Credit Accumulation and Transfer see Level 8 16 SEEC descriptors ... Credit Accumulation and Transfer System www. ... expected of a learner on completion of a module or programme of

These level descriptors have been developed by SEEC members on behalf of the wider community. They are provided free of copyright for educational and ‘not for profit’ purposes. Any use should acknowledge SEEC as the original source: SEEC (2010). Credit level descriptors for Higher Education. Southern England Consortium for Credit Accumulation and Transfer see www.seec.org.uk

4 Introducing the descriptors

4 Background

4 Developing the new Guidelines

5 What are credit level descriptors?

5 Relationship to the Framework for Higher Education Qualifications

5 How are credit level descriptors used?

5 A. The assignment of credit and the writing of learning outcomes

6 B. Curriculum design

6 C. Assessment criteria and the setting of standards

6 D. The accreditation of prior learning

6 E. Communicating expectations to learners

6 F. Staff development

7 The SEEC Descriptors

7 Format and structure

7 Principles underpinning the use of the descriptors

Contents

8 Further information

9 SEEC descriptors: By level

10 Level 3

11 Level 4

12 Level 5

13 Level 6

14 Level 7

15 Level 8

16 SEEC descriptors: Comparative Summary

23 Glossary

23 Abbreviations

Background

The original SEEC credit level descriptors were

published in 1996 (Credit Guidelines, Models

and Protocols; DfEE 1996). They had been

developed, over two years, by colleagues from SEEC

institutions in collaboration with representatives

from member institutions of the Higher Education

Credit Initiative Wales (HECIW). In 2001/2 these

descriptors were revised to reflect the four

categories adopted the Quality Assurance Agency

for Higher Education (QAA) for subject review and

building on the areas identified in the National

Committee of Inquiry into Higher Education

(Dearing Report, 1997):

Development of Knowledge and Understanding

Cognitive/Intellectual skills

Key/transferable skills

Practical skills

Much of the work for that revision was undertaken

by colleagues at the, then, Anglia Polytechnic

University and further revised by a SEEC working

group. This edition of the credit level descriptors

builds on this previous work and we are indebted

to all those who contributed to earlier versions.

Developing the new Guidelines

Since 2001, a number of developments in credit

and its use prompted the SEEC General Council to

undertake a further review and revision of the level

descriptors. These included:

The revision of the Framework for Higher

Education Qualifications (August 2008, available

at www.qaa.ac.uk/academicinfrastructure/FHEQ/

default.asp )

Introducing the Descriptors

The issuing of guidance on academic credit

arrangements in higher education in England

(August 2008, available at www.qaa.ac.uk/

england/credit )

Moves towards the harmonisation of definitions

and the use of credit across Europe (see A

Framework for Qualification in the European

Higher Education Area; available at www.bologna-

bergen2005.no/Docs/00-Main_doc/050218_QF_

EHEA.pdf ) and through revisions to the European

Credit Accumulation and Transfer System www.

ec.europa.eu/education/lifelong-learning-policy/

doc/ects/guide_en.pdf )

The development of the Qualifications and Credit

Framework (QCF) by the QCA to cover vocational

education up to level 8 (available at http://www.

qcda.gov.uk/qualifications/60.aspx)

Credit and Qualifications Framework for

Wales available at http://wales.gov.uk/

topics/educationandskills/learningproviders/

creditqualificationsframework/?lang=en

The Scottish Credit and Qualifications (see SCQF

Handbook, volumes 1 and 2, available at www.

scqf.org.uk )

In 2009 SEEC undertook a review of the use made

by member institutions of the existing credit level

descriptors which showed that they had often

become embedded within institutional frameworks

and provided a useful reference source. However,

extended experience of the use of credit,

particularly in relation to work-based learning

and accreditation, suggested the need to review

the descriptors to more clearly reference higher-

level learning in these contexts and to ensure

that they remained appropriate for likely future

developments. A SEEC working group produced

revised descriptors which were further reviewed

though consultation with members and their

representatives. The descriptors in this document

represent the outcome of this process.

What are credit level descriptors?

Credit level descriptors define the level of

complexity, relative demand and autonomy

expected of a learner on completion of a module or

programme of learning. They provide a description

of levels of learning through a hierarchy of

knowledge and skills.

Credit level descriptors are a useful reference point

for anyone with a responsibility for contextualising

and credit-rating learning whether this learning

derives from within or without the formal

curriculum. Their considered use aids consistency

and transparency of expectations and outcomes

for all parties: academics, employers, professional

bodies and learners.

Relationship to the Framework for Higher

Education Qualifications

The Framework for Higher Education Qualifications

in England, Wales and Northern Ireland (QAA,

2008) defines the expectations of awards within the

FHEQ through qualification descriptors. Whereas

the more detailed SEEC credit level descriptors

describe the characteristics and context of learning

expected at each level and against which specific

learning outcomes and assessment criteria can be

derived in order to develop modules and assign

credit for the achievement of learning.

The essential difference between qualification

descriptors and credit level descriptors is that

the former relate to whole qualifications and

encompass all qualifications at a particular level.

Any specific qualification is likely, however, to

consist of a range of modules at different credit

levels and credit volumes appropriate to the

qualification. Individual institutions may define

the volume and nature of the credit required at

each level within the overall expectations of the

FHEQ. Thus, for example, some institutions allow

the use of a limited amount of level 6 credit (final

year undergraduate) towards a level 7 (Master’s)

award.

In summary, credit level descriptors are essentially

aids to programme development by describing

broad outcomes whilst qualification descriptors are

aids to the quality assurance of programmes and

terminal qualifications.

How are credit level descriptors used?

