health and safety, or represent legal requirements. Note that
prerequisites are not verified by NZQA when results are reported. Accreditation, audit and
moderation provide the requisite quality assurance.
Entry Information
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Recommended standards
Entry information does not relate to progression. Progression may be specified in national
qualifications. However, if prior credit for a unit standard is viewed as desirable, it can be
listed as 'recommended'. This allows the provider greater discretion in interpreting entry
needs.
Relationship diagrams
A batch of unit standards containing prerequisites must be submitted along with a flow
diagram, which indicates the relationship of unit standards to each other. This is necessary
to ensure that qualifications provide clear pathways, and that no recursive relationships are
specified, since it is not possible to change the relationship between unit standards once
they have been registered.
Corequisites
No compulsory corequisites may be specified. If two or more unit standards always need
to be assessed at the same time, the unit standards should be merged. However, an
indication may be given in the special notes that it is desirable for the outcomes of another
unit standard to be achieved in conjunction with the unit standard in question.
Examples of entry information
entry information:
Open.
entry information:
Prerequisites: Unit 17454, Demonstrate knowledge of child abuse, and
Unit 17455, Demonstrate knowledge of child abuse reporting procedures,
or demonstrate equivalent knowledge and skills.
entry information:
Prerequisites: Full Class 1 driver licence, and Unit 20848, Demonstrate
knowledge of and skills for driving a light four wheel drive (4WD) vehicle
on-road, or demonstrate equivalent knowledge and skills.
entry information:
Persons seeking credit for this unit standard to obtain a W (wheels)
endorsement must hold a current full driver licence of the appropriate
class for the gross vehicle mass of the vehicle to be used for assessment.
entry information:
Recommended: Unit 1660, Identify, catch, and prepare a horse for
exercise; Unit 1650, Prepare a horse for travel by land, load and unload;
and Unit 1656, Groom a horse; or demonstrate equivalent knowledge and
skills.
entry information:
Recommended: National Certificate in Electrical Engineering (Electrician)
(Level 4) [Ref: 0313] or equivalent trade qualification for electricians.
Entry Information
Guidance and Examples for NQF Unit Standards
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Quality Management Systems
The accreditation and moderation options must match those in the registered Accreditation and
Moderation Action Plan (AMAP).
Accreditation and Moderation Action Plans
The plans have two distinct parts: the Accreditation Action Plan (AAP) section and the
Moderation Action Plan (MAP) section. Usually both sections are submitted in one AMAP
document, and the approval process covers both sections. The NZQA AMAP Panel
undertakes the quality assurance of new, reviewed, and revised AMAPs.
Accreditation
Accreditation is a process for ensuring that Tertiary Education Organisations2 (TEOs) and
schools have the necessary quality systems in relation to training and assessment, within a
given scope, leading to the award of credit on the National Qualifications Framework
(NQF).
Approval of an AAP is required for registration of standards on the NQF.
Accreditation Action Plan
The purpose of an AAP is to indicate the nature of the involvement of the Standard Setting
Body (SSB) in the accreditation process, and to set out SSBs’ specific requirements for the
TEO or school’s quality systems in relation to the criteria for accreditation.
Responsibility for the accreditation of TEOs and schools lies with NZQA or its delegated
agents. Other quality assurance bodies (QABs) include the Institutes of Technology and
Polytechnics Quality (ITPQ) and the Colleges of Education Academic Committee (CEAC).
Accreditation Action Plan criteria for approval
AAPs must indicate the following:
• the accreditation options relevant to the standards
• contact details
• any fees involved in the accreditation process additional to QAB costs
• any industry or sector-specific requirements
• any other special requirements, such as waivers of the SSB’s involvement in an
accreditation visit.
2 Tertiary Education Organisation means a New Zealand university, polytechnic, college of education,
wānanga, private training establishment, industry training organisation, or government training establishment.
Quality Management Systems
Guidance and Examples for NQF Unit Standards
Page 33 of 59
Moderation
The purpose of moderation is to ensure that assessment decisions are fair, valid, and
consistent.
The registration of a MAP is a requirement for the registration of standards on the NQF.
Moderation Action Plan
The purpose of a MAP is to provide details on the external moderation system developed
by the SSB to assure the quality of assessment decisions made against their standards.
The MAP applies to all assessors of the standards through the accredited organisation.
The design of the moderation system will relate to how assessment typically occurs, the
structure and organisation of the industry or sector, the risks associated with inconsistent
assessment decisions, and the cost effectiveness and manageability of the system.
The SSB is responsible for evaluating and reporting on the effectiveness of its national
moderation systems, and for providing annual reports to NZQA.
Moderation Action Plan criteria
Governing principles
The MAP must reflect the following governing principles. It must
• be easy to understand
• be manageable for both standard setting body and users
• be cost effective for both standard setting body and users
• support best practice assessment and moderation that enhance learning opportunities
• enhance comparability and consistency of assessment judgements
• support collaboration, co-operation, and rationalisation within the moderation system
• support NQF principles of flexibility and safeguard diversity of provision
• support a holistic approach towards quality assurance, balancing coverage and intensity
of moderation
• support the Tertiary Education Strategy in terms of recognising Te Ao Māori, tikanga
Māori, and responsiveness to Pacific peoples by not creating any unnecessary or
unreasonable barriers.
Information requirements
The MAP must provide information regarding
• who has the responsibility for the implementation, co-ordination and management of the
moderation system, ie name of organisation or agency, and contact details
• the structure of the moderation system
• moderation coverage and intensity
• what will be moderated
• responsibility of other parties within the system, ie providers, assessors, moderators
• reporting and review processes
Quality Management Systems
Guidance and Examples for NQF Unit Standards
Page 34 of 59
• actions to be followed in circumstances of moderation requirements outlined in the plan
not being met
• dispute resolution or appeal process
• how the external moderation system will be funded and any charges for participants in
the system.
Links to relevant secondary documents, ie moderation system manuals, should be
provided, particularly where they hold further details relating to how the system operates.
Documentation required for new or reviewed AMAPs
•
URL
Hard and electronic copies of the new/reviewed/revised AMAP using the AMAP
Template.
http://www.nzqa.govt.nz/framework/standard/registration/docs/amaptemplate.doc
•
Hard copy of the registered version of the AMAP annotated (by hand or
electronically) to indicate the changes
•
Covering letter signed by the SSB explaining the rationale for the new AMAP or the
change.
