1. What do we mean by academic levels? Rebecca Eliahoo
2. Comparing FE and HE levels FE examples Level 1 Foundation
Level 2 GCSE Level 3 A level Level 4 HNC Level 5 HND HE examples
Level 3 Access course Level 4 First year undergrad Level 5 Second
year undergrad Level 6 Third year undergrad Level 7 Masters Level 8
EdD/PhD
3. Different ways of articulating levels Blooms taxonomy a
hierarchy of six cognitive domains Learning Outcomes verbs which
can express levels of difficulty Academic descriptors and
assessment criteria Differences between level 5 and 6
assignments
4. Evaluation Able to make judgements about the relative value
of competing ideas and solutions Able to compare, contrast and
criticise different solutions Synthesis Solves problems using
concepts in an unfamiliar context Able to combine several concepts
together to form a new understanding of a situation Analysis Able
to break a concept down into its component parts Able to
distinguish between fact and inference Able to use logical
reasoning and deduction to analyse a situation Application Able to
apply the concept to an unfamiliar situation Able to create
something new using the concept Understanding Comprehends meaning
Able to explain the concept in their own words Can answer a
worksheet or textbook question Knowledge Recall of simple facts and
data. Blooms taxonomy
5. Blooms taxonomy One familiar model of teaching is to explain
a topic to the whole class, supplement this with questioning, and
set an individual task for example, doing one or more questions
from a worksheet or textbook. The teacher can circulate to check on
progress and then lead brief feedback on the answers before
repeating the cycle with a new topic. At first glance this seems
effective. There are checks on learning and time to help
individuals. It also appears time efficient at getting through the
curriculum. However, learners have only climbed the first two rungs
of the ladder. They have successfully completed relatively simple
mastery tasks. Engineers would say that Application is right at the
top of the ladder!
6. Differences between level 5 and 6 Breadth of focus Depth of
knowledge Levels of criticality Applying theories and literature to
your practice Variety and breadth of referenced sources Language of
Learning Outcomes Academic descriptors Comparisons of Assessment
Criteria
8. Focus LEVEL 5 PASS LEVEL 6 PASS KNOWLEDGE &
UNDERSTANDING The participant demonstrates: a comprehensive
knowledge of the concepts and principles associated with the module
and its specified learning outcomes an understanding of key texts
and research findings associated with the module ability to relate
module content to a range of contexts in which children and young
people learn The participant demonstrates: a systematic
understanding of the knowledge base, concepts and principles
associated with the module and its specified learning outcomes a
critical understanding of key texts and research findings
associated with the module ability to relate module content to a
range of local, regional and/or national contexts in which people
learn VIEWS AND ARGUMENT The participant demonstrates: a
recognition of the limitations of clearly articulated views
associated with the content of particular modules an awareness of
the danger of making assumptions when presenting a range of views
associated with particular modules an ability to analyse evidence
in a critical way to inform their own views The participant
demonstrates: works with ideas at a level of abstraction, arguing
from competing perspectives associated with the content of
particular modules confidence and flexibility in identifying and
defining complex problems when presenting a range of views
associated with particular modules an ability to analyse and
evaluate evidence in a critical way to inform their own views
9. Assessment Criteria examples Level 5 evaluate feedback and
prepare an action plan; reflect on issues and values relevant to
own professional role; provide evidence of the importance of
inclusive practice to professional practice. Level 6 evaluate
feedback and justify an action plan; critically reflect on issues
and values relevant to own professional role in a local and
national context; evidence and justify the importance of inclusive
practice to professional practice; fully relate their research and
personal development activities to their learners needs
10. Assessment myths Myth 1 Institutions create transparency
through writing Learning Outcomes that are so precise and clear
that no one can misunderstand them. Words are not enough to make
things transparent. There is no such thing as a transparent
standard. It is only arrived at through discussion and negotiation.
Myth 2 Feedback for improvement is straightforward. Feedback can be
obscure; the ubiquitous praise sandwich is very difficult for weak
students to understand. It confuses formative and summative
comments. Ecclestone, K. (2001) 'I know a 2:1 when I see it':
Understanding criteria for degree classifications in franchised
university programmes, Journal of Further and Higher Education
25:3, p301-313
11. Help with judging levels Look at moderated exemplars of
good, very good and bad assignments at different levels Read, note
and reference a variety of sources Read formative feedback and make
changes accordingly Check that your work meets the assessment
criteria (the way we judge work). Keep an eye on the level above
which you are asked to work.