The six principal uses of the level descriptors are:

(a) to guide the assignment of credit through the

writing of learning outcomes, (b) in curriculum

design, (c) to assist in writing assessment criteria

and the setting of standards, (d) to support

the recognition of prior learning, (e) to aid the

communication to learners of expectations, and

(f) for the purposes of staff development. Their

use in these contexts is amplified in the following

sections and further details and guidance can be

found on the SEEC web site at www.seec.org.uk.

A. The assignment of credit and the writing of

learning outcomes.

The main purpose of credit level descriptors is to

help assign the correct level of credit to a module.

This is usually achieved through the credit level

descriptors being used by module designers

to help write learning outcomes which clearly

4 5

articulate the level of learning expected. Individual

learning outcomes within a module may span a

range of related levels but, overall, the outcomes

should clearly locate the module at a particular

level. Only one level can be assigned to any given

module. When the module forms part of a larger

programme of learning it should be located at the

appropriate level for that module irrespective of

the overall level of the ultimate award.

Since the credit level descriptors are ‘generic’;

course teams need to translate the generic

descriptors, or those adapted by their own

institution, into learning outcomes which identify

the subject specific requirements of a programme

of study.

B. Curriculum design

Credit level descriptors can be used in a number of

ways to help aid effective curriculum design.

They can:

Provide a means by which each subject area

can check that the level of demand, complexity,

depth of study and degree of learner autonomy

expected at each level of a programme of study

are appropriately established.

Provide a means of establishing that there is

broad coverage of the various aspects of the level

descriptors across a programme of study. Whilst

programmes are not necessarily expected to

cover all aspects of the level descriptors, there is

often a need to ensure that a breadth and balance

of skills development is demonstrated.

Help write learning outcomes in a way which

supports learner progression through a course

of study.

Help establish broad comparisons across

subject areas facilitating credit accumulation

and transfer schemes, the design of joint and

combined awards and the sharing of modules

between programmes.

C. Assessment criteria and the setting of standards

Although the credit level descriptors are not

‘standards’, they provide useful indicators of

the learning outcomes expected at any stage and

therefore may be used as the basis for judgements

about the standard of work required for particular

modules and their associated assessment. Thus

they can assist tutors, external examiners and

validation and approval panels in their various

roles in the standard setting process.

D. The accreditation of prior learning

Credit level descriptors are useful in the

accreditation of prior learning (APL) processes.

They provide a reference point for ascribing credit

to certificated learning (APCL) which has not

been credit rated and enable learners and tutors

to identify the appropriate level at which prior

or concurrent experiential learning (APEL) can be

recognised for the award of credit.

E. Communicating expectations to learners

Whilst level descriptors have been primarily

designed to help module designers and quality

assurance processes, they can be used to help

articulate to learners the outcomes expected of

their learning and how this should develop as they

progress with their studies. Learners will need help

and guidance in interpreting what is intended by

the language of the descriptors.

F. Staff development

The credit level descriptors can be used for

different types of staff development related to the

functions described above, including course and

module design, writing learning outcomes and

assessment criteria, and the accreditation of prior

experiential learning.

Format and structure

There are many ways in which learning can be

described and categorised. The format adopted by

the SEEC credit level descriptors reflects the nature

of learning commonly recognised by SEEC members

in a variety of learning situations and across a

range of subjects.

The SEEC credit level descriptors are not meant to

be prescriptive or limiting, or to devalue aspects

which are not strongly reflected but which might

be relevant to particular subjects or contexts.

Rather the intention is to define a set of skills and

attributes which can act as a guide for academics

and others seeking to define or recognise learning

and ascribe it to a particular academic level.

The descriptors are grouped under five headings.

The level descriptors are generally used to assign

credit to taught HE-level work: however, to provide

a context and demonstrate development, we

have included level 3 (sub-degree level) and level

8 (doctoral level) descriptors for comparative

purposes.

In order to support their use in a variety of

contexts, the descriptors are set out in two

different formats; by level and by heading

showing comparative development across levels.

The descriptors themselves are identical in

both formats.

Setting

Operational context

Autonomy and responsibility for actions

The context in which learning takes place and the

autonomy expected of the learner is an important

aspect of defining the level at which learning

is taking place. These two descriptors describe

how complexity and autonomy increase with

level. The setting in which a learner is operating

is particularly important in interpreting other

descriptors thus this dimension is highlighted first.

Knowledge and Understanding


These descriptors describe the growing factual

and/or conceptual base of the subject or field of

study and the degree of complexity expected as the

learner progresses. Knowledge and understanding

provide the basis for the development of many of

the other skills and attributes in the descriptors.

Cognitive skills

Conceptualisation and Critical Thinking

Problem Solving, Research and Enquiry

Synthesis and Creativity

Analysis and evaluation

These descriptors capture the developing cognitive

skills which are expected of learners as they

progress towards higher-level work. There are

many cognitive skills and possible groupings

which might have been included in this area.

Those indicated are the ones which SEEC members

believed to be most generally relevant. They have

been grouped to prevent excessive fragmentation

of the descriptors but it is recognised that such

groupings are contestable and that subject contexts

can lead to different nomenclature, groupings and

prioritisation. Users may wish to develop their own

categorisation using those provided as a reference

point.

6 7

The Seec Descriptors

Performance and practice

Adaptation to Context

Performance

Team and organisational working

Ethical awareness and application

These skills have been restructured, revised and

extended from previous versions. SEEC members

requested additional support with the definition of

levels in a range of circumstances, and particularly

in applied areas.

The descriptors use the term ‘team’ rather than

‘group’ to reflect the growing professional nature

of expectations in this area. These two terms,

whilst related and often inter-changeable, are

not synonymous and their use may be context

dependent. Those using the descriptors should

identify the terminology most appropriate to their

circumstances.