Comments By, and Expiry Date
These dates will be entered by Framework Registration.
New unit standards are normally registered for a period of three years. Reviewed unit
standards are normally registered for five years.
Documentation required for new unit standards
[ Go to http://www.nzqa.govt.nz/framework/standard/registration/units.html ]
•
Hard and electronic copies of new unit standards
•
Completed Application for Registration of New and Reviewed Unit Standards on the
National Qualifications Framework signed by a staff member of the SSB
URL http://www.nzqa.govt.nz/framework/standard/registration/docs/applicreg-newrevus.doc
•
URL
Completed Checklist for the Evaluation of Unit Standards
http://www.nzqa.govt.nz/framework/standard/registration/docs/checklisteval-us.doc
Comments By, and Expiry Date
Guidance and Examples for NQF Unit Standards
Page 35 of 59
A note on documentation – anticipating issues
Anticipating any questions and issues (not already posed by the registration criteria) and
providing relevant information with the submission may speed the evaluation process.
A covering letter may be used to explain any special features of the standards or a
rationale for a deviation from the registration criteria. If format and/or expression have
been based closely on already registered unit standards this could also be noted.
Note that although a contractor may have been engaged to undertake the work, it is the
SSB that has the recognition to set the standards and the responsibility to ensure all
documentation is complete.
Additional Criteria and Guidance for Review, Revision, and Rollover
Reviewed unit standards
Reviewed unit standards must meet the same technical quality criteria as new unit standards. However,
application for registration must be accompanied by a Review Report for publication (see criteria for the
Review Report). An assurance is also required that the review of the moderation arrangements has informed
the review of the unit standards.
In the review process unit standards will be placed in one of four categories:
Category A
No change is made to the content or classification of the unit standard.
The unit standard will be published as a new version and display new registration and
planned review dates.
Category B
Changes are made that do not affect the assessment parameters of the unit standard. The
outcomes and required evidence are substantially unchanged, and the standard setter is
confident that people credited with the new or old version are comparable in terms of
competence.
The unit standard will be published as a new version and display new registration and
planned review dates.
Category C
Significant changes have been made to the unit standard such that there are material
changes to what is being certificated. The standard setter views people with credit for the
new and old version as being different in terms of competence.
A new identification number will be assigned to the replacement unit standard(s) by
Framework Registration.
The replacement unit standard will include a reference to the title and ID of the replaced unit
standard under ‘replacement information’ on the unit standard
Category D
The unit standard is being allowed to expire and is not being replaced.
The expiry year of categories C and D unit standards must be specified in the Review Report. Normally the
expiry date is two years from the date the review is completed.
Reviewed unit standards
Guidance and Examples for NQF Unit Standards
Page 36 of 59
Before unit standards reach their planned review date (see final date for comment on the
unit standard), a decision is made about whether the unit standards should:
• undergo a review, or
• be 'rolled-over' for a period of time to take account of the SSB's review schedule.
The decision is made to undertake a review to ensure that the current version of the unit
standard takes account of up-dated requirements in the industry, professional, or academic
area to which they relate. The review also takes account of shortcomings in the standards
identified through assessment and moderation.
To ensure that standards remain relevant and up to date, they must be reviewed on a
regular basis. A review involves full industry and stakeholder consultation. If minor
changes are required prior to a full review, the process is called revision. Note: any person
or organisation may contribute to the review by sending feedback to the SSB.
Unit standard review support package
If you are embarking upon a review of unit standards, Framework Registration will provide
a review support package on request. It is advisable to request this information well before
the planned start of consultation.
The review support package consists of
• electronic versions of the unit standards to be reviewed
• database reports covering the qualifications that might be affected by the review
• database reports covering provider accreditation that might be affected by the
review.
These reports enable you to identify stakeholders that must be consulted during the review
and to ascertain the potential impact of changes arising from the review.
Request for unit standard review support package
Download the Request form
URL
http://www.nzqa.govt.nz/framework/standard/registration/docs/req-support.doc
[More information is at:
http://www.nzqa.govt.nz/framework/standard/registration/index.html#req ]
Reviewed unit standards
Guidance and Examples for NQF Unit Standards
Page 37 of 59
Replacement information with examples
Category C unit standards result in one or more replacements for the reviewed standards.
The relationship among the old and new standards is included under replacement
information.
Note the wording in the replacement information is ‘replaced’ not ‘replaces’, and each
identification number needs to be preceded by the words ‘unit standard’ . This enables
users of the NQF to search by Unit standard by replacement ID in the Search
Framework function of the NZQA website. Examples are:
replacement information: This unit standard replaced unit standard yyyyy.
replacement information: This unit standard and unit standard xxxxx replaced unit standard yyyyy and
unit standard zzzzz.
replacement information: This unit standard, unit standard wwwww and unit standard xxxxx replaced
unit standard yyyyy and unit standard zzzzz.
Care needs to be taken in formulating the new title to ensure that context fits within the
domain and does not exceed the 100 character and spaces limit. Details of both old and
new standards are listed in the Review Report with changes shown in bold.
Documentation required for review of standards
[ Go to http://www.nzqa.govt.nz/framework/standard/registration/units.html ]
•
Hard and electronic copies of the reviewed unit standards and any new unit
standards resulting from the review
•
Hard copy of the registered versions of category B unit standards annotated (by
hand or electronically) to indicate the changes made as a result of the review.
•
Completed Application For Registration Of New And Reviewed Unit Standards On
The National Qualifications Framework signed by a staff member of the SSB
URL http://www.nzqa.govt.nz/framework/standard/registration/docs/applicreg-newrevus.doc
•
URL
Completed Checklist for the Evaluation of Unit Standards
http://www.nzqa.govt.nz/framework/standard/registration/docs/checklisteval-us.doc
•
Hard and electronic copies of a completed Unit Standard Review Report using the
Review Report Template
URL
http://www.nzqa.govt.nz/framework/standard/registration/docs/usreviewreport.doc
Reviewed unit standards
Guidance and Examples for NQF Unit Standards
Page 38 of 59
Note that although a contractor may have been engaged to undertake the work, it is the
standard setting body that has the recognition to set the standards and the responsibility to
ensure that appropriate consultation has been undertaken and all documentation is
complete.
