Credit Level Descriptors for Higher Education - 2016 · seec creating learning opportunity through credit Credit Level Descriptors for Higher Education - 2016 seec c/o Centre for

seeccreating learning opportunity through credit

Credit Level Descriptors for Higher Education - 2016

seec c/o Centre for Learning Excellence, University of Bedfordshire, University Square, Luton, LU1 3JU

[email protected] ● www.seec.org.uk ● +44 (0)845 271 7749

This edition of the seec level descriptors updates the context for their use to reflect changes in the sector since they last underwent major review in 2010. The descriptors themselves remain unchanged.

They are provided free to those who may find them of use. We would request that, where appropriate, you acknowledge their source as:

seec (2016) credit level descriptors for Higher Education available at www.seec.org.uk

We would welcome examples of their use and comments on their content and structure. You can contact us via our website where you will find resources to support their use.

seec Board of Trustees, November 2016

Contents

DEFINITION AND CONTEXT .............................................................................................. 1

WHAT ARE CREDIT LEVEL DESCRIPTORS? ................................................................................ 1

EXTERNAL REFERENCE POINTS ............................................................................................... 1

RELATIONSHIP TO THE FRAMEWRK FOR HIGHER EDUCATION QUALIFICATIONS ........................... 2

HOW ARE CREDIT LEVEL DESCRIPTORS USED? ......................................................... 3

A. THE ASSIGNMENT OF CREDIT AND THE WRITING OF LEARNING OUTCOMES ........................... 3

B. CURRICULUM DESIGN ........................................................................................................ 3

C. ASSESSMENT CRITERIA AND THE SETTING OF STANDARDS .................................................. 4

D. THE RECOGNITION OF PRIOR LEARNING .............................................................................. 4

E. RECOGNITION OF WORK-BASED LEARNING ......................................................................... 4

F. COMMUNICATING EXPECTATIONS TO LEARNERS .................................................................. 4

G. STAFF DEVELOPMENT ........................................................................................................ 4

PRINCIPLES UNDERPINNING THE USE OF THE DESCRIPTORS ..................................................... 5

THE seec DESCRIPTORS ................................................................................................ 6

FORMAT AND STRUCTURE ....................................................................................................... 6

FURTHER INFORMATION .......................................................................................................... 7

seec DESCRIPTORS: BY LEVEL ..................................................................................... 8

LEVEL 3 ................................................................................................................................. 8

LEVEL 4 ................................................................................................................................. 9

LEVEL 5 ............................................................................................................................... 10

LEVEL 6 ............................................................................................................................... 11

LEVEL 7 ............................................................................................................................... 12

LEVEL 8 ............................................................................................................................... 13

seec DESCRIPTORS: COMPARATIVE SUMMARY ...................................................... 14

APPENDICES .................................................................................................................... 21

HISTORICAL NOTE ................................................................................................................ 21

ABBREVIATIONS ................................................................................................................... 22

GLOSSARY ........................................................................................................................... 22

1

Definition and context

What are credit level descriptors? Credit level descriptors define the level of challenge, complexity, and autonomy expected of a learner on completion of a defined and bounded learning activity such as a module1 or programme of learning. They provide a description of increasing levels of learning (from level 3 to level 8) categorised in relation to knowledge, understanding and skills. As such they represent one articulation of the expected learning gain of learners as they progress through higher education. Credit level descriptors are a useful reference point for anyone with a responsibility for benchmarking, contextualising and credit-rating learning, whether this learning derives from within or without a formal curriculum. Their considered use aids consistency and transparency of expectations and outcomes for all parties: higher education institutions, academics, employers, professional bodies and learners.

External reference points The following provide key reference points and context for the descriptors:

• The Frameworks for Higher Education Qualifications of UK Degree-AwardingBodies (November 2014), available at www.qaa.ac.uk.

• The issuing of guidance on academic credit arrangements in higher education inEngland (August 2008), available at www.qaa.ac.uk.

• Moves towards the harmonisation of definitions and the use of credit acrossEurope (see A Framework for Qualifications in the European Higher EducationArea (available at www.ehea.info) and through revisions to the European CreditAccumulation and Transfer System, see for example the ECTS User Guide 2015,available at www.ec.europa.eu.

• The development of the Qualifications and Credit Framework (QCF) by theQualifications and Curriculum Authority to cover vocational education up to level8 and its subsequent replacement by the Regulated Qualifications Framework(RQF) in October 2015 (further information available at www.gov.uk)

• Credit and Qualifications Framework for Wales (2016), available atwww.gov.wales.

• The Scottish Credit and Qualifications Framework (see SCQF Handbook,volumes 1 and 2, available at www.scqf.org.uk)

1 The term ‘module’ is used in this document to indicate any method of organisation of learning; institutions may have their own term such as ‘unit’.