Personal and Enabling skills.

Personal evaluation and development

Interpersonal and communication skills

These credit level descriptors have been amended

to reflect the increased emphasis being placed

on personal development planning since the

previous descriptors were written. Interpersonal

and communication skills are located here because

they ‘enable’ the demonstration of the outcomes of

many of the other descriptors.

Principles underpinning the use of the descriptors

The following general principles underpin the

intended use of the credit level descriptors:

i.The descriptors remain credit level descriptors

and are not intended to replace qualifications

descriptors but to assist with the assignment of

credit to elements of learning and the structuring

of learning opportunities towards qualifications.

ii. The descriptors provide an indicative framework

for credit-rating and level-setting and are not

intended to be all encompassing or prescriptive in

nature.

iii. The descriptors represent a benchmarking

of members’ existing practice; institutions are

encouraged to select and adapt the descriptors to

suit their own purposes.

iv. Higher-level descriptors subsume the

descriptors at lower levels.

v.The language of the descriptors has been kept

simple wherever possible.

vi. It is not the intention that all of the descriptors

at a particular level need to be demonstrated

in order for the learning to be ascribed to that

level. Thus they should not be seen as threshold

descriptors but as broad indicators of the level at

which a learner is operating.

vii. Most forms of learning, with the possible

exception of languages, can be encompassed by the

level descriptors. Language learning is not covered

explicitly, as institutions will have their own

arrangements, but elements of the descriptors will

apply to all learning in all subjects and contexts.

viii. The descriptors imply that learners

demonstrate that they can undertake the actions

‘effectively’ in relation to the context in which they

are working or studying.

ix. Modules which focus on the academic,

applied, professional or vocational aspects of the

curriculum will emphasise different aspects of the

descriptors.

Further information

Further information on level descriptors and their

use can be found on the SEEC web site (www.seec.

org.uk )

8

The SEEC Descriptors: by Level

Operational context Operates in predictable and defined contexts that require the use of given techniques andinformation sources.

Knowledge & Understanding

Has an understanding of defined areas of the knowledge base.Demonstrates an awareness of current areas of debate in the field of study

Level 3


Acts largely under direction or supervision, within defined guidelines. Takes responsibility for initiating and completing tasks and procedures.


Setting


Relates principles and concepts to underlying theoretical frameworks and approaches.

Problem Solving, Research & Enquiry

Carries out defined investigative strategies and communicates results effectively in a given format.

Cognitive skills

Synthesis and Creativity Collects information to inform a choice of solutions to standard problems in familiar contexts.

Analysis and evaluation Analyses a range of information using pre-defined principles, frameworks or criteria.


Adaptation to Context Undertakes a given and clearly defined role.

Performance Undertakes given performance tasks that may be complex.


Adapts own behaviour to meet obligations to others.

Ethical awareness & application

Has an awareness of the ethical issues in the main areas of study.

Personal and enabling skills


Assesses own capabilities against given criteria. Engages in guided development activity.


Uses interpersonal and communication skills to clarify tasks and communicate outcomes in narrowly defined contexts.

Operational context Operates in a range of varied but predictable contexts that require the use of a specified range of techniques and information sources.


Has a broad understanding of the knowledge base and its terminology or discourse. Demonstrates awareness that areas of this knowledge base are open to ongoing debate and reformulation.

Level 4


Acts with limited autonomy, under direction or supervision, within defined guidelines. Takes responsibility for the nature and quality of outputs.


Setting


Identifies principles and concepts underlying theoretical frameworks and begins to identify their strengths and weaknesses.


Identifies a well-defined focus for enquiry, plans and undertakes investigative strategies using a limited and defined range of methods, collects data from a variety of sources, and communicates results effectively in an appropriate format

Cognitive skills

Synthesis and Creativity Collects information from a variety of authoritative sources to inform a choice of solutions to standard problems in familiar contexts.

Analysis and evaluation Judges the reliability of data and information using pre-defined techniques and/or criteria.


Adaptation to Context Relates own role to specified and externally defined parameters.

Performance Undertakes performance tasks that may be complex and non-routine engaging in self-reflection.


Works effectively with others and recognises the factors that affect team performance.


Demonstrates awareness of ethical issues and is able to discuss these in relation to personal beliefs and values.



Is aware of own capabilities in key areas and engages in development activity through guided self-direction.


Uses interpersonal and communication skills to clarify tasks and identify and rectify issues in a range of contexts.

10 11

Operational context Operates in situations of varying complexity and predictability requiring the application of a wide range of techniques and information sources.


Has detailed knowledge of well-established theories and concepts. Demonstrates an awareness of different ideas, contexts and frameworks and recognises those areas where the knowledge base is most/least secure.

Level 5


Acts with limited supervision and direction, within defined guidelines accepting responsibility for achieving personal and/or group outcomes and/or outputs.


Setting



Undertakes research to provide new information and/or explores new or existing data to identify patterns and relationships.Uses appropriate theoretical models to judge the significance of the data collected recognising the limitations of the enquiry.

Cognitive skills

Synthesis and Creativity Collects and synthesises information to inform a choice of solutions to problems in unfamiliar contexts.

Analysis and evaluation Analyses a range of information comparing alternative methods and techniques. Selects appropriate techniques/criteria for evaluation and discriminates between the relative relevance and significance of data/evidence collected.


Adaptation to Context Identifies external expectations and adapts own performance accordingly.

Performance Undertakes complex and non-routine performance tasks. Analyses performance of self and others and suggests improvements.


Interacts effectively within a team, giving and receiving information and ideas and modifying responses where appropriate. Recognises and ameliorates situations likely to lead to conflict.


Is aware of personal responsibility and professional codes of conduct.



