Understanding Units
Demystifying the language and
assessment criteria
Maggie Neave, Development Manager
OCN Eastern Region
Agenda
• Objectives
• Understanding units
– how QCF units are;
• written
• used
• assessed
– how they can be combined together within QCF
Qualifications
• Q&A
Objectives
Unit types
• QCF unit
– From a QCF Qualification
– May be used as a standalone unit or within a group
of units, sometimes leads to achievement of a
Qualification
– Content cannot be changed
– May be eligible for funding
Unit types
• OCN Eastern Region Accredited Unit
– Written to QCF standards but sits outside the QCF
– Centre can devise unit with us or select from
databank
– Quality assured and certificated by OCN Eastern
Region
– Not eligible for public funding
Unit Writing - Key document
• Guidelines for writing credit-based units of
assessment for the Qualification Credit
Framework
Key Rules
• UNIT TITLES
• All units must have a unit title that:
– is clear, concise and reflects the content of the unit
– is meaningful in its own right and does not make
reference to any information outside the unit
– does not include reference to the levels of the QCF
or to any terms that may be taken to refer to a level
of achievement.
Key Rules
• UNIT TITLES
– should not contain qualification titles, numbers,
module titles, codes or references to its status in a
given qualification, such as the words ‘core’ or
‘optional’
– must not contain references to level, such as
‘beginner’s’ or ‘introduction to’
– must not refer to methods of assessment.
Key Rules
• LEARNING OUTCOMES
• All units must contain learning outcomes that:
– set out what a learner is expected to know, understand or
be able to do as the result of a process of learning
– are clear and coherent, and expressed in language that is
understandable by the learners for whom the unit is
intended
– are expressed in a manner that addresses individual
learners in the third person and will make sense to a
learner.
Key Rules
• LEARNING OUTCOMES
– should begin with: ‘know’, ‘understand’ or ‘be able to’.
– should form a coherent group of statements that
relate to each other, and the title of the unit and
should be consistent with the unit level and credit
value.
Key Rules
• ASSESSMENT CRITERIA
• All units must contain assessment criteria that:
– specify the standard a learner is expected to meet to
demonstrate that the learning outcomes of that unit have been
achieved
– relate to an individual learning outcome in language consistent
with it
– are sufficiently detailed to support reliable, valid and consistent
judgements that a learning outcome has been achieved, without
creating an undue assessment burden for learners or assessors
– do not include references to methods of assessment or
assessment specifications.
Key Rules
• ASSESSMENT CRITERIA
– should be observable, measurable and provide qualitative
information that reflects the standard expected when the learner
is assessed
– are guided by the level descriptors. Appropriate language must
be used to reflect the statements contained in the descriptor for
the expected level
– the use of words/phrases such as ‘understand’, ‘demonstrate an
understanding’ or ‘know’ must be avoided as these concepts
cannot be observed and evidenced
LEARNING OUTCOMES
Know
Understand
Be able to
ASSESSMENT CRITERIA
Entry Level 3
Level 1
Define
Demonstrate
Give (examples of..)
Identify
Indicate
Locate
Outline
State
Use
Level 2
Apply
Assess
Classify
Compare
Define
Demonstrate
Describe
Differentiate
Distinguish
Estimate
Give (+ / - points
of..)
Illustrate
Perform
Select
Use (a range of)
Level 3
Analyse
Apply
Clarify
Classify
Critically compare
Demonstrate
Develop ( a
plan/idea which..)
Diagnose
Differentiate
Distinguish
Draw conclusions
(which..)
Estimate
Evaluate
Explain
Extrapolate
Implement
Interpret
Judge
Justify
Perform
Review and revise
Summarise
Writing units
• To develop a unit or QCF Qualification contact your
Development Manager or Development Officer
Unit selection
• Where to find QCF units
• www.ocner.org.uk
– Qualifications
– Unit funding
• http://register.ofqual.gov.uk/
Using Units
• NOCN /OCN Eastern Region produce;
– Qualification Guide
– Unit content
– Assessment Information – prescribed and optional;
activities
– Assessment/verification paperwork
• You develop
– Lesson plans
– Assessments
Qualification Guide
• General information
–
–
–
–
Age restrictions
Entry criteria
GLH
RPL
• Rules of Combination
• Assessment information
Rules of Combination
NOCN Level 2 Award in Understanding and
Exploring Entrepreneurship
In order to achieve the qualification, the learner must
successfully complete three 1 credit mandatory units
Registering a new course
• Complete a New Course Notification form
• Submit to Development Officer at OCN Eastern
Region
– For some qualifications you will be asked to complete
an additional form and provide evidence of the
knowledge and competence of tutors/assessors and
verifiers
• Receive confirmation that course has been
processed
Registering Learners
•
•
•
•
•
Develop lesson plans
Develop assessment activities
Check with Approved Internal Verifier (AIV)
Start course
Register learners within 25 days of start of course
for short courses and 60 days for longer courses
• Learner evidence to be assessed and verified
• RAC signed by AIV and returned to OCN Eastern
Region.
How units are assessed
• Units can be assessed;
– One assessment criteria per assessment
question/activity
– More than one assessment criteria per assessment
question/activity.
• Assessment activities can also provide evidence for
assessment criteria across more than one unit
Combining Units
• Activity
– Planning and cooking a 2 course meal
• Units
– Using cooking skills in the Domestic Kitchen L1 3cr
• Planning, cooking, equipment, food prep, health and
safety
– Using Kitchen Equipment L1 1cr
• Knowledge and use of equipment, health and safety
– Money: Adding and Subtracting Entry 3 1 cr
• Adding and subtracting and using money
Combining Units
• Activity
– Decorate a room
• Units
–
–
–
–
–
Preparing Ceiling and Walls for Decoration
Using Painting Skills for Ceilings and Walls
Wallpapering Skills
Health and Safety in a Practical Environment
Developing Group and Teamwork Communication
Skills
Activity
• Select one or more units
– What assessments could you set?
– How would you or the student record the evidence?
– Could you provide evidence for more than one unit
with your activity?
– Discuss with your colleagues around the table
Questions
Maggie Neave
maggie.neave@ocner.org.uk
07920 027370