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Relationship to the Framework for Higher Education Qualifications The Framework for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ) (QAA, 2014) defines the learning standards expectations for a range of nationally recognised higher education qualifications, such as Certificates of Higher Education, Diplomas of Higher Education, Bachelors, Masters and Doctoral degrees. The FHEQ is, as such, a set of ‘qualification descriptors’, which define learning expectations at the terminal qualification level only. For example, a Bachelors degree qualification descriptor will describe learning expectations at level 6 but not at levels 4 or 5. The essential difference between qualification descriptors and credit level descriptors is that the former relate to whole qualifications, which may be at one or more academic level. The more detailed seec credit level descriptors focus on and describe the characteristics and context of learning expected at each higher education ‘level’ rather than by qualification type. Any specific qualification will normally consist of a range of modules at one or more academic level with combined credit volumes appropriate to that qualification. Individual institutions may also define the volume and nature of the credit required at each academic 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. A focus on the learning expectations of qualifications does not, in itself, provide a benchmark for learning that precedes terminal qualification. However, in the process of the design of programmes and modules that lead to qualifications, it is clearly important that the expectations of learning in qualification descriptors and level descriptors are aligned.

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How are credit level descriptors used? The six principal uses of the seec credit 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 assist with the recognition of learning in work contexts,f) to aid the clear communication of learning expectations, andg) for the purposes of staff development.

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

A key purpose of the seec credit level descriptors is to help assign the appropriate higher education level to an identified and bounded learning activity such as a programme module. This is usually achieved through the credit level descriptors being used by module designers to help write learning outcomes, which clearly 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’ or ‘transdisciplinary’ and not ‘subject’ or practice specific, where the credit level descriptors are used to inform the development of learning outcomes for subject/practice specific programmes and/or modules, module designers need to translate them into learning outcomes which identify the subject/practice specific requirements of a programme of study.

B. Curriculum design

The seec credit level descriptors can be used in a number of ways to help aid effective curriculum design. They can:

• Provide a means to identify the challenge, complexity, depth of learning anddegree of learner autonomy expected at each level of a programme of study.

• Provide a means of establishing that there is broad coverage of the variousaspects of learning described by the credit level descriptors across a programmeof study. Whilst programmes may not cover all aspects of the level descriptors,there is often a need to ensure that a breadth and balance of skills developmentis demonstrated. This is particularly the case where a programme of study leadsto a qualification that corresponds to the total amount of credit normally achievedwithin a specific level. For example, 120 credits at levels 4, 5 and 6; and 180credits at level 7.

• Help to inform the process of writing learning outcomes so that they are producedin a way that supports learner progression through a course of study.

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• Help establish broad comparisons across subject/practice areas facilitating creditaccumulation and transfer schemes, the design of joint and combined awardsand the sharing of modules between programmes.

C. Assessment criteria and the setting of standards

The seec credit level descriptors provide a useful benchmark indicator of the learning outcomes expected at each level and may be used as the basis for judgements about the standard of learning required for specific programme 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 recognition of prior learning

The seec credit level descriptors are useful in the Recognition of Prior Learning (RPL) processes. They provide a reference point for ascribing credit to ‘certificated learning’ which has not been credit rated, and they enable learners and tutors to identify the appropriate level at which prior ‘experiential learning’ can be recognised for the award of credit.

E. Recognition of work-based learning

The seec credit level descriptors can assist with identifying the level of learning derived from the work place (formal/informal, employed or voluntary) as part of formal work-based learning programmes. Unlike prior experiential learning, work-based learning is concurrent and integrated with study. Assessment is normally derived from evidence of learning generated from work and the seec credit level descriptors can inform judgements about the level of the learning achievement demonstrated.

F. Communicating expectations to learners

Whilst the seec credit level descriptors have been primarily designed to help programme/module designers and inform quality assurance processes, they can also 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 may need help and guidance in interpreting what is intended by the language of the descriptors.

G. Staff development

The seec 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 recognition of prior learning.

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Principles underpinning the use of the descriptors

The following general principles underpin the intended use of the seec credit level descriptors: i. The descriptors are designed to assist with the assignment of credit to

elements of learning and the structuring of learning opportunities withinprogrammes of study. They are not intended to replace qualificationsdescriptors but are aligned with the FHEQ.

ii. The descriptors provide an indicative benchmark for credit-rating and level-setting and are not intended to be all-encompassing or prescriptive in nature.

iii. The descriptors are generic or transdisciplinary by design and can encompasslearning in most subjects and practice contexts.

iv. Programmes and modules in different subject or practice areas will emphasisedifferent aspects of the descriptors.

v. The descriptors define learning positively and imply that learning isdemonstrated ‘effectively’ in relation to specific work or study contexts.

vi. The descriptors provide a benchmark for the academic level of learning but itis not intended that all of the descriptors at a particular level necessarily needto be met in order for the learning to be ascribed to that level.

vii. Higher-level descriptors subsume the descriptors at lower levels.viii. The language of the descriptors has been kept simple wherever possible.ix. The descriptors are intended to be used and adapted by institutions and

academic practitioners to suit their own development purposes.

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The seec descriptorsFormat 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 subject and/or practice areas.