Review Report
A report reflecting the nature of changes made is required for publication on the NZQA Website. This report
is not intended to be a detailed account of the review process.
The report must include:
• the reason for the review and a brief outline of the review process;
• a summary of the main changes made;
• a list of the unit standards, in table format, with the changes shown in bold, and including the review
category (A, B, C or D) ascribed to each unit standard;
• the transition arrangements from the old to the new unit standards, if any C category reviews are
involved.
The report must also clearly outline the impact, if any, on
• existing provider accreditations
• currently registered qualifications that the unit standards are a part of.
The Review Report covers:
• the consultation process
• the rationale for the review
• the changes made as a result of the review
• extensions to the scope of existing accreditations, if required
• information about transition to the new versions of unit standards and qualifications.
Please note that the following examples have been designed to illustrate the impact of
reviews and are shown in a smaller font to distinguish the examples from the explanatory
script. The information is presented in the form in which it would be submitted for
evaluation, ie new identification numbers have yet to be allocated to new and replacement
unit standards.
Main changes resulting from the review
• Unit standards in the Widget Operations domain have been reclassified in a new Widget Production
domain.
• Unit standard 71116 has been replaced by two role-specific unit standards aaaaa and bbbbb.
• Unit standards 71112 and 71113 have been replaced by new unit standard xxxxx.
• Titles of all other unit standards have been changed to reflect skills covered.
• The level for unit standard 71115 has decreased from 3 to 2; and the level for 71117 has increased
from 4 to 5.
• Prerequisites have been added to unit standard 71114.
• Changes have been made to special notes in all the unit standards, including additions of ranges and
definitions.
• Elements and performance criteria have been changed to meet the roles reflected in the titles, to
improve assessability, and for consistency of style within the batch.
• Two new unit standards have been developed ccccc and ddddd. Unit standard ddddd has been
classified in the Widget Manufacture – Health and Safety domain.
• Unit standard 71118 will expire as it covers skills that are no longer required by industry.
Review Report
Guidance and Examples for NQF Unit Standards
Page 39 of 59
• Unit standard 71119 will expire as it duplicates skills covered by unit standard 16616 in the first line
management domain.
Impact of review on provider accreditation with example
This section is required if standards have changed classification, increased in level or have
been replaced. SSBs can also extend accreditation to cover new unit standards developed
to fill gaps identified at review.
Note the clarification statement in the template needs to be removed before submitting the
review for evaluation.
Impact on existing provider accreditation
Current Accreditation for
Nature of
Classification or Id
accreditation
Subfield
Widget Manufacture
Domain
Widget Operations
Domain
Widget Operations
4
Any
Any
Domain
Standard
Standard
Standard
4
5
3
4
Widget Operations
71116
71112
71113
Level
Accreditation extended to
Nature of
Classification or Id
accreditation
Standard
71117
Domain
Widget Production
Domain
Widget Manufacture –
Health and Safety
Standard
71117
Standards
aaaaa, bbbbb
Standard
xxxxx
Standard
xxxxx
Level
5
Same
Same
5
5
4
4
Impact of review on AMAP with example
This section is required if standards have changed AMAP.
Impact on Accreditation and Moderation Action Plan (AMAP)
The unit standards have been transferred from AMAP 9999 to AMAP 8888, and AMAP 9999 has now
been withdrawn from the NQF. The moderation and accreditation options in the unit standards have been
updated to match AMAP 8888.
Impact of review on existing qualifications with example
Impacts of changes fall into two categories Affected and Not materially affected.
Affected is where:
• the qualification requires a specified number of credits from a reviewed
classification (domain or subfield or field) in an elective set. This means that either
unit standards have been reclassified in to or out of the listed classification, or the
classification has lapsed.
• the qualification lists a standard that has changes to level or credit
• the qualification lists a C or D category standard.
Not materially affected is where:
Review Report
Guidance and Examples for NQF Unit Standards
•
•
Page 40 of 59
the qualification lists a standard that has a new title
the qualification lists a standard that has a new classification.
Where a qualification contains unit standards and/or classifications in both impact
categories they are identified in the Affected table. The individual unit standard numbers
and/or classification that generated the Affected status need to be differentiated from the
Not materially affected items, usually by using bold font. Note qualifications are listed
alphabetically by SSB, then alphabetically by qualification title.
Impact on existing qualifications
Qualifications that contain the reviewed standards or classifications are tabled below.
Affected
Not materially
affected
The qualification lists a reviewed classification (domain or subfield) in an elective set
The qualification lists a standard that has changes to level or credit
The qualification lists a C or D category standard
The qualification lists a standard that has a new title
The qualification lists a standard that has a new classification
In the following tables qualifications that contain unit standards and classifications in both categories are
identified in the Affected table, with the items that generated the Affected status in bold.
The following Widget Incorporated qualifications are affected by the outcome of this review and are
currently being reviewed or revised to take account of the changes.
Qualification title
National Certificate in Widget Manufacture (Level 2) [Ref: 00230]
National Certificate in Widget Manufacture (Level 3) [Ref: 00209]
National Certificate in Widget Manufacture (Foreperson) with optional strands
in Woggles, and Toggles [Ref: 00208]
National Certificate in Widget Manufacture (Supervisor) (Level 5) [Ref: 00485]
National Certificate in Widget Operations (Management) [Ref: 01061]
Classification or
standard in the
qualification
71112, 71117
71114, 71116
71112, 71115, 71113,
71119
71112, 71119
Widget Operations
The following qualifications are also affected by the outcome of this review. The standard setting bodies
(SSBs) have been advised that they require revision.
Qualification title
National Certificate in Widget Supply Support (Level 5)
with strands in Widget Operator Support, and Widget
Mechanic [Ref: 08680]
National Certificate in Widget Care and Support
(Level 3) [Ref: 10780]
National Certificate in Widget Care and Support
(Level 4) [Ref: 02030]
Classification or
standard in the
qualification
71116
71112, 71113
SSB Name
Widget Materials
Supply Industry
Training
Organisation
Widget Operations
The following qualifications of other SSBs are not materially affected by the changes. They will be
updated when they are next reviewed or revised.
