Language Level 6 - · PDF fileMarking Sheets List the assessment ... 10.1.1 exchange greetings, introductions and farewells with work ... informal/formal telephone conversations, discussions,

The Further Education and Training Awards Council (FETAC)

was set up as a statutory body on 11 June 2001

by the Minister for Education and Science.

Under the Qualifications (Education & Training) Act, 1999,

FETAC now has responsibility for making awards

previously made by NCVA.

Module Descriptor

Language

Level 6

www.fetac.ie

Level 6 Module Descriptor

Summary of Contents

Introduction Describes how the module functions as part of the national

vocational certificate framework.

Module Title Indicates the module content. This title appears on the learner’s

certificate. It can be used to download the module from the website

www.fetac.ie.

Module Code An individual code is assigned to each module; a letter at the

beginning denotes a vocational or general studies area under which

the module is grouped and the first digit denotes its level within the

national vocational certificate framework.

Level Indicates where the module is placed in the national vocational

certificate framework, from Level 6 to Level 6.

Credit Value Denotes the amount of credit that a learner accumulates on

achievement of the module.

Purpose Describes in summary what the learner will achieve on successfully

completing the module and in what learning and vocational contexts

the module has been developed. Where relevant, it lists what

certification will be awarded by other certification agencies.

Preferred Entry Level Recommends the level of previous achievement or experience of the

learner.

Special Requirements Usually ‘none’ but in some cases detail is provided here of specific

learner or course provider requirements. There may also be

reference to the minimum safety or skill requirements that learners

must achieve prior to assessment.

General Aims Describe in 3-5 statements the broad skills and knowledge learners

will have achieved on successful completion of the module.

Units Structure the learning outcomes; there may be no units.

Specific Learning

Outcomes

Describe in specific terms the knowledge and skills that learners will

have achieved on successful completion of the module.

Portfolio of Assessment Provides details on how the learning outcomes are to be assessed.

Grading Provides details of the grading system used.

Individual Candidate

Marking Sheets

List the assessment criteria for each assessment technique and the

marking system.

Module Results

Summary Sheet

Records the marks for each candidate in each assessment technique

and in total. It is an important record for centres of their candidate’s

achievements.

Appendices Can include approval forms for national governing bodies.

Glossary of Assessment

Techniques

Explains the types of assessment techniques used to assess standards.

Assessment Principles Describes the assessment principles that underpin FETAC approach

to assessment.

Introduction

A module is a statement of the standards to be achieved to gain a FETAC award.

Candidates are assessed to establish whether they have achieved the required

standards. Credit is awarded for each module successfully completed.

The standards in a module are expressed principally in terms of specific learning

outcomes, i.e. what the learner will be able to do on successful completion of the

module. The other elements of the module - the purpose, general aims,

assessment details and assessment criteria - combine with the learning outcomes

to state the standards in a holistic way.

While FETAC is responsible for setting the standards for certification in

partnership with course providers and industry, it is the course providers who are

responsible for the design of the learning programmes. The duration, content and

delivery of learning programmes should be appropriate to the learners’ needs and

interests, and should enable the learners to reach the standard as described in the

modules. Modules may be delivered alone or integrated with other modules.

The development of learners’ core skills is a key objective of vocational

education and training. The opportunity to develop these skills may arise through

a single module or a range of modules. The core skills include:

• taking initiative

• taking responsibility for one’s own learning and progress

• problem solving

• applying theoretical knowledge in practical contexts

• being numerate and literate

• having information and communication technology skills

• sourcing and organising information effectively

• listening effectively

• communicating orally and in writing

• working effectively in group situations

• understanding health and safety issues

• reflecting on and evaluating quality of own learning and achievement.

Course providers are encouraged to design programmes which enable learners to

develop core skills.

1

1 Module Title Language

2 Module Code E30106 French

E30107 German

E30108 Spanish

E30109 Italian

E30110 Irish

E30111 Russian

E30112 Irish Sign Language

3 Level 6

4 Credit Value 3

5 Purpose This module is designed to give language learners of Leaving

Certificate level an intensive preparation to work autonomously

in industry in Ireland and in Europe. FETAC Level 6

corresponds to an advanced standard also referred to as

“Effective Operational Proficiency” by the Council of Europe

Framework of language levels.