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 and/or practice contexts. Rather the intention is to define a set of knowledge, understanding, skills and attributes which can act as a guide for academic practitioners and others seeking to define or recognise learning and ascribe it to a particular academic level. The level descriptors are designed to help assign credit to higher education-level learning defined by the FHEQ as levels 4 through to 8. However, to provide a context for the consideration of progression to higher education levels, the seec credit level descriptors also include level 3.

The seec credit level descriptors are also aligned with the England, Wales and Northern Ireland (EWNI) Summary Credit Level Descriptors for consistency.

The descriptors are grouped under five headings. 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 learning expectations across academic levels. The descriptors themselves are identical in both formats. Setting • Operational context• Autonomy and responsibility for actionsThe 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 • Knowledge and understandingThese descriptors describe the growing knowledge and conceptual base of the 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.

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Cognitive skills • Conceptualisation and critical thinking• Problem solving, research and enquiry• Synthesis and creativity• Analysis and evaluationThese 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/practice contexts can lead to different nomenclature, groupings and prioritisation. Users may wish to develop their own categorisation using those provided as a reference point. Performance and practice • Adaptation to context• Performance• Team and organisational working• Ethical awareness and applicationThese skills are described across levels in a range of circumstances, beyond the purely academic, 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 skillsThese credit level descriptors emphasise personal development planning, interpersonal and communication skills and are located here because they ‘enable’ the demonstration of the outcomes of many of the other descriptors.

Further information

Further information on level descriptors and their use can be found on the seec web site (www.seec.org.uk).

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seec descriptors: by levelLevel 3 Summary credit level descriptors

Apply knowledge and skills in a range of complex activities demonstrating comprehension of relevant theories; access and analyse information independently and make reasoned judgements, selecting from a considerable choice of procedures in familiar and unfamiliar contexts and direct own activities, with some responsibility for the output of others.

Setting

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

Autonomy and responsibility for actions

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

Knowledge and understanding


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

Cognitive skills

Conceptualisation and critical thinking

Relates principles and concepts to underlying theoretical frameworks and approaches.

Problem solving, research and enquiry

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

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.

Performance and practice Adaptation to context Undertakes a given and clearly defined role.

Performance Undertakes given performance tasks that may be complex.

Team and organisational working

Adapts own behaviour to meet obligations to others.

Ethical awareness and application

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

Personal and enabling skills

Personal evaluation and development

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

Interpersonal and communication skills

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

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Level 4 Summary credit level descriptors

Develop a rigorous approach to the acquisition of a broad knowledge base; employ a range of specialised skills; evaluate information, using it to plan and develop investigative strategies and to determine solutions to a variety of unpredictable problems; and operate in a range of varied and specific contexts, taking responsibility for the nature and quality of outputs.

Setting

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


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



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

Cognitive skills


Identifies principles and concepts underlying theoretical frameworks and approaches, identifying 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.

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.

Performance and practice Adaptation to context Locates own role in relation 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.

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Generate ideas through the analysis of concepts at an abstract level with a command of specialised skills and the formulation of responses to well-defined and abstract problems; analyse and evaluate information; exercise significant judgement across a broad range of functions; and accept responsibility for determining and achieving personal or group outcomes.

Setting

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


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



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.

Cognitive skills


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


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.

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.

Performance and practice 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.

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Critically review, consolidate and extend a systematic and coherent body of knowledge, utilising specialised skills across an area of study; critically evaluate concepts and evidence from a range of sources; transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations; and accept accountability for determining and achieving personal and/or group outcomes.

Setting

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


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



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.

Cognitive skills


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


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.

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.

Performance and practice 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.

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Level 7 EWNI Summary credit level descriptors

Display mastery of a complex and specialised area of knowledge and skills, employing advanced skills to conduct research, or advanced technical or professional activity, accepting accountability for related decision making, including use of supervision.

Setting

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.


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



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.

Cognitive skills


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


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

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.

Performance and practice 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. 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.

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Level 8 EWNI Summary credit level descriptors

Make a significant and original contribution to a specialised field of inquiry, demonstrating a command of methodological issues and engaging in critical dialogue with peers and accepting full accountability for outcomes.

Setting

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


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



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

Cognitive skills


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


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

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.

Performance and practice 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.

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fined

con

text

s th

at

requ

ire th

e us

e of

gi

ven

tech

niqu

es

and

info

rmat

ion

sour

ces.

Ope

rate

s in

a ra

nge

of v

arie

d bu

t pr

edic

tabl

e co

ntex

ts

that

requ

ire th

e us

e of

a s

peci

fied

rang

e of

tech

niqu

es a

nd

info

rmat

ion

sour

ces.

Ope

rate

s in

si

tuat

ions

of v

aryi

ng

com

plex

ity a

nd

pred

icta

bilit

y re

quiri

ng th

e ap

plic

atio

n of

a w

ide

rang

e of

tech

niqu

es

and

info

rmat

ion

sour

ces.