Review Report
Guidance and Examples for NQF Unit Standards
Qualification title
National Certificate in Widget Care and Support (Cable
Assistant) (Level 4) [Ref: 08070]
National Certificate in Widget Care and Support (Line
Support) (Level 4) [Ref: 08704]
Page 41 of 59
Standard in the
qualification
71114
SSB Name
Widget Materials
Supply Industry
Training
Organisation
71114
Transition
While other SSBs will need to determine their qualification specific transition arrangements, transition for
the Widget Incorporated qualifications are:
Candidates with either 71112 or 71113 will be exempt for the requirement for xxxx; those with credit for
71116 will be exempt for the requirement for aaaaa and bbbbb; those with credit for 71119 will be exempt
for the requirement for 16616; and credit achieved within the domain of Widget Operations can be used to
meet the requirements for electives specifying the Widget Production domain.
Summary of main changes to standards with example
If no changes to Id, classification, title, level, or credit this section can be deleted.
Otherwise complete table as in the following example.
Summary of main changes to standards’ Ids, classification, titles, levels, and credits
The following summary shows the changes made to the standards as a result of the review. All changes
are in bold. The details of recommended alternative unit standards are in Italics.
Key to review category
A Dates changed, but no other changes are made – the replacement standard carries the same Id
and a new version number
B Changes made, but the overall outcome remains the same – the replacement standard carries the
same Id and a new version number
C Major changes that necessitate the registration of a replacement standard with a new Id
D Standard will expire and not be replaced
Subfield
Domain
Id
71112
and
71113
xxxxx
71114
71115
71116
aaaaa
and
bbbbb
71117
Widget Manufacture
Widget Operations
Widget Production
Title
Level
Credit
Demonstrate knowledge of widget production
3
3
Implement widget production management plans
Demonstrate knowledge of widget production and
planning
Plan and implement widget production
Plan widget production
Maintain production rate in the widget industry
Operate a widget machine
Setup and maintain widget machine
Setup widget machines
4
4
3
3
C
5
3
B
3
2
5
5
2
B
4
3
C
Maintain widget machines in a production environment
Install new widget machines
Plan the installation of widget machines
5
4
5
10
3
Review
Category
C
B
Review Report
Guidance and Examples for NQF Unit Standards
Page 42 of 59
Id
Title
Level
Credit
71118
71119
16616
Adapt widget machines for buggy whips production
Supervise widget production staff
Plan and monitor performance of others as a first line
manager
Pack widgets
5
5
4
4
2
4
2
1
New
Level
Credit
2
2
Review
Category
New
ccccc
Domain
Id
ddddd
Widget Manufacture – Health and Safety
Title
Demonstrate knowledge of working safely at in a
widget manufacturing environment
Review
Category
D
Rollover of unit standards
If unit standards are nearing their expiry date and there has been insufficient information to inform a review,
they must be rolled over. They are then issued as a new version with new comments by and expiry dates but
with content unchanged. The application for registration must be accompanied by a Rollover Report for
publication.
If, however, unit standards contain out of date references (eg to legislation or prerequisites) they should be
revised as well as rolled over.
Documentation required for Rollover (extension of registration) of standards
[ Go to http://www.nzqa.govt.nz/framework/standard/registration/units.html#roll ]
•
URL
•
URL
Completed Application For Revision And/Or Rollover (Extension Of Period Of
Registration) Of Unit Standards On The National Qualifications Framework signed
by a staff member of the SSB
http://www.nzqa.govt.nz/framework/standard/registration/docs/applic-revisroll-us.doc
Hard and electronic copies of completed Unit Standard Rollover Report using the
Rollover Report Template
http://www.nzqa.govt.nz/framework/standard/registration/docs/usrollover.doc
Revised unit standards
Unit standards can be revised when they require minor amendments prior to review. A revision might involve
corrections; updating legislation or prerequisites; or making minor changes to improve assessability. The
process is similar to that for review but the required level of consultation may involve only a limited number of
stakeholders.
Rollover of unit standards
Guidance and Examples for NQF Unit Standards
Page 43 of 59
A revision may take place for a variety of reasons.
• To correct mistakes.
• To take account of new factors.
• To take account of factors that were missed at the time the new versions of the unit
standards or qualifications were registered.
Revisions can be triggered by problems identified through moderation and changes to
legislation.
If the change is minor, has no effect on classification, title, level, or credit value, and affects
only one or two unit standards, a new version of a unit standard may be published that
includes a special note outlining the difference between unit standard versions.
The quality assurance process considers the following matters when revised unit standards
are submitted for evaluation:
• rationale for the changes made to the unit standards
• continuing coherence of the standards.
Impact of changes made at revision
Change to title
Is the unit standard listed as a prerequisite in other unit standards? If it is, the other unit
standards will need to be amended3 to reflect the new title.
Change to level or classification
Validity, accuracy, and fairness of the section outlining actions taken to mitigate the impact
of the revision on accreditations. Accuracy of the section outlining the impact of the
revision on qualifications and helpfulness of suggestions made about how to mitigate the
impact.
Note: The same information and documentation may be obtained from Framework
Registration as is available for reviews. Or if an identical change is required to be made to
each standard, such as the replacement of legislation, the standards setter can request this
be made by the Framework Registration business unit during processing.
Documentation required for revised standards
[ Go to http://www.nzqa.govt.nz/framework/standard/registration/units.html#revise ]
•
Hard and electronic copies of the revised unit standards
•
Hard copy of the registered versions of the unit standards annotated (by hand or
electronically) to indicate the changes
3 This can be done when the affected unit standards are reviewed. If their review has not been planned the
affected unit standards should themselves be revised.
Revised unit standards
Guidance and Examples for NQF Unit Standards
•
URL
Page 44 of 59
Completed Application For Revision And/Or Rollover (Extension Of Period Of
Registration) Of Unit Standards On The National Qualifications Framework signed
by a staff member of the SSB
http://www.nzqa.govt.nz/framework/standard/registration/docs/applic-revisroll-us.doc
•
Hard and electronic copies of a completed Unit Standard Revision Report using the
following Revision Report Template
URL
http://www.nzqa.govt.nz/framework/standard/registration/docs/usrevisionreport.doc
Te Reo Māori in Unit Standards
Unit standards written in Māori
Unit standards may be developed and submitted for registration in Māori. Such unit standards must meet the
same technical specifications as all other unit standards.