This module may be included in a wide range of vocational

courses requiring high language skills and is a mandatory

module for the Advanced Certificate in International Tele-

services Award.

6 Preferred

Entry Level Leaving Certificate, Level 5 Certificate or equivalent

7 Special

Requirements It is recommended that an extended period abroad would be part

of the learning experience for this module.

8 General Aims Learners who successfully complete this module will:

8.1 achieve advanced or effective operational proficiency in the

language

8.2 develop a high level of language awareness

8.3 develop a high level of awareness of the culture and business

practice of the countries of the target language

8.4 work effectively in the target language in industry in Ireland

and in Europe

8.5 adapt appropriately to the specific vocational environment and

culture

2

9 Units The module comprises 5 Core Units and 1 Specialist

Vocational Unit. The Specialist Vocational Unit chosen must

relate to the vocational area being studied.

Core Units

Unit 1 Interpersonal Interaction

Unit 2 Understanding the Spoken and Written Word

Unit 3 Speaking and Writing

Unit 4 Language Awareness

Unit 5 Inter-Cultural Awareness

Specialist Vocational Unit

Unit 6 International Tele-services This unit has been designed for International Tele-services

10 Specific Learning

Outcomes The first three units of the module build learners’ language

skills and confidence through communicative methods. Tasks

should be taught integrating the skills of listening, speaking,

reading and writing.

Unit 1 Interpersonal Interaction

Learners should be able to:

10.1.1 exchange greetings, introductions and farewells with work

colleagues, supervisors and clients

10.1.2 make suitable response to general conversation

10.1.3 initiate general conversation

10.1.4 respond to information or instructions given by colleagues,

supervisors and clients

10.1.5 seek information, clarification and direction from colleagues,

supervisors and clients

10.1.6 give information, clarification and instructions on request or as

the situation requires

10.1.7 respond appropriately to requests from colleagues, supervisors

and clients

10.1.8 make requests of colleagues, supervisors and clients

10.1.9 give an account of a request from an individual, to a third party

10.1.10 express an opinion on a given topic

10.1.11 give suitable response to opinions expressed by other people

3

Unit 2 Understanding the Spoken and Written Word

Learners should be able to:

10.2.1 give a brief verbal account of the gist of a dialogue/discussion

in the target language

10.2.2 make brief written notes outlining the gist of a

dialogue/discussion in the target language

10.2.3 give a verbal summary of the main points of a telephone

message, radio or TV programmes

10.2.4 make brief written notes of the main points of a telephone


10.2.5 give a verbal summary of the gist of a written text, including

work-related documents, in the target language

10.2.6 make brief written notes on the gist of a written text, including

work-related documents, in the target language.

Unit 3 Speaking and Writing

In the target language, the learner should be able to:

10.3.1 give a brief verbal account of the gist of a dialogue in the target

language

10.3.2 make brief written notes outlining the gist of a dialogue in the

target language

10.3.3 give a brief verbal account of the gist of a discussion in the

target language involving three or more people

10.3.4 make brief written notes outlining the gist of a discussion in the

target language involving three or more people

10.3.5 respond to telephone queries using the appropriate conventions

of greeting, telephone interactions and farewells

10.3.6 give a verbal summary of the main points of a telephone


10.3.7 make brief written notes of the main points of a telephone


10.3.8 give a verbal summary of the gist of a text, including work

related documents, written in the mother tongue

10.3.9 give a verbal summary of the gist of a text, including work

related documents, written in the target language

10.3.10 make brief written notes on the gist of a text, including work

related documents, written in the mother tongue

4

10.3.11 make brief written notes on the gist of a text, including work

related documents, written in the target language

10.3.12 make appropriate response to standards business

correspondence such as fax, letters, memos

10.3.13 give a verbal report on a specified topic

10.3.14 make a written report on a specified topic

10.3.15 understand and respond appropriately to job advertisements

10.3.16 write a Curriculum Vitae and accompanying letter observing the

conventions of the target country

10.3.17 develop interview techniques

Unit 4 Language Awareness

In this unit the learner will learn to recognise and use language

learning strategies, use grammatical patterns to gain control in

language use and demonstrate an understanding of a

comprehensive range of language registers from informal

interpersonal communication to formal business transactions.