Ope

rate

s in

com

plex

an

d un

pred

icta

ble

cont

exts

, req

uirin

g se

lect

ion

and

appl

icat

ion

from

a

rang

e of

larg

ely

stan

dard

tech

niqu

es

and

info

rmat

ion

sour

ces.

Ope

rate

s in

com

plex

an

d un

pred

icta

ble

and/

or s

peci

alis

ed

cont

exts

, req

uirin

g se

lect

ion

and

appl

icat

ion

from

a

wid

e ra

nge

of

adva

nced

te

chni

ques

and

in

form

atio

n so

urce

s.

Ope

rate

s in

com

plex

an

d un

pred

icta

ble

and/

or s

peci

alis

ed

cont

exts

at t

he

fore

front

of

know

ledg

e.

Aut

onom

y an

d re

spon

sibi

lity

for

actio

ns

Act

s la

rgel

y un

der

dire

ctio

n or

su

perv

isio

n, w

ithin

de

fined

gui

delin

es.

Take

s re

spon

sibi

lity

for i

nitia

ting

and

com

plet

ing

task

s an

d pr

oced

ures

.

Act

s w

ith li

mite

d au

tono

my,

und

er

dire

ctio

n or

su

perv

isio

n, w

ithin

de

fined

gui

delin

es.

Take

s re

spon

sibi

lity

for t

he n

atur

e an

d qu

ality

of o

utpu

ts.

Act

s w

ith li

mite

d su

perv

isio

n an

d di

rect

ion

with

in

defin

ed g

uide

lines

, ac

cept

ing

resp

onsi

bilit

y fo

r ac

hiev

ing

pers

onal

an

d/or

gro

up

outc

omes

and

/or

outp

uts.

Act

s w

ith m

inim

al

supe

rvis

ion

or

dire

ctio

n w

ithin

ag

reed

gui

delin

es,

taki

ng re

spon

sibi

lity

for a

cces

sing

su

ppor

t and

ac

cept

ing

acco

unta

bilit

y fo

r de

term

inin

g an

d ac

hiev

ing

pers

onal

an

d/or

gro

up

outc

omes

.

Act

s w

ith in

itiat

ive

in

deci

sion

-mak

ing

and

acce

ssin

g su

ppor

t w

ithin

pro

fess

iona

l or

giv

en g

uide

lines

, ac

cept

ing

full

acco

unta

bilit

y fo

r ou

tcom

es.

Act

s au

tono

mou

sly

and

with

initi

ativ

e,

ofte

n in

a

prof

essi

onal

ca

paci

ty w

ith

resp

onsi

bilit

y fo

r sel

f an

d of

ten

othe

rs.

16

Leve

l 3

Leve

l 4

Leve

l 5

Leve

l 6

Leve

l 7

Leve

l 8

Kno

wle

dge

and

unde

rsta

ndin

g K

now

ledg

e an

d un

ders

tand

ing

Has

an

unde

rsta

ndin

g of

de

fined

are

as o

f the

kn

owle

dge

base

. D

emon

stra

tes

an

awar

enes

s of

cu

rren

t are

as o

f de

bate

in th

e fie

ld o

f st

udy

Has

a b

road

un

ders

tand

ing

of th

e kn

owle

dge

base

and

its

term

inol

ogy

or

disc

ours

e.

App

reci

ates

that

ar

eas

of th

is

know

ledg

e ba

se a

re

open

to o

ngoi

ng

deba

te a

nd

refo

rmul

atio

n.

Has

det

aile

d kn

owle

dge

of w

ell-

esta

blis

hed

theo

ries

and

conc

epts

. D

emon

stra

tes

an

awar

enes

s of

di

ffere

nt id

eas,

co

ntex

ts a

nd

fram

ewor

ks a

nd

reco

gnis

es th

ose

area

s w

here

the

know

ledg

e ba

se is

m

ost/l

east

sec

ure.

Has

a s

yste

mat

ic

unde

rsta

ndin

g of

the

know

ledg

e ba

se a

nd

its in

ter-

rela

tions

hip

with

oth

er fi

elds

of

stud

y.

Dem

onst

rate

s cu

rren

t un

ders

tand

ing

of

som

e sp

ecia

list

area

s in

dep

th.

Has

a d

eep

and

syst

emat

ic

unde

rsta

ndin

g w

ithin

a s

peci

alis

ed

field

of s

tudy

and

its

inte

rrel

atio

nshi

p w

ith

othe

r rel

evan

t di

scip

lines

. D

emon

stra

tes

an

unde

rsta

ndin

g of

cu

rren

t the

oret

ical

an

d m

etho

dolo

gica

l ap

proa

ches

and

ho

w th

ese

affe

ct th

e w

ay th

e kn

owle

dge

base

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.

Dem

onst

rate

s a

com

preh

ensi

ve

unde

rsta

ndin

g of

te

chni

ques

and

m

etho

dolo

gies

ap

plic

able

to th

e di

scip

line.