If, in order to maximise access to these unit standards, they are submitted in English and te reo, the two
versions of the unit standard will be regarded as one unit standard and have the same Id number.
Use of te reo in English unit standards
Where a unit standard is written in English, it may include individual Māori words.
Māori terms that are in common usage in New Zealand do not need a translation in a glossary;
Māori words that could have a number of meanings but are being used in a specific way should be listed in a
glossary in the Special Notes.
Macrons should be used where required eg Māori, wānanga, Ngāti, ngā. The macron
should appear as a line above the appropriate vowel.
Microsoft Unicode Keyboard Māori Macron Driver
A software driver developed by Microsoft allows access to the Māori macrons that exist in
all Unicode compliant Standard Fonts.
SSBs that need to include macrons in standards and qualifications can download the
Māori Keyboard driver from the downloads section of the Microsoft New Zealand website.
URL http://www.microsoft.com/downloads/details.aspx?FamilyID=27ab0ec0-c2b3-409ebdf1-d56cd5e90d9c&displaylang=en
Additional Information
After installing the Māori Keyboard definition a user can press the [~`] key once then any
vowel. This applies to upper case as well as lower case letters. If a user requires the left
quotation the user simply presses the key twice. If the user needs to use the tilde
Te Reo Māori in Unit Standards
Guidance and Examples for NQF Unit Standards
Page 45 of 59
character, they simply use the traditional method of [Shift]+[~`]. ie the ā character would be
entered by pressing the [~`] key then the [a] key.
System Requirements
Supported Operating Systems: Windows 2000, Windows Server 2003, Windows XP
4 MB of available hard-disk space
Fishhooks for Māori Content
The NQF section of the NZQA website provides a Fishhook symbol for items that contain
Māori content.
The hook indicates that the unit standard or national qualification has Māori content.
The hook will appear beside a field, subfield or domain only if they contain registered unit
standards with Māori content. Note the fishhook must be related to content not just
standards that contain individual Māori words.
The fishhook is assigned to all Field Māori items. Some items outside of Field Māori can
also be tagged with a fishhook. SSBs are able to request that their unit standards be
tagged with a fishhook, provided that the content is consistent the principles of Field Māori.
That is, that the unit standard and/or qualification identifies positive outcomes that clearly
contribute to
• Māori well being
• Māori educational performance
• the recognition of Māori skills and knowledge.
General Editorial and Formatting Requirements for Unit Standards
Editorial Requirements
Unit standards have a specified format and structure. This format and structure cannot be
negotiated by standards setting bodies.
Formatting Issues
See formatting guide and template
Styles: please do not include styles within the unit standard template. The Normal style
must be used throughout. See Appendix 4 for Troubleshooting with styles.
Font: normal font size and type is 12 point Arial except for headings.
Alignment: all text is left aligned.
Space and punctuation: two spaces after a full stop before the beginning of a new
sentence; one space for any other punctuation type.
Page break: no page breaks are to be used within the unit standard. If several unit
standards are in one file, use a page break between unit standards.
Fishhooks for Māori Content
Guidance and Examples for NQF Unit Standards
Page 46 of 59
Paragraph break: paragraphs use the skip-a-line rule.
Indention: use automatic indention (eg ctrl+T in Microsoft Word).
Hidden: do not use hidden symbols or text.
Editing issues - Framework Registration Style Guide
This style guide deals with matters of punctuation and expression and has been provided
to assist in the writing of unit standards, qualifications, and associated reports and
documents.
Framework Registration Style Guide
URL
http://www.nzqa.govt.nz/framework/standard/registration/docs/frameworkregstyleguide.pdf
Spell check: please use spell check on documents before printing them.
Oblique (/): these should be avoided because they are likely to lead to ambiguity.
Use of parentheses: these should be avoided.
They clutter text, and should only be used when the information included within them is
something of an aside from the issues in the main text.
Use of 'and': a comma should be used before the final 'and' which introduces the final item
in lists of words, phrases, and clauses of three or more entries. This assists clarity with
respect of the intended number of items.
Apostrophes: these should be used to denote possessives. For example: manufacturers'
specifications, meaning the specifications of the manufacturers; or manufacturer’s
specifications, meaning the specifications of the manufacturer. Apostrophes should not be
used to denote a plural acronym, ie SSBs not SSB’s.
Recommended prerequisite: this is contradictory. It is either recommended or a
prerequisite. One or the other term should be used on its own.
Abbreviations: NZQA's house style is to use capital letters without full-stops.
Agreement between subject and verb: the absence of agreement between subject and
verb is a common mistake. For example, 'Security and storage of firearms and ammunition
are demonstrated in accordance with the Arms Regulations 1992' not 'Security and storage
of firearms and ammunition is demonstrated in accordance with the Arms Regulations
1992'.
References: the recommended format for references is:
Author Surname, Initials or Name. Title. Place. Publisher, date, page.
Definitions: words being defined or explained in special notes should be italicised.
Numbers: numbers from one to nine should be spelled out (except those associated with
units of measurement, eg 4 kg, 7 credits). Numbers from 10 upwards should be in figures.