Assesses own capabilities using justifiable criteria set by self and others taking the wider needs of the context into account.Uses feedback to adapt own actions to reach a desired aim and reviews impact.


Adapts interpersonal and communication skills to a range of situations, audiences and degrees of complexity.

Identifies, analyses and communicates principles and concepts recognising competing perspectives.

Level 6

Operational context Operates in complex and unpredictable contexts, requiring selection and application from a range of largely standard techniques and information sources.


Has a systematic understanding of the knowledge base and its inter-relationship with other fields of study. Demonstrates current understanding of some specialist areas in depth.


Acts with minimal supervision or direction, within agreed guidelines taking responsibility for accessing support and accepts accountability for determining and achieving personal and/or group outcomes.


Setting



Demonstrates confidence and flexibility in identifying and defining complex problems.Identifies, selects and uses investigative strategies and techniques to undertake a critical analysis, evaluating the outcomes.

Cognitive skills

Synthesis and Creativity Applies knowledge in unfamiliar contexts, synthesising ideas or information to generate novel solutions. Achieves a body of work or practice that is coherent and resolved.

Analysis and evaluation Analyses new, novel and/or abstract data using an appropriate range of established subject-specific techniques. Judges the reliability, validity and significance of evidence to support conclusions and/or recommendations suggests reasons for contradictory data/results.


Adaptation to Context Locates own role within poorly defined and/or flexible contexts requiring a level of autonomy.

Performance Seeks and applies new techniques and processes to own performance and identifies how these might be evaluated.


Works effectively within a team, supports or is proactive in leadership, negotiates in a professional context and manages conflict. Proactively seeks to resolve conflict.


Is aware of personal responsibility and professional codes of conduct and incorporates this into their practice.



Takes responsibility for own learning and development using reflection and feedback to analyse own capabilities, appraises alternatives and plans and implements actions.


Sets criteria for, and is effective in, professional and interpersonal communication in a wide range of situations.

Works with ideas at a level of abstraction, arguing from competing perspectives.Identifies the possibility of new concepts within existing knowledge frameworks and approaches.

12 13

Operational context Operates in complex and unpredictable and/or specialised contexts, requiring selection and application from a wide range of advanced techniques and information sources.


Has a deep and systematic understanding within a specialised field of study and its interrelationship with other relevant disciplines.Demonstrates an understanding of current theoretical and methodological approaches and how these affect the way the knowledge base is interpreted.

Level 7


Acts with initiative in decision-making and accessing support, within professonal or given guidelines, accepting full accountability for outcomes.


Setting



Designs and undertakes substantial investigations to address significant areas of theory and/or practice. Selects appropriate advanced methodological approaches and critically evaluates their effectiveness.

Cognitive skills

Synthesis and Creativity Flexibly and creatively applies knowledge in unfamiliar contexts, synthesises ideas or information in innovative ways, and generates transformative solutions.

Analysis and evaluation Undertakes analysis of complex, incomplete or contradictory evidence/data and judges the appropriateness of the enquiry methodologies used. Recognises and argues for alternative approaches.


Adaptation to Context Autonomously adapts performance to multiple contexts.

Performance Autonomously implements and evaluates improvements to performance drawing on innovative or sectoral best practice.


Works effectively with multiple teams as leader or member. Clarifies tasks and make appropriate use of the capacities of team members resolving likely conflict situations before they arise.


Incorporates a critical ethical dimension to their practice, managing the implications of ethical dilemmas and works proactively with others to formulate solutions.



Uses personal reflection to analyse self and own actions.Makes connections between known and unknown areas, to allow for adaptation and change.


Identifies, evaluates and maintains capabilities and qualities to support effective communication in a range of complex and specialised contexts.

Uses ideas at a high level of abstraction.Develops critical responses to existing theoretical discourses, methodologies or practices and suggests new concepts or approaches

Operational context Operates in complex and unpredictable and/or specialised contexts at the forefront of knowledge.


Works with theoretical/research knowledge at the forefront of the discipline.Demonstrates a comprehensive understanding of techniques and methodologies applicable to the discipline

Level 8


Acts autonomously and with initiative, often in a professional capacity with responsibility for self and often others.


Setting



Acts independently and with originality in problem solving.Develops or adapts appropriate advanced methodological approaches and critically evaluates their effectiveness.

Cognitive skills

Synthesis and Creativity Synthesises and applies new approaches, in a manner that can contribute to the development of methodology or understanding in that discipline or practice.

Analysis and evaluation Undertakes independent analysis or evaluation, managing complexity, incompleteness of data or contradictions in areas of knowledge.


Adaptation to Context Autonomously adapts performance to contexts requiring professional outputs.

Performance Has technical mastery, performs smoothly with precision and effectiveness, can adapt or develop skills and procedures for new situations


Leads and/or works effectively with often multiple teams in multiple roles. Manages the capacities of members to achieve outcomes handling conflict with confidence.


Analyses and manages ethical dilemmas and works pro-actively with others to formulate and implement solutions.



Reflects on own and others’ functioning in order to improve practice.Is independent and self-critical as a learner, guides and supports the learning of others and manages own professional development


Displays consultancy skills. Communicates complex or contentious information clearly and effectively to the target audience.

Develops ideas at a high level of abstraction.Develops theoretical discourses, methodologies or practices critically analysing their development and application.

14 15

SEEC

Des

crip

tors

: Com

para

tive

Stud

y

Leve

l 3Le

vel 4

Leve

l 5Le

vel 6

Leve

l 7Le

vel 8

Setti

ng

Oper

ates

in c

ompl

ex

and

unpr

edict

able

co

ntex

ts, r

equi

ring

sele

ctio

n an

d ap

plica

tion

from

a

rang

e of

larg

ely

stan

dard

tech

niqu

es

and

info

rmat

ion

sour

ces.