17

Leve

l 3

Leve

l 4

Leve

l 5

Leve

l 6

Leve

l 7

Leve

l 8

Cog

nitiv

e sk

ills

Con

cept

ualis

atio

n an

d cr

itica

l thi

nkin

g R

elat

es p

rinci

ples

an

d co

ncep

ts to

un

derly

ing

theo

retic

al

fram

ewor

ks a

nd

appr

oach

es.

Iden

tifie

s pr

inci

ples

an

d co

ncep

ts

unde

rlyin

g th

eore

tical

fra

mew

orks

and

ap

proa

ches

, id

entif

ying

thei

r st

reng

ths

and

wea

knes

ses.

Iden

tifie

s, a

naly

ses

and

com

mun

icat

es

prin

cipl

es a

nd

conc

epts

, re

cogn

isin

g co

mpe

ting

pers

pect

ives

.

Wor

ks w

ith id

eas

at

a le

vel o

f ab

stra

ctio

n, a

rgui

ng

from

com

petin

g pe

rspe

ctiv

es.

Iden

tifie

s th

e po

ssib

ility

of n

ew

conc

epts

with

in

exis

ting

know

ledg

e fra

mew

orks

and

ap

proa

ches

.

Use

s id

eas

at a

hig

h le

vel o

f abs

tract

ion.

D

evel

ops

criti

cal

resp

onse

s to

ex

istin

g th

eore

tical

di

scou

rses

, m

etho

dolo

gies

or

prac

tices

and

su

gges

ts n

ew

conc

epts

or

appr

oach

es.

Dev

elop

s id

eas

at a

hi

gh le

vel o

f ab

stra

ctio

n.

Dev

elop

s th

eore

tical

di

scou

rses

, m

etho

dolo

gies

or

prac

tices

, crit

ical

ly

anal

ysin

g th

eir

deve

lopm

ent a

nd

appl

icat

ion.

Pro

blem

sol

ving

, re

sear

ch a

nd

enqu

iry

Car

ries

out

defin

ed

inve

stig

ativ

e st

rate

gies

and

co

mm

unic

ates

re

sults

effe

ctiv

ely

in a

giv

en fo

rmat

.

Iden

tifie

s a

wel

l-de

fined

focu

s fo

r en

quiry

, pla

ns a

nd

unde

rtake

s in

vest

igat

ive

stra

tegi

es u

sing

a

limite

d an

d de

fined

ra

nge

of m

etho

ds,

colle

cts

data

from

a

varie

ty o

f sou

rces

, an

d co

mm

unic

ates

re

sults

effe

ctiv

ely

in

an a

ppro

pria

te

form

at.

Und

erta

kes

rese

arch

to p

rovi

de

new

info

rmat

ion

and/

or e

xplo

res

new

or

exi

stin

g da

ta to

id

entif

y pa

ttern

s an

d re

latio

nshi

ps.

Use

s ap

prop

riate

th

eore

tical

mod

els

to

judg

e th

e si

gnifi

canc

e of

the

data

col

lect

ed,

reco

gnis

ing

the

limita

tions

of t

he

enqu

iry.

Dem

onst

rate

s co

nfid

ence

and

fle

xibi

lity

in

iden

tifyi

ng a

nd

defin

ing

com

plex

pr

oble

ms.

Id

entif

ies,

sel

ects

an

d us

es

inve

stig

ativ

e st

rate

gies

and

te

chni

ques

to

unde

rtake

a c

ritic

al

anal

ysis

, eva

luat

ing

the

outc

omes

.

Des

igns

and

un

derta

kes

subs

tant

ial

inve

stig

atio

ns to

ad

dres

s si

gnifi

cant

ar

eas

of th

eory

an

d/or

pra

ctic

e.

Sel

ects

app

ropr

iate

ad

vanc

ed

met

hodo

logi

cal

appr

oach

es a

nd

criti

cally

eva

luat

es

thei

r effe

ctiv

enes

s.

Act

s in

depe

nden

tly

and

with

orig

inal

ity

in p

robl

em s

olvi

ng.

Dev

elop

s or

ada

pts

appr

opria

te

adva

nced

m

etho

dolo

gica

l ap

proa

ches

and

cr

itica

lly e

valu

ates

th

eir e

ffect

iven

ess.

Syn

thes

is a

nd

crea

tivity

C

olle

cts

info

rmat

ion

to

info

rm a

cho

ice

of

solu

tions

to

stan

dard

pro

blem

s in

fam

iliar

Col

lect

s in

form

atio

n fro

m a

var

iety

of

auth

orita

tive

sour

ces

to in

form

a c

hoic

e of

so

lutio

ns to

sta

ndar

d pr

oble

ms

in fa

mili

ar

Col

lect

s an

d sy

nthe

sise

s in

form

atio

n to

info

rm

a ch

oice

of s

olut

ions

to

pro

blem

s in

un

fam

iliar

con

text

s.