General Editorial and Formatting Requirements for Unit Standards
Guidance and Examples for NQF Unit Standards
Page 47 of 59
Appendix 1 - Level Descriptors
Level
1
Process
Carry out processes that:
- are limited in range
- are repetitive and familiar
- are employed within
closely defined contexts
Learning demand
Employing:
- recall
- a narrow range of
knowledge and cognitive
skills
- no generation of new
ideas
Employing:
- basic operational
knowledge
- readily available
information
- known solutions to familiar
problems
- little generation of new
ideas
Responsibility
Applied:
- in directed activity
- under close supervision
- with no responsibility for
the work or learning of
others
Applied:
- in directed activity with
some autonomy
- under general supervision
and quality checking
- with significant
responsibility for the
quantity and quality of
output
- with possible responsibility
for the output of others
Applied:
- in self-directed activity
- under broad guidance and
evaluation
- with complete
responsibility for quantity
and quality of output
- with possible responsibility
for the quantity and quality
of the output of others
2
Carry out processes that:
- are moderate in range
- are established and
familiar
- offer a clear choice of
routine responses
3
Carry out processes that:
- require a range of welldeveloped skills
- offer a significant choice of
procedures
- are employed within a
range of familiar contexts
Employing:
- some relevant theoretical
knowledge
- interpretation of available
information
- discretion and judgement
- a range of known
responses to familiar
problems
4
Carry out processes that:
- require a wide range of
technical or scholastic
skills
- offer a considerable choice
of procedures
- are employed in a variety
of familiar and unfamiliar
contexts
5
Carry out processes that:
- require a wide range of
specialised technical or
scholastic skills
- involve a wide choice of
standard and nonstandard procedures
- are employed in a variety
of routine and non-routine
contexts
Employing:
- a broad knowledge base
incorporating some
theoretical concepts
- analytical interpretation of
information
- informed judgement
- a range of sometimes
innovative responses to
concrete but often
unfamiliar problems
Employing:
- a broad knowledge base
with substantial depth in
some areas
- analytical interpretation of
a wide range of data
- the determination of
appropriate methods and
procedures in response to
a range of concrete
problems with some
theoretical elements
Applied:
- in directed activity
- under general supervision
and quality control
- with some responsibility for
quantity and quality
- with possible responsibility
for guiding others
Applied:
- in self-directed and
sometimes directive
activity
- within broad general
guidelines or functions
- with full responsibility for
the nature, quantity and
quality of outcomes
- with possible responsibility
for the achievement of
group outcome
Appendix 1 - Level Descriptors
Guidance and Examples for NQF Unit Standards
Level
6
7
Level
8
9
10
Process
Carry out processes that:
- require a command of
wide-ranging highly
specialised technical or
scholastic skills
- involve a wide choice of
standard and nonstandard procedures, often
in non-standard
combinations
- are employed in highly
variable routine and nonroutine contexts
Carry out processes that:
- require a command of
highly specialised
technical or scholastic and
basic research skills
across a major discipline
- involve the full range of
procedures in a major
discipline
- are applied in complex,
variable and specialised
contexts
Page 48 of 59
Learning demand
Employing:
- specialised knowledge
with depth in more than
one area
- the analysis, reformatting
and evaluation of a wide
range of information
- the formulation of
appropriate responses to
resolve both concrete and
abstract problems
Responsibility
Applied:
- in managing processes
- within broad parameters
for defined activities
- with complete
accountability for
determining and achieving
personal and/or group
outcomes
Requiring:
- knowledge of a major
discipline with areas of
specialisation in depth
- the analysis,
transformation and
evaluation of abstract data
and concepts
- the creation of appropriate
responses to resolve given
or contextual abstract
problems
Applied:
- in planning, resourcing
and managing processes
- within broad parameters
and functions
- with complete
accountability for
determining, achieving and
evaluating personal and/or
group outcomes
Involves skills and knowledge that enable a learner to:
- provide a systematic and coherent account of the key principles of a subject area; and
- undertake self-directed study, research and scholarship in a subject area,
demonstrating intellectual independence, analytic rigour and sound communication.
- demonstrate mastery of a subject area; and
- plan and carry out – to internationally recognised standards – an original scholarship
or research project.
Demonstrated by:
- the completion of a substantial research paper, dissertation or in some cases a series
of papers.
- provide an original contribution to knowledge through research or scholarship, as
judged by independent experts applying international standards.
Appendix 1 - Level Descriptors
Guidance and Examples for NQF Unit Standards
Page 49 of 59
Appendix 2 - Changes to the Classification System
The addition of, or change to, subfields and domains in the NQF classification system may
be required when a new area of learning or training is identified in the unit standards
development and/or review processes. A change to existing classification names may also
be required to reflect changes to industry terminology. Classifications may be changed
upon request from the SSB. Framework Registration manages all changes to the
classification system.
All requests for additions and changes are considered by a Panel in light of the following:
•
•
•
•
•
•
•
•
The proposal falls within the recognised standard setting scope of the SSB
(gazetted coverage, for ITOs)
Subfields relate to field; domains relate to subfield and provide an indication of the
standards that they will be used to classify
A subfield contains more than one domain
A domain normally contains more than one unit standard (usually 10-30)
The classification name is unique
The classification name is meaningful to the SSB as a descriptor for the cluster of
learning outcomes
The classification name is not more than 60 characters (including punctuation)
The classification name provides a qualification name, where required.
Adding new classifications is relatively straightforward. However, existing classifications
that contain registered standards cannot be simply moved, renamed, or deleted, because
versions of standards, qualifications, and accreditations are linked to the classification with
the original name.
A system manages changes to the classification system. The system uses three states:
current, lapsing and lapsed.
If the SSB wants to move, rename, or delete a classification, the old classification name
must be designated as lapsing and a new (replacement) classification name registered on
the NQF. Standards in the lapsing classification will then be reclassified (new versions of
the standards are published to show their new classification) or will be replaced or expired
at the time of their review. The lapsing classification is designated lapsed when it no longer
contains any registered standards.
For an addition or change to the classification system please complete and submit the
following form:
Application for change to the classification system (SCUNQ)
URL http://www.nzqa.govt.nz/framework/standard/registration/docs/applicchangeclassificationsystem.doc
Appendix 2 - Changes to the Classification System
Guidance and Examples for NQF Unit Standards
Page 50 of 59
Appendix 3 – Learning Domains
Learning Domains or Bloom's Taxonomy4
The Three Types of Learning
There is more than one type of learning. A committee of colleges, led by Benjamin Bloom,
identified three domains of educational activities. The three domains are cognitive,
affective, and psychomotor. Domains can be thought of as categories. Cognitive is for
mental skills (Knowledge), affective is for growth in feelings or emotional areas (Attitude),
while psychomotor is for manual or physical skills (Skills). Trainers often refer to these as
KAS, SKA, or KSA (Knowledge, Attitude, and Skills).
The committee then produced an elaborate compilation for the cognitive and affective
domains, but none for the psychomotor domain. Their explanation for this oversight was
that they have little experience in teaching manual skills within the college level.
This compilation divides the three domains into subdivisions, starting from the simplest
behaviour to the most complex. The divisions outlined are not absolutes and there are
other systems or hierarchies that have been devised in the educational and training world.