The learner should be able to:

10.4.1 outline the conditions necessary for effective interpersonal and

business communication in the foreign environment

10.4.2 practise active listening skills and positive body language

10.4.3 outline the language requirements arising from the structure,

interrelations and individual roles in a business organisation in

the foreign environment

10.4.4 respond using the tone, register and discourse appropriate to

different situations

10.4.5 practise using strategies for compensating for lapses in

communications suitable for different situations

10.4.6 identify differences in pronunciation associated with regional,

national and social variations

10.4.7 identify and apply appropriate learning strategies to develop

accuracy, vocabulary range, fluency, correct use of orthographic

and other writing conventions, reading skills, listening,

comprehension, pronunciation and registers etc.

5

Unit 5 Inter-Cultural Awareness

In relation to target countries as well as his/her own country

the learner should be able to:

10.5.1 describe main features such as geography, cultural patterns,

traditions

10.5.2 explore the influence of historic and current events on opinions

and attitudes of people

10.5.3 outline the main features of the mass media and art forms

10.5.4 give examples of ways in which cultural and leisure activities

differ from those at home, such as eating habits, holidays

10.5.5 give examples of major cultural and sporting figures and events

10.5.6 explain the workings of infrastructures which are important for

daily and business life in both target and own country eg

transport, post, administration etc.

10.5.7 explore national and other stereotypes

10.5.8 discuss topics of social, political, economic or cultural interest

10.5.9 explore aspects of cultural life

Contexts for Teaching and Assessment of the Core Units will

include the following:

Speaking

Conversations, role play, presentation of reports,

informal/formal telephone conversations, discussions,

interviews

Listening

Conversations, discussions, interviews, formal

meetings/conferences/presentations/telephone conversations,

radio/television programmes, videos, films

Reading Reports of business meetings/presentations, hotel/conference

brochures, articles, advertisements, business correspondence e.g.

email, fax, invoice, order forms, newspapers,

business/economic/political magazines, novels

Writing Note taking/minute writing, telephone messages, informal

notes/letters, formal letters/presentations/reports, project writing

6

Unit 6 Specialist Vocational Option - International Teleservices

In this unit the learner uses language in the relevant vocational

context and demonstrates the appropriate knowledge, attitudes

and skills required to perform competently and carry out the

required tasks through the foreign language, taking account of

the appropriate vocabulary, structures and conventions of the

work environment.

The learner should be able to:

10.6.1 use the terminology appropriate to the specific vocational area

10.6.2 develop and control the language structures and communication

skills required in the specific vocational area

10.6.3 respond appropriately to a range of work related

correspondence, e.g. email, fax, business letters, invitations

10.6.4 determine the nature of the client/customer’s enquiry

10.6.5 guide clients/customers through given procedures

10.6.6 use active listening strategies such as repetition, clarification and

summary as necessary

10.6.7 reassure anxious or uncertain customers

10.6.8 appease difficult customers as necessary

10.6.9 obtain data from customers while interacting with a database

10.6.10 input data in a database while maintaining aural contact with the

customer

10.6.11 search for information from a database or paper source while

maintaining verbal contact with the customer

10.6.12 relay verbatim information obtained from a database or paper

source

10.6.13 relay information obtained from a database or paper source

summarised in situ by the learner

10.6.14 enter data provided by the client/customer in summary form in a

database or call sheet, while maintaining contact.

7

11 Assessment

Summary Portfolio of Coursework 65%

Specialist Vocational Skills 35%

11.1 Technique Portfolio of Coursework

Components As follows

Aural skills 5%

11.1.1 Aural comprehension 5%

Passage 1: Dialogue. Questions and answers are in mother

tongue, answered with multiple choice questions or form filling.

The dialogue may be based on:

- telephone calls (identity of callers, purpose of calls,

message☺

- who is in a company (functions of people interviewed or

referred to)

- schedule of activities, meeting, conference

Passage 2: Telephone message. Candidates are to answer in the

mother tongue.