App

lies

know

ledg

e in

unf

amili

ar

cont

exts

, sy

nthe

sisi

ng id

eas

or in

form

atio

n to

ge

nera

te n

ovel

Flex

ibly

and

cr

eativ

ely

appl

ies

know

ledg

e in

un

fam

iliar

con

text

s,

synt

hesi

ses

idea

s or

in

form

atio

n in

Syn

thes

ises

and

ap

plie

s ne

w

appr

oach

es, i

n a

man

ner t

hat c

an

cont

ribut

e to

the

deve

lopm

ent o

f

18

cont

exts

. co

ntex

ts.

solu

tions

. A

chie

ves

a bo

dy o

f w

ork

or p

ract

ice

that

is

coh

eren

t and

re

solv

ed.

inno

vativ

e w

ays,

an

d ge

nera

tes

trans

form

ativ

e so

lutio

ns.

met

hodo

logy

or

unde

rsta

ndin

g in

th

at d

isci

plin

e or

pr

actic

e.

Ana

lysi

s an

d ev

alua

tion

Ana

lyse

s a

rang

e of

info

rmat

ion

usin

g pr

e-de

fined

pr

inci

ples

, fra

mew

orks

or

crite

ria.

Judg

es th

e re

liabi

lity

of d

ata

and

info

rmat

ion

usin

g pr

e-de

fined

te

chni

ques

and

/or

crite

ria.

Ana

lyse

s a

rang

e of

in

form

atio

n,

com

parin

g al

tern

ativ

e m

etho

ds

and

tech

niqu

es.

Sel

ects

app

ropr

iate

te

chni

ques

/crit

eria

fo

r eva

luat

ion

and

disc

rimin

ates

be

twee

n th

e re

lativ

e re

leva

nce

and

sign

ifica

nce

of

data

/evi

denc

e co

llect

ed.

Ana

lyse

s ne

w, n

ovel

an

d/or

abs

tract

dat

a us

ing

an a

ppro

pria

te

rang

e of

est

ablis

hed

subj

ect-s

peci

fic

tech

niqu

es.

Judg

es

the

relia

bilit

y, v

alid

ity

and

sign

ifica

nce

of

evid

ence

to s

uppo

rt co

nclu

sion

s an

d/or

re

com

men

datio

ns.

Sug

gest

s re

ason

s fo

r con

tradi

ctor

y da

ta/re

sults

.

Und

erta

kes

anal

ysis

of

com

plex

, in

com

plet

e or

co

ntra

dict

ory

evid

ence

/dat

a an

d ju

dges

the

appr

opria

tene

ss o

f th

e en

quiry

m

etho

dolo

gies

use

d.

Rec

ogni

ses

and

argu

es fo

r al

tern

ativ

e ap

proa

ches

.

Und

erta

kes

inde

pend

ent

anal

ysis

or

eval

uatio

n,

man

agin

g co

mpl

exity

, in

com

plet

enes

s of

da

ta o

r co

ntra

dict

ions

in

area

s of

kno

wle

dge.

19

Leve

l 3

Leve

l 4

Leve

l 5

Leve

l 6

Leve

l 7

Leve

l 8

Perf

orm

ance

an

d pr

actic

e

Ada

ptat

ion

to

cont

ext

Und

erta

kes

a gi

ven

and

clea

rly d

efin

ed

role

.

Loca

tes

own

role

in

rela

tion

to s

peci

fied

and

exte

rnal

ly

defin

ed p

aram

eter

s.

Iden

tifie

s ex

tern

al

expe

ctat

ions

and

ad

apts

ow

n pe

rform

ance

ac

cord

ingl

y.

Loca

tes

own

role

w

ithin

poo

rly d

efin

ed

and/

or fl

exib

le

cont

exts

requ

iring

a

leve

l of a

uton

omy.

Aut

onom

ousl

y ad

apts

per

form

ance

to

mul

tiple

con

text

s.

Aut

onom

ousl

y ad

apts

per

form

ance

to

con

text

s re

quiri

ng

prof

essi

onal

out

puts

.

Per

form

ance

U

nder

take

s gi

ven

perfo

rman

ce ta

sks

that

may

be

com

plex

.

Und

erta

kes

perfo

rman

ce ta

sks

that

may

be

com

plex

an

d no

n-ro

utin

e,

enga

ging

in s

elf-

refle

ctio

n.

Und

erta

kes

com

plex

an

d no

n-ro

utin

e pe

rform

ance

task

s.

Ana

lyse

s pe

rform

ance

of s

elf

and

othe

rs a

nd

sugg

ests

im

prov

emen

ts.

See

ks a

nd a

pplie

s ne

w te

chni

ques

and

pr

oces

ses

to o

wn

perfo

rman

ce a

nd

iden

tifie

s ho

w th

ese

mig

ht b

e ev

alua

ted.

Aut

onom

ousl

y im

plem

ents

and

ev

alua

tes

impr

ovem

ents

to

perfo

rman

ce,

draw

ing

on

inno

vativ

e or

sec

tora

l be

st p

ract

ice.