Oper

ates

in c

ompl

ex

and

unpr

edict

able

and

/or

spec

ialis

ed c

onte

xts,

requ

iring

sele

ctio

n an

d ap

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tion

from

a w

ide

rang

e of

adv

ance

d te

chni

ques

and

in

form

atio

n so

urce

s.

Oper

ates

in c

ompl

ex

and

unpr

edict

able

an

d/or

spec

ialis

ed

cont

exts

at t

he

fore

front

of

know

ledg

e.

Oper

ates

in a

rang

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va

ried

but p

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ctab

le

cont

exts

that

requ

ire

the

use

of a

spec

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of te

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form

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Oper

ates

in si

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of

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pred

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requ

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th

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and

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Oper

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pred

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defin

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hat

requ

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gi

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tech

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nd

info

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ion

sour

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Oper

atio

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cont

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Auto

nom

y an

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spon

sibili

ty fo

r ac

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Acts

larg

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unde

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su

perv

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, with

in

defin

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lines

. Ta

kes r

espo

nsib

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Acts

with

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auto

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su

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, with

in

defin

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lines

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the

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out

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nd

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and/

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Acts

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ag

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.

16 17

Leve

l 3Le

vel 4

Leve

l 5Le

vel 6

Leve

l 7Le

vel 8

Know

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Unde

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Has a

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se is

in

terp

rete

d.

Wor

ks w

ith

theo

retic

al/re

sear

ch

know

ledg

e at

the

fore

front

of t

he

disc

iplin

e.De

mon

stra

tes a

co

mpr

ehen

sive

unde

rsta

ndin

g of

te

chni

ques

and

m

etho

dolo

gies

ap

plica

ble

to th

e di

scip

line

Has a

bro

ad

unde

rsta

ndin

g of

the

know

ledg

e ba

se a

nd

its te

rmin

olog

y or

di

scou

rse.

Dem

onst

rate

s aw

aren

ess t

hat a

reas

of

this

know

ledg

e ba

se a

re o

pen

to

ongo

ing

deba

te a

nd

refo

rmul

atio

n.

Has d

etai

led

know

ledg

e of

wel

l-est

ablis

hed

theo

ries a

nd c

once

pts.

Dem

onst

rate

s an

awar

enes

s of d

iffer

ent

idea

s, co

ntex

ts a

nd

fram

ewor

ks a

nd

reco

gnise

s tho

se a

reas

w

here

the

know

ledg

e ba

se is

mos

t/lea

st

secu

re.

Unde

rsta

ndin

gHa

s an

unde

rsta

ndin

g of

de

fined

are

as o

f the

kn

owle

dge

base

.De

mon

stra

tes a

n aw

aren

ess o

f cur

rent

ar

eas o

f deb

ate

in

the

field

of s

tudy

Know

ledg

e &

Unde

rsta

ndin

g

The

Burg

ess

Grou

p (s

ee w

ww

.qaa

.ac.

uk/a

cade

mic

infra

stru

ctur

e/FH

EQ/E

WN

I ) re

com

men

ded

that

th

e w

ell-k

now

n an

d w

idel

y us

ed E

ngla

nd, W

ales

and

Nor

ther

n Ire

land

(EW

NI)

sum

mar

y cr

edit

leve

l de

scrip

tors

sho

uld

be a

poi

nt o

f ref

eren

ce in

any

gui

danc

e. T

hese

wer

e kn

own

prev

ious

ly a

s th

e N

ICAT

S de

scrip

tors

and

are

pro

vide

d be

low

. Th

ey h

ave

been

use

d as

a re

fere

nce

poin

t in

deve

lopi

ng th

e m

ore

deta

iled

desc

ripto

rs s

et o

ut in

the

full

SEEC

des

crip

tors

.

Leve

l 3Le

vel 4

Leve

l 5Le

vel 6

Leve

l 7Le

vel 8

Cogn

itive

Ski

lls

Rela

tes p

rincip

les

and

conc

epts

to

und

erly

ing

theo

retic

al

fram

ewor

ks a

nd

appr

oach

es.

Iden

tifies

prin

ciple

s and

co

ncep

ts u

nder

lyin

g th

eore

tical

fram

ewor

ks

and

begi

ns to

iden

tify

thei

r stre

ngth

s and

w

eakn

esse

s.

Iden

tifies

, ana

lyse

s an

d co

mm

unica

tes

prin

ciple

s and

con

cept

s re

cogn

ising

com

petin

g pe

rspe

ctiv

es.

Wor

ks w

ith id

eas a

t a

leve

l of a

bstra

ctio

n,

argu

ing

from

com

petin

g pe

rspe

ctiv

es.

Iden

tifies

the

poss

ibili

ty

of n

ew c

once

pts w

ithin

ex

istin

g kn

owle

dge

fram

ewor

ks a

nd

appr

oach

es.

Uses

idea

s at a

hig

h le

vel o

f abs

tract

ion.

Deve

lops

crit

ical

resp

onse

s to

exist

ing

theo

retic

al d

iscou

rses

, m

etho

dolo

gies

or

prac

tices

and

sugg

ests

ne

w c

once

pts o

r ap

proa

ches

Deve

lops

idea

s at

a h

igh

leve

l of

abst

ract

ion.

Deve

lops

theo

retic

al

disc

ours

es,

met

hodo

logi

es o

r pr

actic

es c

ritica

lly

anal

ysin

g th

eir

deve

lopm

ent a

nd

appl

icatio

n.