However, Bloom's taxonomy is easily understood and is probably the most widely applied
one in use today.
Major Categories in the Cognitive Domain5
The cognitive domain involves knowledge and the development of intellectual skills. This
includes the recall or recognition of specific facts, procedural patterns, and concepts that
serve in the development of intellectual abilities and skills. There are six major categories,
which are listed in order below, starting from the simplest behaviour to the most complex.
The categories can be thought of as degrees of difficulties. Each level builds on the
previous one. In other words, the first one must be mastered before the next one can take
place. A range of verbs is provided for each level – note that the same verb can apply to
more than one level and to more than one learning domain.
Knowledge
• recognition and recall of facts and specifics
Verbs related to Knowledge
define, describe, distinguish, identify, label, list, match, name, outline, quote, recall, recognise,
reproduce, select, state
4 Based on information at http://www.nwlink.com/~donclark/hrd/bloom.html adapted for this publication on 8
November 2004
5 Benjamin S, Bloom, ed., Taxonomy of Educational Objectives: Handbook: Cognitive Domain (New York,
NY: David McKay Company Inc., 1956)
Appendix 3 – Learning Domains
Guidance and Examples for NQF Unit Standards
Page 51 of 59
Comprehension
• interprets, translates, summarises, or paraphrases given information
• requires knowledge in order to demonstrate comprehension
Verbs related to Comprehension
classify, conclude, convert, defend, demonstrate, differentiate, distinguish, draw, estimate, explain,
express, extend, formulate, generalise, illustrate, infer, interpret, paraphrase, predict, summarise,
translate
Application
• uses information in a situation different from original learning context
• requires comprehension of information in order to apply to new situation
Verbs related to Application
apply, calculate, change, complete, compute, construct, develop, demonstrate, discover, employ,
interpret, manipulate, modify, operate, organise, perform, practice, predict, prepare, produce, relate,
restructure, show, solve, use
Analysis
• separates whole into parts, until relationship among elements is clear, distinguishes
between facts and inferences
• requires ability to apply information in order to analyse
Verbs related to Analysis
analyse, appraise, compare, conclude, contrast, criticise, deduce, detect, deconstruct, diagnose,
diagram, differentiate, discriminate, distinguish, identify, illustrate, indicate, infer, outline, relate,
select, separate, troubleshoot, verify
Synthesis
• combines elements to form new entity from original one
• requires analysis in order to synthesize
Verbs related to Synthesis
argue, categorise, combine, compile, compose, construct, create, devise, design, discuss, explain,
generalise, generate, modify, organise, plan, produce, rearrange, reconstruct, relate, reorganise,
revise, summarise
Evaluation
• involves acts of decision-making, judging, or selecting based on criteria and rationale
• requires synthesis in order to evaluate
Verbs related to Evaluation
appraise, assess, compare, conclude, contrast, criticise, critique, defend, describe, discriminate,
evaluate, explain, interpret, judge, justify, rank, rate, relate, standardise, summarise, support
Appendix 3 – Learning Domains
Guidance and Examples for NQF Unit Standards
Page 52 of 59
Major Categories in the Affective Domain6
This domain includes the manner in which we deal with things emotionally such as
feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major
categories are:
Receiving
• aware of; passively attending to certain phenomena and stimuli; ie listening
Verbs related to Receiving
choose, describe, follow, give, identify, locate, name, select, erect, use
Responding
• complies to given expectations by attending or reacting to stimuli or phenomena; ie
interests
Verbs related to Responding
assist, aid, compile, conform, discuss, greet, help, label, perform, practices, present, read, recite,
report, select
Valuing
• displays behaviour consistent with single belief or attitude in situations where he/she is
not forced to comply or obey
Verbs related to Valuing
complete, differentiate, explain, follow, form, initiate, justify, propose, report, select, share
Organising
• committed to a set of values as displayed by behaviour
Verbs related to Organising
arrange, combine, compare, complete, defend, explain, formulate, generalise, identify, integrate,
modify, order, organise, prepare, relate, synthesise
Characterising (Internalising Values)
• total behaviour is consistent with values internalised
Verbs related to Characterising
discriminate, display, influence, modify, perform, practice, propose, qualify, revise, serve, solve, verify
6 David R. Krathwohl, Benjamin S. Bloom, and Bertram B. Masia. Taxonomy of Educational Objectives:
Handbook II: Affective Domain (New York, NY: David McKay Company Inc., 1964)
Appendix 3 – Learning Domains
Guidance and Examples for NQF Unit Standards
Page 53 of 59
Psychomotor7
The psychomotor domain includes physical movement, coordination, and use of the motorskill areas. Development of these skills requires practice and is measured in terms of
speed, precision, distance, procedures, or techniques in execution. The seven major
categories listed in order are:
Perception
• the process of becoming aware of objects, qualities, etc by way of senses
• basic in situation-interpretation-action chain leading to motor activity
• may include sensory stimulation, cue selection, translation
Verbs related to Perception
associate, choose, compare, describe, detect, differentiate, distinguish, identify, isolate, relate, select
Set
• readiness for a particular kind of action or experience
• this readiness or preparatory adjustment may be mental, physical or emotional.
NOTE: This subdivision of Psychomotor is closely related to the ‘Responding’ in the
Affective domain.
Verbs related to Set (Readiness)
arrange, adjust, display, explain, identify, locate, move, organise, proceed, react, respond, show,
start, state, volunteer.
Guided Response
• overt behavioural act of an individual under guidance of an instructor, or following
model or set criteria
• may include imitation of another person, or trial and error until appropriate response
obtained
Verbs related to Guided Response
adapt, copy, correct, follow, imitate, match, practise, react, reproduce, respond, repeat, simulate
Mechanism
• occurs when a learned response has become habitual
• at this level the learner has achieved certain confidence and proficiency or performance
• the act becomes part of his/her repertoire of possible responses to stimulus and
demands of situations
Verbs related to Mechanism
assemble, calibrate, construct, dismantle, display, fasten, fix, grind, heat, manipulate, measure, mend,
mix, mould, organise, set-up, shape, sketch.
7 Simpson (1972) as reported on http://www.nwlink.com/~donclark/hrd/bloom.html and
http://education.massey.ac.nz 8 November 2004.