Candidates can listen to each passage once only. Candidates

should be given sufficient time to read the questions and

(possible) answers in advance of each passage.

Oral/aural skills 20%

11.1.2 Job Interview based on CV 5%

duration 5 - 10 minutes, taped

11.1.3 Telephone role play 5%

simulated business call, 5 - 10 minutes, taped

11.1.4 Oral Presentations 10%

based on project, 5 - 10 minutes, taped

Reading/writing/research skills 20%

11.1.5 Business correspondence 5%

5 items such as letters, faxes, e-mail messages, memos, based on

responses to request for information, responses to letters of

complaint, confirmation of bookings, invitation to attend an

event/meeting, notification of arrangements for travel and/or

accommodation, reminder for unpaid invoice, letter of thanks

11.1.6 Project 15%

The project should be based on research carried out while living

abroad. The project should consist of 2 sections:

8

A. a report on working abroad, including organisational aspects

and work practices, to be based on the review and the

log/journal/report of the Transnational Experience. It

should also include a comprehensive collection of authentic

documentation connected to one sector of business

transactions in the foreign country, such as

telecommunications, haulage, distribution, post office,

banks etc, to be used as a file available for future business

transactions.

B. A comparative description and analysis of aspects of a

country lived in abroad, such as culture, language,

economics, politics, etc. It may be based on the review of

the Transnational Experience.

Guidelines: The project should demonstrate the ability to carry out research,

use relevant sources of information, to analyse and draw

conclusions, and to present findings, in a foreign language. The

project should be 2,000 words approximately. Evidence of

research should be included.

Cross skills 20% (combination of oral/written/productive/receptive/translation skills)

The use of a dictionary will be permitted.

11.1.7 Telephone message 5%

target language to target language

Taking down 5 telephone messages. Each message to be played

once only.

11.1.8 Verbal summary 5%

target language to target language

Verbal summary of a document written in the target language.

The document may be a short article, memo, letter etc

containing 6 key components.

11.1.9 Verbal gist translation 5%

mother tongue to target language

Verbal gist translation of a document written in the mother

tongue. Document may be a letter, invoice, form etc with 6 key

components.

11.1.10 Written gist translation 5%

target language to mother tongue

Written gist translation of a document written in the target

language. Document may be a short article, memo, letter etc

containing 6 key components.

9

11.2 Technique Specialist Vocational Skills

Components As follows

Aural skills

11.2.1 Telephone test 10%

taking down (a) numbers and (b) names over the telephone.

Each passage is listened to only once, and numbers and names

to be taken down while the tape is playing. Specific time is

allowed between items for the candidate to clarify what they

have taken down. Numbers could include postal codes,

reference numbers, credit card numbers, dates, times etc.

Names will include customer, company, street name and/or

location.

reading/writing/research

11.2.2 Specialist bi-lingual glossary 5%

Glossary to contain 60 words, relevant to the specialist

application and must result from original work. Reference

materials can be used, and should be acknowledged and listed in

an appendix to the glossary. Candidates should include an

explanation of each term, and provide an example of its use in

context.

Integrated skills

11.2.3 Job related simulation 20%

The simulation consists of the learner taking on the role of a

teleservices representative and interacting with a customer. The

objective is to handle the call efficiently and professionally,

bringing the call to a successful conclusion from the point of

view of the customer and/or the supervisor/team leader.

The candidate is to integrate the skills of listening, speaking,

reading, translating, writing, retrieving and entering data in a

database, problem solving and customer care, as well as

displaying background and product knowledge. The candidate

will be expected to complete two tasks:

• eliciting initial information / answering queries

• dealing with a subsequent problem presented by the client

This assessment should take place in a simulated call centre

environment.

