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
message, radio or TV programmes
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
message, radio or TV programmes
10.3.7 make brief written notes of the main points of a telephone
message, radio or TV programmes
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
Individual Candidate
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
Individual Candidate
Marking Sheet 2
Language
(E301XX)
Portfolio of Coursework
Reading and writing skills 20%
Candidate Name: ______________________________ PPSN: ________________________
Centre: __________________________________________________ Centre No.: _________
Assessment Criteria Maximum
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
TOTAL MARKS This mark should be transferred to the Module Results Summary Sheet 20
Internal Assessor’s Signature: _________________________________ Date: ____________
External Authenticator’s Signature: ____________________________ Date: ____________
14
Individual Candidate
Marking Sheet 3
Language
(E301XX) Portfolio of Coursework
Cross Skills 20%
Candidate Name: ______________________________ PPSN: ________________________
Centre: __________________________________________________ Centre No.: _________
Assessment Criteria Maximum
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
Content: 6 key components at 5 marks each
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
Content: 6 key components at 5 marks each
5
5
5
5
30
Sub-total 50 Total 200
TOTAL MARKS This mark should be transferred to the Module Results Summary Sheet 20
Internal Assessor’s Signature: _________________________________ Date: ____________
External Authenticator’s Signature: ____________________________ Date: ____________
15
Individual Candidate
Marking Sheet 4
Language
(E301XX)
Specialist Vocational Skills
Weighting 35%
Candidate Name: _______________________________ PPSN: ________________________
Centre: __________________________________________________ Centre No.: __________
Assessment Criteria Maximum
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
TOTAL MARKS This mark should be transferred to the Module Results Summary Sheet 35
Internal Assessor’s Signature: _________________________________ Date: ____________
External Authenticator’s Signature: ____________________________ Date: ____________
FE
TA
C M
odule
Res
ults Sum
mary
Shee
t
Module
Title
:
Module
Code
Ele
men
ts o
f A
sses
smen
t
ora
l and
aura
l
skills
R
eadin
g
and w
riting
skills
C
ross
skills
Spec
ialist
voca
tional
skills
T
ota
l
Mark
s
G
rade*
25%
20%
20%
35%
100%
Maxim
um
Mark
s per
ele
men
t of ass
essm
ent
Candid
ate
Nam
e
Exam
No
Sig
ned
:
G
rade*
D:
80 -
100
M:
65 -
79%
P:
50 -
64%
U:
0 -
49%
W:
candid
ate
ente
red w
ho d
id n
ot pre
sent fo
r ass
essm
ent
T
each
er/A
sses
sor_
_________________________________D
ate
:_____________
This
shee
t is for
teach
ers/A
sses
sors
to r
ecord
the
over
all m
arks of in
div
idual ca
ndid
ate
s. It
should
be
reta
ined
in
the
centr
e. The
marks aw
ard
ed should
be
transf
erre
d to the
off
icia
l FETA
C M
odule
Res
ults Shee
t issu
ed to
centr
es b
efore
the
visit o
f th
e ex
tern
al A
uth
entica
tor.
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.