Has

tech

nica

l m

aste

ry, p

erfo

rms

smoo

thly

with

pr

ecis

ion

and

effe

ctiv

enes

s, c

an

adap

t or d

evel

op

skill

s an

d pr

oced

ures

fo

r new

situ

atio

ns.

Team

and

or

gani

satio

nal

wor

king

Ada

pts

own

beha

viou

r to

mee

t ob

ligat

ions

to o

ther

s.

Wor

ks e

ffect

ivel

y w

ith o

ther

s an

d re

cogn

ises

the

fact

ors

that

affe

ct

team

per

form

ance

.

Inte

ract

s ef

fect

ivel

y w

ithin

a te

am, g

ivin

g an

d re

ceiv

ing

info

rmat

ion

and

idea

s an

d m

odify

ing

resp

onse

s w

here

ap

prop

riate

. R

ecog

nise

s an

d am

elio

rate

s si

tuat

ions

like

ly to

le

ad to

con

flict

.

Wor

ks e

ffect

ivel

y w

ithin

a te

am,

supp

orts

or i

s pr

oact

ive

in

lead

ersh

ip,

nego

tiate

s in

a

prof

essi

onal

con

text

an

d m

anag

es

conf

lict.

Pro

activ

ely

seek

s to

reso

lve

conf

lict.

Wor

ks e

ffect

ivel

y w

ith m

ultip

le te

ams

as le

ader

or m

embe

r. C

larif

ies

task

s an

d m

ake

appr

opria

te

use

of th

e ca

paci

ties

of te

am m

embe

rs,

reso

lvin

g lik

ely

conf

lict s

ituat

ions

be

fore

they

aris

e.

Lead

s an

d/or

wor

ks

effe

ctiv

ely

with

ofte

n m

ultip

le te

ams

in

mul

tiple

role

s.

Man

ages

the

capa

citie

s of

m

embe

rs to

ach

ieve

ou

tcom

es, h

andl

ing

conf

lict w

ith

conf

iden

ce.

Eth

ical

aw

aren

ess

and

appl

icat

ion

Has

an

awar

enes

s of

th

e et

hica

l iss

ues

in

the

mai

n ar

eas

of

stud

y.

Dem

onst

rate

s aw

aren

ess

of e

thic

al

issu

es a

nd is

abl

e to

di

scus

s th

ese

in

rela

tion

to p

erso

nal

belie

fs a

nd v

alue

s.

Is a

war

e of

per

sona

l re

spon

sibi

lity

and

prof

essi

onal

cod

es o

f co

nduc

t.

Is a

war

e of

per

sona

l re

spon

sibi

lity

and

prof

essi

onal

cod

es o

f co

nduc

t and

in

corp

orat

es th

is in

to

thei

r pra

ctic

e.

Inco

rpor

ates

a c

ritic

al

ethi

cal d

imen

sion

to

thei

r pra

ctic

e,

man

agin

g th

e im

plic

atio

ns o

f eth

ical

di

lem

mas

. Wor

ks

proa

ctiv

ely

with

ot

hers

to fo

rmul

ate

solu

tions

.

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lyse

s an

d m

anag

es e

thic

al

dile

mm

as a

nd w

orks

pr

o-ac

tivel

y w

ith

othe

rs to

form

ulat

e an

d im

plem

ent

solu

tions

.

20

Leve

l 3

Leve

l 4

Leve

l 5

Leve

l 6

Leve

l 7

Leve

l 8

Pers

onal

and

en

ablin

g sk

ills

Per

sona

l ev

alua

tion

and

deve

lopm

ent

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esse

s ow

n ca

pabi

litie

s ag

ains

t gi

ven

crite

ria.

Eng

ages

in g

uide

d de

velo

pmen

t ac

tivity

.

Is a

war

e of

ow

n ca

pabi

litie

s in

key

ar

eas

and

enga

ges

in d

evel

opm

ent

activ

ity th

roug

h gu

ided

sel

f-dire

ctio

n.

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esse

s ow

n ca

pabi

litie

s us

ing

just

ifiab

le c

riter

ia s

et

by s

elf a

nd o

ther

s,

taki

ng th

e w

ider

ne

eds

of th

e co

ntex

t in

to a

ccou

nt.

Use

s fe

edba

ck to

ad

apt o

wn

actio

ns to

re

ach

a de

sire

d ai

m

and

revi

ews

impa

ct.

Take

s re

spon

sibi

lity

for o

wn

lear

ning

and

de

velo

pmen

t usi

ng

refle

ctio

n an

d fe

edba

ck to

ana

lyse

ow

n ca

pabi

litie

s,

appr

aise

s al

tern

ativ

es a

nd

plan

s an

d im

plem

ents

act

ions

.

Use

s pe

rson

al

refle

ctio

n to

ana

lyse

se

lf an

d ow

n ac

tions

. M

akes

con

nect

ions

be

twee

n kn

own

and

unkn

own

area

s, to

al

low

for a

dapt

atio

n an

d ch

ange

.

Ref

lect

s on

ow

n an

d ot

hers

’ fun

ctio

ning

in

orde

r to

impr

ove

prac

tice.