Appendix 3 – Learning Domains
Guidance and Examples for NQF Unit Standards
Page 54 of 59
Complex Overt Response
• performance of a motor act that is considered complex because of movement pattern
required
• may include resolution of uncertainty, ie done without hesitation; and automatic
performance, finely coordinated with great ease and muscle control
Verbs related to Complex Overt Response
adjust, assemble, build, calibrate, construct, combine, coordinate, dismantle, display, fasten, fix,
grind, integrate, manipulate, measure, mend, mix, organise, regulate, sketch
Adaptation
• altering motor activities to meet demands of problematic situations
Verbs related to Adaptation
adapt, alter, change, convert, integrate, order, rearrange, reorganise, revise, standardise, vary
Origination
• creating new motor acts or ways of manipulating materials out of skills, abilities and
understandings developed in the psychomotor area
Verbs related to Origination
arrange, build, combine, compose, construct, create, design, develop, formulate, initiate, invent,
make, originate.
As mentioned earlier, the committee did not produce a compilation for the psychomotor domain model, but
others have. The one outlined above is by Simpson (1972). Another popular version is:
RH Dave’s Categories in the Psychomotor Domain8
Imitation
• observes skill and attempts to repeat it
Manipulation
• performs skill according to instruction rather than observation
Precision
• reproduces a skill with accuracy, proportion, and exactness; usually performed
independent of original source
Articulation
• combines more than one skill in sequence with harmony and consistency
Naturalisation
• completes one or more skills with ease and becomes automatic with limited physical or
mental exertion
8 R. H. Dave, as reported in Robert J. Armstrong et al., Developing and Writing Behavioural Objectives
(Tuscon: AZ: Educational Innovators Press, 1970)
Appendix 3 – Learning Domains
Guidance and Examples for NQF Unit Standards
Page 55 of 59
Appendix 4 – Wordprocessing Tips
WORDPROCESSING TIPS AND TROUBLESHOOTING
How to stop styles appearing in documents
1
2
3
4
Open Tools menu
Go to AutoCorrect
Click on AutoFormat As You Type tab
Ensure that the Apply as you type and the Automatically as you type options are blank
5 Go to AutoFormat tab (see illustration below)
6 Ensure that the Apply and Preserve Styles options are blank
Appendix 4 – Wordprocessing Tips
Guidance and Examples for NQF Unit Standards
Page 56 of 59
Appendix 4 – Wordprocessing Tips
Guidance and Examples for NQF Unit Standards
Page 57 of 59
How to correct unit standards that include styles
1
2
3
4
Open Format menu
Go to Style
Delete all styles that are deletable (the Heading 1, Heading 2 etc cannot be deleted)
Define normal style as Arial 12 point
select normal style
click modify button
click format button
go to font
enter the settings as illustrated below
click OK
click OK again
click Close
Appendix 4 – Wordprocessing Tips
Guidance and Examples for NQF Unit Standards
Page 58 of 59
Appendix 5 – Competency Training and Assessment
Ash, S., Gonczi, A. and Hager, P. (1992) Combining Research Methodologies to Develop
Competency-Based Standards for Dietitians: A Case Study for the Professions. National
Office of Overseas Skills Recognition Research Paper No. 6, Department of Employment,
Education and Training. Canberra, Australian Government Publishing Service.
Ashworth, P.D. and Saxton, J. (1990) 'On "Competence"', Journal of Further and Higher
Education, Vol. xiv, pp. 3-25.
Boud, D. and Feletti, G. (eds.) (1991) The Challenge of Problem Based Learning. London,
Kogan Page.
Burke, J.W. (ed.) (1989) Competency Based Education and Training. London, Falmer
Press.
Cairns, L. (1992) 'Competency-Based Education: Nostradamus's Nostrum', Journal of
Teaching Practice, Vol. 12, No. 1, pp. 1-32.
Eisner, E. (1993) 'Reshaping Assessment in Education: Some Criteria in Search of
Practice', Curriculum Studies, Vol. 25, No. 3, pp. 219-33.
Eraut, M. (1985) 'Knowledge Creation and Knowledge Use in Professional Contexts',
Studies in Higher Education, Vol. 10, No. 2, pp. 117-33.
Gonczi, A., Hager, P. and Oliver, L. (1990) Establishing Competency-Based Standards in
the Professions. National Office of Overseas Skills Recognition Research Paper No. 1,
Department of Employment, Education and Training. Canberra, Australian Government
Publishing Service.
Hager, P. (1994) 'Are There Any Cogent Philosophical Arguments Against Competency
Standards?', Australian Journal of Education (forthcoming).
Hager, P. and Gonczi, A. (1991) 'Competency-based Standards: A Boon for Continuing
Professional Education?' Studies in Continuing Education, Vol. 13, No. 1, pp. 2440.
Hager, P. and Gonczi, A. (1993) Attributes and Competence', Australian and New Zealand
Journal of Vocational Education Research, Vol. 1, No. 1, pp. 36-45.
Jones, K., Brown, J., Bradshaw, J. (1978) Issues in Social Policy. London, Routledge &
Paul.
Johnston, N. (1992) Higher Education and the Competency Movement: implications for
tertiary education and the professions. Centre for Continuing Education Australian
National University Canberra
Norman, G.F, Van Der Vleuten, C.P.M. and De Graaf, E. (1991) 'Pitfalls in the Pursuit of
Appendix 5 – Competency Training and Assessment
Guidance and Examples for NQF Unit Standards
Page 59 of 59
Objectivity: Issues of Validity, Efficiency and Acceptability', Medical Education, Vol. 25, pp.
119-26.
Oakeshott, M. (1962) Rationalism in Politics: and other essays London, Methuen.
Sch6n, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action.
New York, Basic Books.
Van Der Vleuten, C.P.M., Norman, G.R. and De Graaf, E. (1991) 'Pitfalls in the Pursuit
of Objectivity: Issues of Reliability', Medical Education, Vol. 25,110-118.
Walker, J. C. (1992) A General Rationale and Conceptual Approach to the Application of
Competency Based Standards to Teaching. National Project on the Quality of Teaching
and Learning, Canberra
Wolf, A. (1 989) 'Can competence and knowledge mix?' in Burke, J.W. (ed.).
Appendix 5 – Competency Training and Assessment