10

12 Performance Criteria

12.1 Portfolio

of Coursework The performance criteria are detailed in the accompanying

guidelines to the Individual Candidate Marking Sheet

E301XX/MS1/2/3

12.2 Specialist

Vocational Skills The performance criteria are detailed in the accompanying

guidelines to the Individual Candidate Marking Sheet

E301XX/MS4

13 Grading Pass 50 - 64%

Merit 65 - 79%

Distinction 80 - 100%

11


Marking Sheet 1

Language

E301XX Portfolio of Coursework

Aural and oral skills

Weighting 65%

Candidate Name: ______________________________ PPSN: ________________________

Centre: __________________________________________________ Centre No.: _________

Assessment Criteria Maximum

Mark

Candidate

Mark

11.1.1 Aural comprehension

Passage 1: Dialogue with multiple choice questions

5 questions at 5 marks each

Passage 2: Telephone message

Name of person, company, address/phone no, other components,

correctly identified.

25

25

Sub-total 50

11.1.2 Job interview based on CV

candidate would definitely gete the job on the basis of this

performance. Very good language and interview skills.

Candidate communicates will and expresses self quite convincingly.

Language level is adequate to be considered for the job.

Language level does not fully allow the candidate to present

him/herself well (accuracy, vocabulary range, fluency,…). Will only

pass the interview if compensates by coming across as pleasant,

enthusiastic, competent and a good communicator in spite of language

inadequacies.

Good efforts but language and confidence levels do not allow

candidate to perform satisfactorily enough. Will not be considered for

a post, even by a sympathetic recruiter/interviewer.

Candidate is not able to sustain sufficient interaction to be taken

seriously by interviewer.

41 - 50

31 - 40

21 - 30

11 - 20

1 - 20

Sub-total 50

11.1.3 Telephone role play Candidate performs the task effectively and confidently at a fully

professional level.

Some minor lapses of communication may occur but the task fully

carried out.

Because of the language level, the task is fully carried out only if some

allowances made (effort in listening, need to check understanding,

repeating, paraphrasing, explaining….).

Because of the language level, the task is fully carried out in the main

but considerable efforts needed to sustain the communication.

Language level does not allow candidate to carry out the task. Even

though valid efforts are made the situation is only partially grasped.

41 - 50

31 - 40

21 - 30

11 - 20

1 - 10

Sub-total 50

12

11.1.4 Oral Presentation on project Very effective and interesting presentation. Contents is accurate and

informative. The presentation is well structured, well delivered and

retains listeners’ full attention.

The presentation is effective overall - either, the topic is interesting

and well researched but the delivery does not do full justice to it

(accuracy, vocabulary range, communication skills or confidence) - or,

the delivery is good enough but the contents not substantial enough.

Adequate presentation but failing somewhat either on contents or on

delivery and language. Language level tends to get in the way of good

communication. Listeners require some effort to maintain their

attention. Content is quite good however.

Presentation would only retain attention of sympathetic listeners.

Potentially interesting but weaknesses in both content, communication

skills and language.

Some valuable efforts made in presenting the topic but very weak all

around. Requires considerable efforts from listeners to maintain any

interest in the topic presented.

81 - 100

61 - 80

41 - 60

21 - 40

1 - 20

Sub-total 100

Total 250

TOTAL MARKS This mark should be transferred to the Module Results Summary Sheet 25

Internal Assessor’s Signature: _________________________________ Date: ____________

External Authenticator’s Signature: ____________________________ Date: ____________

13


Marking Sheet 2

Language

(E301XX)

Portfolio of Coursework

Reading and writing skills 20%


Centre: __________________________________________________ Centre No.: _________


Mark

Candidate

Mark

11.1.5 Business Correspondence Each item should be marked on the overall quality of the document,

including presentation, language, content

Professional standard, satisfactory for real life business context.

almost professional standard; would be satisfactory for real life

business context subject to very few minor corrections

Does not meet professional standards; requires important corrections

Item 1

Item 2

Item 3

Item 4

Item 5

10

5 - 9

1 - 4

Sub-total 50

11.1.6 Project

Content Comprehensive, detailed, accurate information, logical structure,

understanding of cultural, political, economic aspects, understanding

of work organisations and practices

Analysis and Conclusions Analysis of work and living abroad, validity of comparisons and

conclusions, critical evaluation

Presentation Layout, use of visual material, charts etc, references and bibliography

Language Grammar, punctuation, spelling, fluency, accuracy, richness

Evidence of research, authentic business documentation Overall quality and usefulness in the future