Conc

eptu

alisa

tion

and

Criti

cal

Thin

king

Prob

lem

solv

ing,

re

sear

ch &

en

quiry

Carri

es o

ut d

efine

d in

vest

igat

ive

stra

tegi

es a

nd

com

mun

icate

s res

ults

ef

fect

ivel

y in

a g

iven

fo

rmat

.

Iden

tifies

a w

ell-d

efine

d fo

cus f

or e

nqui

ry,

plan

s and

und

erta

kes

inve

stig

ativ

e st

rate

gies

us

ing

a lim

ited

and

defin

ed ra

nge

of

met

hods

, col

lect

s da

ta fr

om a

var

iety

of

sour

ces,

and

com

mun

icate

s res

ults

ef

fect

ivel

y in

an

appr

opria

te fo

rmat

Unde

rtake

s res

earc

h to

pr

ovid

e ne

w in

form

atio

n an

d/or

exp

lore

s new

or

exi

stin

g da

ta to

id

entif

y pa

ttern

s and

re

latio

nshi

ps.

Uses

app

ropr

iate

th

eore

tical

mod

els t

o ju

dge

the

signi

fican

ce

of th

e da

ta c

olle

cted

re

cogn

ising

the

limita

tions

of t

he

enqu

iry.

Dem

onst

rate

s co

nfide

nce

and

flexi

bilit

y in

iden

tifyi

ng

and

defin

ing

com

plex

pr

oble

ms.

Iden

tifies

, sel

ects

and

us

es in

vest

igat

ive

stra

tegi

es a

nd

tech

niqu

es to

un

derta

ke a

crit

ical

anal

ysis,

eva

luat

ing

the

outc

omes

.

Desig

ns a

nd

unde

rtake

s sub

stan

tial

inve

stig

atio

ns to

ad

dres

s sig

nific

ant

area

s of t

heor

y an

d/or

pr

actic

e.Se

lect

s app

ropr

iate

ad

vanc

ed

met

hodo

logi

cal

appr

oach

es a

nd

criti

cally

eva

luat

es th

eir

effe

ctiv

enes

s.

Acts

inde

pend

ently

an

d w

ith o

rigin

ality

in

pro

blem

solv

ing.

Deve

lops

or

adap

ts a

ppro

pria

te

adva

nced

m

etho

dolo

gica

l ap

proa

ches

and

cr

itica

lly e

valu

ates

th

eir e

ffect

iven

ess.

Synt

hesis

and

Cr

eativ

ityCo

llect

s inf

orm

atio

n to

info

rm a

cho

ice o

f so

lutio

ns to

stan

dard

pr

oble

ms i

n fa

mili

ar

cont

exts

.

Colle

cts i

nfor

mat

ion

from

a

varie

ty o

f aut

horit

ativ

e so

urce

s to

info

rm a

ch

oice

of s

olut

ions

to

stan

dard

pro

blem

s in

fam

iliar

con

text

s.

Colle

cts a

nd sy

nthe

sises

in

form

atio

n to

info

rm

a ch

oice

of s

olut

ions

to

prob

lem

s in

unfa

mili

ar

cont

exts

.

Appl

ies k

now

ledg

e in

un

fam

iliar

con

text

s, sy

nthe

sisin

g id

eas o

r in

form

atio

n to

gen

erat

e no

vel s

olut

ions

.Ac

hiev

es a

bod

y of

w

ork

or p

ract

ice th

at is

co

here

nt a

nd re

solv

ed.

Flex

ibly

and

cre

ativ

ely

appl

ies k

now

ledg

e in

un

fam

iliar

con

text

s, sy

nthe

sises

idea

s or

info

rmat

ion

in

inno

vativ

e w

ays,

and

gene

rate

s tra

nsfo

rmat

ive

solu

tions

.

Synt

hesis

es a

nd

appl

ies n

ew

appr

oach

es, i

n a

man

ner t

hat c

an

cont

ribut

e to

the

deve

lopm

ent o

f m

etho

dolo

gy o

r un

ders

tand

ing

in th

at

disc

iplin

e or

pra

ctice

.

18 19

Leve

l 3Le

vel 4

Leve

l 5Le

vel 6

Leve

l 7Le

vel 8

Anal

ysis

and

eval

uatio

nAn

alys

es a

rang

e of

info

rmat

ion

usin

g pr

e-de

fined

pr

incip

les,

fram

ewor

ks o

r cr

iteria

.

Judg

es th

e re

liabi

lity

of

data

and

info

rmat

ion

usin

g pr

e-de

fined

te

chni

ques

and

/or

crite

ria.

Anal

yses

a ra

nge

of

info

rmat

ion

com

parin

g al

tern

ativ

e m

etho

ds

and

tech

niqu

es.

Sele

cts a

ppro

pria

te

tech

niqu

es/c

riter

ia

for e

valu

atio

n an

d di

scrim

inat

es b

etw

een

the

rela

tive

rele

vanc

e an

d sig

nific

ance

of

dat

a/ev

iden

ce

colle

cted

.

Anal

yses

new

, nov

el

and/

or a

bstra

ct d

ata

usin

g an

app

ropr

iate

ra

nge

of e

stab

lishe

d su

bjec

t-spe

cific

tech

niqu

es.

Judg

es

the

relia

bilit

y, va

lidity

an

d sig

nific

ance

of

evid

ence

to su

ppor

t co

nclu

sions

and

/or

reco

mm

enda

tions

su

gges

ts re

ason

s fo

r con

tradi

ctor

y da

ta/re

sults

.

Unde

rtake

s ana

lysis

of

com

plex

, inc

ompl

ete

or c

ontra

dict

ory

evid

ence

/dat

a an

d ju

dges

the

appr

opria

tene

ss o

f the

en

quiry

met

hodo

logi

es

used

. Rec

ogni

ses a

nd

argu

es fo

r alte

rnat

ive

appr

oach

es.