Is

inde

pend

ent a

nd

self-

criti

cal a

s a

lear

ner.

Gui

des

and

supp

orts

th

e le

arni

ng o

f ot

hers

and

man

ages

ow

n pr

ofes

sion

al

deve

lopm

ent.

Inte

rper

sona

l and

co

mm

unic

atio

n sk

ills

Use

s in

terp

erso

nal

and

com

mun

icat

ion

skill

s to

cla

rify

task

s an

d co

mm

unic

ate

outc

omes

in

narr

owly

def

ined

co

ntex

ts.

Use

s in

terp

erso

nal

and

com

mun

icat

ion

skill

s to

cla

rify

task

s an

d id

entif

y an

d re

ctify

issu

es in

a

rang

e of

con

text

s.

Ada

pts

inte

rper

sona

l an

d co

mm

unic

atio

n sk

ills

to a

rang

e of

si

tuat

ions

, au

dien

ces

and

degr

ees

of

com

plex

ity.

Set

s cr

iteria

for,

and

is e

ffect

ive

in,

prof

essi

onal

and

in

terp

erso

nal

com

mun

icat

ion

in a

w

ide

rang

e of

si

tuat

ions

.

Iden

tifie

s, e

valu

ates

an

d m

aint

ains

ca

pabi

litie

s an

d qu

aliti

es to

sup

port

effe

ctiv

e co

mm

unic

atio

n in

a

rang

e of

com

plex

an

d sp

ecia

lised

co

ntex

ts.

Dis

play

s co

nsul

tanc

y sk

ills.

C

omm

unic

ates

co

mpl

ex o

r co

nten

tious

in

form

atio

n cl

early

an

d ef

fect

ivel

y to

the

targ

et a

udie

nce.

21

Appendices Historical note

The seec credit level descriptors were first published in 1996 (Credit Guidelines, Models and Protocols; DfEE 1996), having been developed by colleagues from seec institutions in collaboration with representatives from member institutions of the Higher Education Credit Initiative Wales (HECIW). In 2001/2 they were revised to reflect the four skills categories adopted the Quality Assurance Agency for Higher Education (QAA) 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 skillsMuch of the work for that revision was undertaken by colleagues at the, then, Anglia Polytechnic University and by a seec working group.

In 2009 seec undertook a review of member institutions’ use of the 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 in 2010, which were further reviewed though consultation with members and their representatives. The descriptors in this document represent the outcome of this process. This edition of the credit level descriptors (2016) reflects the current higher education context and updates weblinks. Only minor editorial amendments have been made to the 2010 descriptors, which remain fit for purpose. We are indebted to academic staff and others who have contributed to the development of the descriptors over the past 20 years.

22

Abbreviations 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 FHEQ Framework for Higher Education Qualifications FQ-EHEA Framework for Qualifications of the European Higher Education

Area HE Higher education HEI Higher education institution NUCCAT Northern Universities Consortium for Credit Accumulation and

Transfer PSRBs Professional, statutory and regulatory bodies QAA Quality Assurance Agency for Higher Education RPL Recognition of prior learning RQF Regulated Qualifications Framework SCQF Scottish Credit and Qualifications Framework WHECC Welsh Higher Education Credit Consortium

Glossary

Recognition of prior learning (RPL)

The identification, assessment and formal acknowledgement of prior learning and achievement. This may either be certificated learning or prior experiential learning, 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.

23

Credit accumulation

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

Credit level An indicator of the relative challenge, complexity and 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 of study 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).

CATS (Credit Accumulation and Transfer System)

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 the learning that a learner is expected to be able to demonstrate after completion of a process of learning.

Credit level descriptors

The generic or transdisciplinary statements of the outcomes of learning at a specific academic level, used as reference points.

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

Notional hours of learning

The number of hours which it is expected that a learner will need to spend, on average, to achieve specified learning outcomes for a programme or module.

Qualification descriptors

Generic statements of the outcomes of study associated with a specific qualification. They provide clear points of reference that describe the main outcomes of a qualification (QAA, 2014).

About seecseec is a consortium of universities and HE providers working together to advance the use and practice of academic credit, widening access to learning. seec is a registered charity with a formal purpose ‘to advance education for the public benefit by developing credit accumulation and transfer and promoting lifelong learning, at the higher education level’.

Since its formation in 19852, seec has served as a reference point on credit-based learning, structures and processes in the UK and in the developing field of European credit. It promotes links and collaborative ventures between our members, employers, professional bodies and other organisations with interests in credit to open up market opportunities in the UK and internationally.

For more information, visit www.seec.org.uk

Published by seec ISBN 978-1-5272-0432-4

2 Originally the South East England Consortium for Credit Accumulation and Transfer, seec has grown to cover institutions throughout the UK and there is no geographical restriction on membership.

Documents

Credit Level Descriptors for Higher Education - 2016 · seec creating learning opportunity through credit Credit Level Descriptors for Higher Education - 2016 seec c/o Centre for