Clearly presented, easy to use

Content: to the point, varied and comprehensive

40

30

20

30

30

Sub-total 150

200




14


Marking Sheet 3

Language

(E301XX) Portfolio of Coursework

Cross Skills 20%


Centre: __________________________________________________ Centre No.: _________


Mark

Candidate

Mark

11.1.7 Telephone message Message taken down is perfectly accurate and comprehensive

Overall message taken down but one item may need minor clarification

Message incomplete (one or more items missing), unclear, ambiguous or misleading

Message 1

Message 2

Message 3

Message 4

Message 5

10

5 - 9

1 - 4

Sub-total 50 11.1.8 Verbal Summary

Correct identification of: Type of document

Author/source

Recipient/target

Purpose of document

Content: 6 key components at 5 marks each

5

5

5

5

30

Sub-total 50 11.1.9 Verbal gist translation Correct identification and expression of: Type of document

Author/source

Recipient/target

Purpose of document


5

5

5

5

30

Sub-total 50 11.1.10 Written gist translation Correct identification, accurate expression and correct spellings of:

Type of document

Author/source

Recipient/target

Purpose of document


5

5

5

5

30

Sub-total 50 Total 200




15


Marking Sheet 4

Language

(E301XX)

Specialist Vocational Skills

Weighting 35%

Candidate Name: _______________________________ PPSN: ________________________

Centre: __________________________________________________ Centre No.: __________


Mark

Candidate

Mark

11.2.1 Telephone test A numbers: 4 sets of numbers at 10 marks each

B names: 6 names at 10 marks each

Entire number/ name taken down correctly

One number/ letter only incorrectly taken down

Two to three numbers/ letters taken down incorrectly

More than three numbers/ letters incorrect / no attempt

10

8

4

0

Sub-total 100 11.2.2 Specialist bi-lingual glossary Quality of overall presentation, layout, formatting Structuring of glossary, correct use of glossary conventions

Originality/ appropriateness/ specificity of area covered

Correction of all translations provided

10

10

20

10

Sub-total 50 11.2.3 Job related simulation Performs the task effectively and confidently at a fully professional level.

Situation is understood, key information is elicited and given out, text entered

Is completely accurate (no errors), language (register & tone) & manner are

completely fluent and natural. The caller is more than satisfied.

Some minor lapses of communication may occur but the task is nonetheless fully

carried out. Key information is elicited and given out, text entered is accurate (no

more than 1 error), language (register & tone) & manner are fluent. The caller is

satisfied.

Because of the language level, the task is fully carried out only if the caller makes

some allowances (effort in listening, need for caller to check understanding, repeating,

paraphrasing, explaining,…). Key information is elicited, text is accurate (no more

than 1 error). The service is not fully professional. The caller is satisfied only if

sympathy shown.

Because of the language level, the task is fully carried out in the main but the caller

has to make considerable efforts to sustain the communication. The caller does not

have full confidence in the operator, she/he is dissatisfied and possibly irritated.

Language level does not allow to carry out the task. Even though valid efforts are

made by the operator, the situation is only partially grasped. The operator and the

company have lost credibility in the eyes of the caller.

161 - 200

121 - 160

81 - 120

41 - 80

1 - 40

Sub-total 200 Total 350




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Glossary of Assessment Techniques

Assignment An exercise carried out in response to a brief with specific guidelines and

usually of short duration.

Each assignment is based on a brief provided by the internal assessor. The

brief includes specific guidelines for candidates. The assignment is carried out

over a period of time specified by the internal assessor.

Assignments may be specified as an oral presentation, case study, observations,

or have a detailed title such as audition piece, health fitness plan or vocational

area profile.

Collection of

Work A collection and/or selection of pieces of work produced by candidates over a

period of time that demonstrates the mastery of skills.

Using guidelines provided by the internal assessor, candidates compile a

collection of their own work. The collection of work demonstrates evidence of

a range of specific learning outcomes or skills. The evidence may be produced

in a range of conditions, such as in the learning environment, in a role play

exercise, or in real-life/work situations.