Unde

rtake

s in

depe

nden

t ana

lysis

or

eva

luat

ion,

m

anag

ing

com

plex

ity,

inco

mpl

eten

ess o

f da

ta o

r con

tradi

ctio

ns

in a

reas

of

know

ledg

e.

Leve

l 3Le

vel 4

Leve

l 5Le

vel 6

Leve

l 7Le

vel 8

Perfo

rman

ce &

Prac

tice

Adap

tatio

n to

Co

ntex

tUn

derta

kes a

giv

en

and

clear

ly d

efine

d ro

le.

Rela

tes o

wn

role

to

spec

ified

and

ext

erna

lly

defin

ed p

aram

eter

s.

Iden

tifies

ext

erna

l ex

pect

atio

ns &

ada

pts

own

perfo

rman

ce

acco

rdin

gly.

Loca

tes o

wn

role

w

ithin

poo

rly d

efine

d an

d/or

flex

ible

con

text

s re

quiri

ng a

leve

l of

auto

nom

y.

Auto

nom

ously

ada

pts

perfo

rman

ce to

m

ultip

le c

onte

xts.

Auto

nom

ously

ada

pts

perfo

rman

ce to

co

ntex

ts re

quiri

ng

prof

essio

nal o

utpu

ts.

Perfo

rman

ceUn

derta

kes g

iven

pe

rform

ance

task

s th

at m

ay b

e co

mpl

ex.

Unde

rtake

s per

form

ance

ta

sks t

hat m

ay b

e co

mpl

ex a

nd n

on-

rout

ine

enga

ging

in

self-

refle

ctio

n.

Unde

rtake

s com

plex

and

no

n-ro

utin

e pe

rform

ance

ta

sks.

Anal

yses

pe

rform

ance

of s

elf a

nd

othe

rs a

nd su

gges

ts

impr

ovem

ents

.

Seek

s and

app

lies

new

tech

niqu

es a

nd

proc

esse

s to

own

perfo

rman

ce a

nd

iden

tifies

how

thes

e m

ight

be

eval

uate

d.

Auto

nom

ously

im

plem

ents

an

d ev

alua

tes

impr

ovem

ents

to

perfo

rman

ce d

raw

ing

on in

nova

tive

or

sect

oral

bes

t pra

ctice

.

Has t

echn

ical m

aste

ry,

perfo

rms s

moo

thly

w

ith p

recis

ion

and

effe

ctiv

enes

s, ca

n ad

apt o

r dev

elop

skill

s an

d pr

oced

ures

for

new

situ

atio

ns

Team

and

or

gani

satio

nal

wor

king

Adap

ts o

wn

beha

viou

r to

mee

t ob

ligat

ions

to

othe

rs.

Wor

ks e

ffect

ivel

y w

ith

othe

rs a

nd re

cogn

ises

the

fact

ors t

hat a

ffect

te

am p

erfo

rman

ce

Inte

ract

s effe

ctiv

ely

with

in a

team

, gi

ving

and

rece

ivin

g in

form

atio

n an

d id

eas a

nd m

odify

ing

resp

onse

s whe

re

appr

opria

te. R

ecog

nise

s an

d am

elio

rate

s sit

uatio

ns li

kely

to le

ad

to c

onfli

ct.

Wor

ks e

ffect

ivel

y w

ithin

a

team

, sup

ports

or i

s pr

oact

ive

in le

ader

ship

, ne

gotia

tes i

n a

prof

essio

nal c

onte

xt

and

man

ages

con

flict

. Pr

oact

ivel

y se

eks t

o re

solv

e co

nflict

.

Wor

ks e

ffect

ivel

y w

ith m

ultip

le te

ams

as le

ader

or m

embe

r. Cl

arifi

es ta

sks a

nd

mak

e ap

prop

riate

us

e of

the

capa

citie

s of

team

mem

bers

re

solv

ing

likel

y co

nflict

sit

uatio

ns b

efor

e th

ey

arise

.

Lead

s and

/or w

orks

ef

fect

ivel

y w

ith

ofte

n m

ultip

le

team

s in

mul

tiple

ro

les.

Man

ages

the

capa

citie

s of m

embe

rs

to a

chie

ve o

utco

mes

ha

ndlin

g co

nflict

with

co

nfide

nce.

Ethi

cal

awar

enes

s and

ap

plica

tion

Has a

n aw

aren

ess

of th

e et

hica

l iss

ues

in th

e m

ain

area

s of

stud

y.

Dem

onst

rate

s aw

aren

ess o

f eth

ical

issue

s and

is a

ble

to

disc

uss t

hese

in re

latio

n to

per

sona

l bel

iefs

and

va

lues

.

Is aw

are

of p

erso

nal

resp

onsib

ility

and

pr

ofes

siona

l cod

es o

f co

nduc

t.

Anal

yses

and

m

anag

es e

thica

l di

lem

mas

and

wor

ks

pro-

activ

ely

with

ot

hers

to fo

rmul

ate

and

impl

emen

t so

lutio

ns.

Is aw

are

of p

erso

nal

resp

onsib

ility

and

pr

ofes

siona

l cod

es

of c

ondu

ct a

nd

inco

rpor

ates

this

into

th

eir p

ract

ice.

Inco

rpor

ates

a c

ritica

l et

hica

l dim

ensio

n to

th

eir p

ract

ice, m

anag

ing

the

impl

icatio

ns o

f et

hica

l dile

mm

as a

nd

wor

ks p

roac

tivel

y w

ith

othe

rs to

form

ulat

e so

lutio

ns.