This body of work may be self-generated rather than carried out in response to

a specific assignment eg art work, engineering work etc.

Examination A means of assessing a candidate’s ability to recall and apply skills, knowledge

and understanding within a set period of time (time constrained) and under

clearly specified conditions.

Examinations may be:

• practical, assessing the mastery of specified practical skills demonstrated

in a set period of time under restricted conditions

• oral, testing ability to speak effectively in the vernacular or other

languages

• interview-style, assessing learning through verbal questioning, on one-to-

one/group basis

• aural, testing listening and interpretation skills

• theory-based, assessing the candidate’s ability to recall and apply theory,

requiring responses to a range of question types, such as objective, short

answer, structured, essay. These questions may be answered in different

media such as in writing, orally etc.

Learner Record A self-reported record by an individual, in which he/she describes specific

learning experiences, activities, responses, skills acquired.

Candidates compile a personal logbook/journal/diary/daily diary/

record/laboratory notebook/sketch book.

The logbook/journal/diary/daily diary/record/laboratory notebook/sketch book

should cover specified aspects of the learner’s experience.

Project A substantial individual or group response to a brief with guidelines, usually

carried out over a period of time.

Projects may involve:

research – requiring individual/group investigation of a topic

process – eg design, performance, production of an artefact/event

Projects will be based on a brief provided by the internal assessor or negotiated

by the candidate with the internal assessor. The brief will include broad

guidelines for the candidate. The work will be carried out over a specified

period of time.

Projects may be undertaken as a group or collaborative project, however the

individual contribution of each candidate must be clearly identified.

The project will enable the candidate to demonstrate: (some of these – about 2-

4)

• understanding and application of concepts in (specify area)

• use/selection of relevant research/survey techniques, sources of

information, referencing, bibliography

• ability to analyse, evaluate, draw conclusions, make recommendations

• understanding of process/planning implementation and review skills/

planning and time management skills

• ability to implement/produce/make/construct/perform

• mastery of tools and techniques

• design/creativity/problem-solving/evaluation skills

• presentation/display skills

• team working/co-operation/participation skills.

Skills

Demonstration Assessment of mastery of specified practical, organisational and/or

interpersonal skills.

These skills are assessed at any time throughout the learning process by the

internal assessor/another qualified person in the centre for whom the candidate

undertakes relevant tasks.

The skills may be demonstrated in a range of conditions, such as in the learning

environment, in a role-play exercise, or in a real-life/work situations.

The candidate may submit a written report/supporting documentation as part of

the assessment.

Examples of skills: laboratory skills, computer skills, coaching skills,

interpersonal skills.

FETAC Assessment Principles

1 Assessment is regarded as an integral part of the learning process.

2 All FETAC assessment is criterion referenced. Each assessment technique has assessment

criteria which detail the range of marks to be awarded for specific standards of knowledge,

skills and competence demonstrated by candidates.

3 The mode of assessment is generally local i.e. the assessment techniques are devised and

implemented by internal assessors in centres.

4 Assessment techniques in FETAC modules are valid in that they test a range of appropriate

learning outcomes.

5 The reliability of assessment techniques is facilitated by providing support for assessors.

6 Arising from an extensive consultation process, each FETAC module describes what is

considered to be an optimum approach to assessment. When the necessary procedures are in

place, it will be possible for assessors to use other forms of assessment, provided they are

demonstrated to be valid and reliable.

7 To enable all learners to demonstrate that they have reached the required standard, candidate

evidence may be submitted in written, oral, visual, multimedia or other format as appropriate

to the learning outcomes.

8 Assessment of a number of modules may be integrated, provided the separate criteria for each

module are met.

9 Group or team work may form part of the assessment of a module, provided each candidate’s

achievement is separately assessed.

© FETAC 2001

Any part of this publication may be copied

for use within the centre.

The development of the National Qualifications Framework is funded by the Department of Education and Science with assistance from the European Social Fund as part of the National Development Plan 2000-2006.

Documents

Language Level 6 - · PDF fileMarking Sheets List the assessment ... 10.1.1 exchange greetings, introductions and farewells with work ... informal/formal telephone conversations, discussions,