20 21

Leve

l 3Le

vel 4

Leve

l 5Le

vel 6

Leve

l 7Le

vel 8

Pers

onal

en

ablin

g sk

ills

Pers

onal

ev

alua

tion

and

deve

lopm

ent

Asse

sses

ow

n ca

pabi

litie

s aga

inst

gi

ven

crite

ria.

Enga

ges i

n gu

ided

de

velo

pmen

t act

ivity

.

Is aw

are

of o

wn

capa

bilit

ies i

n ke

y ar

eas a

nd e

ngag

es in

de

velo

pmen

t act

ivity

th

roug

h gu

ided

self-

dire

ctio

n.

Asse

sses

ow

n ca

pabi

litie

s usin

g ju

stifi

able

crit

eria

set b

y se

lf an

d ot

hers

taki

ng

the

wid

er n

eeds

of t

he

cont

ext i

nto

acco

unt.

Uses

feed

back

to a

dapt

ow

n ac

tions

to re

ach

a de

sired

aim

and

revi

ews

impa

ct.

Take

s res

pons

ibili

ty

for o

wn

lear

ning

and

de

velo

pmen

t usin

g re

flect

ion

and

feed

back

to

ana

lyse

ow

n ca

pabi

litie

s, ap

prai

ses

alte

rnat

ives

and

pla

ns

and

impl

emen

ts a

ctio

ns.

Uses

per

sona

l refl

ectio

n to

ana

lyse

self

and

own

actio

ns.

Mak

es c

onne

ctio

ns

betw

een

know

n an

d un

know

n ar

eas,

to a

llow

fo

r ada

ptat

ion

and

chan

ge.

Refle

cts o

n ow

n an

d ot

hers

’ fun

ctio

ning

in

ord

er to

impr

ove

prac

tice.

Is in

depe

nden

t an

d se

lf-cr

itica

l as

a le

arne

r, gu

ides

&

supp

orts

the

lear

ning

of

oth

ers a

nd m

anag

es

own

prof

essio

nal

deve

lopm

ent

Inte

rper

sona

l &co

mm

unica

tion

skill

s

Uses

inte

rper

sona

l an

d co

mm

unica

tion

skill

s to

clarif

y ta

sks

and

com

mun

icate

ou

tcom

es in

na

rrow

ly d

efine

d co

ntex

ts.

Uses

inte

rper

sona

l and

co

mm

unica

tion

skill

s to

clarif

y ta

sks a

nd id

entif

y an

d re

ctify

issu

es in

a

rang

e of

con

text

s.

Adap

ts in

terp

erso

nal a

nd

com

mun

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GlossaryAccreditation of prior learningThe identification, assessment and formal acknowledgement of prior learning and achievement (APL). This may either be certificated learning (APCL) or prior experiential learning (APEL), where learning achieved outside education or training systems is assessed and recognised for academic purposes.

Assessment regulations The rules governing assessment of a programme of study including marking scheme, pass mark, requirements for progression to subsequent levels or stages of a programme and award and classification requirements (for instance in terms of credits to be achieved and specific marks to be attained).

Credit Credit is awarded to a learner in recognition of the verified achievement of designated learning outcomes at a specified level.

Credit accumulation A process of achieving credits over time in relation to a planned programme of study

Credit level An indicator of the relative complexity, demand and/or depth of learning and of learner autonomy.

Credit transfer A mechanism which allows credit awarded by a higher education (HE) awarding body to be recognised, quantified and included towards the credit requirements for a programme delivered by another HE provider and/or between programmes offered by an HE provider. Each HE awarding body determines what credit it will accept in relation to its individual programmes.

Credit value The number of credits, at a particular level, assigned to a body of learning. The number of credits is based on the estimated notional learning hours (where one credit represents 10 notional hours of learning).

Credit Accumulation and Transfer System (CATS)A system which enables learners to accumulate credit, and which facilitates the transfer of that credit within and between education providers.

Learning outcomes Statement of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning.

Credit level descriptors The generic characteristics of learning at a specific level, used as reference points.

Module/unit A self-contained, formally structured, learning experience with a coherent and explicit set of learning outcomes and assessment criteria.

Notional hours of learning The number of hours which it is expected that a learner will spend, on average, to achieve the specified learning outcomes at that level.

Qualification descriptors Generic statements of the outcomes of study for the main qualification at each level which exemplify the nature and characteristics of that qualification.

Abbreviations APL Accreditation of prior learning APCL Accreditation of prior certificated learning APEL Accreditation of prior experiential learning CIDG Credit Issues Development Group CQFW Credit and Qualifications Framework for Wales ECTS European Credit Transfer and Accumulation System EWNI England, Wales and Northern Ireland FQ-EHEA Framework for Qualifications of the European Higher Education Area FHEQ Framework for Higher Education Qualifications (England, Wales and Northern Ireland) HEI Higher education institution NICATS Northern Ireland Credit Accumulation and Transfer System NUCCAT Northern Universities Consortium for Credit Accumulation and Transfer PSRBs Professional, statutory and regulatory bodies RLTW Recognition of learning through workQCA Qualifications and Curriculum Authority QCF Qualifications and Credit Framework SCQF Scottish Credit and Qualifications Framework SEEC Southern England Consortium for Credit Accumulation and Transfer WHECC Welsh Higher Education Credit Consortium

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The Southern England Consortium for Credit Accumulation and Transfer (SEEC) is a membership association of providers of higher education and training in the south of England and is a registered charity. SEEC aims to advance education for the public benefit by developing credit accumulation and transfer and promoting continuing education at Higher Education level. For further details see www.seec.org.uk

ISBN 978-0-9550244-1-2

Documents

Credit Accumulation and Transfer see Level 8 16 SEEC descriptors ... Credit Accumulation and Transfer System www. ... expected of a learner on completion of a module or programme of