Unit Standard Form for Approval by Senex

1. Unit Standard Form for Approval by Senex Professor Wendy R. Kilfoil

2. What is the purpose of the forms? • Legal requirement for approval, registration and accreditation • Basis for curriculum planning and development • Basis for writing effective ODL study material

3. Approval, registration, accreditation • Internal: Senex • External: • SAQA registers on NQF through SGB/ NSB

4. Lecturers Planning phase: disciplinary knowledge; curriculum development in team with ICLD Approval phase: submit to College Tuition Committee/ Short Learning Programme Committee and Senex ICLD Planning phase only: Curriculum development facilitation Workshops for groups on aspects of OBE, Form 3 information, etc. Routes and responsibilities

5. Unit standard Smallest, stand-alone, complete and coherent area of learning Title defines a single, main outcome of learning A significant, meaningful milestone of learning What learners are able to do when they have reached competence in relation to the main outcome (title) Module Grouping of knowledge, skills and attitudes in a discipline/ field of study Title may relate to content/ discipline Building block in a major An aspect of a larger discipline/ field of study Unit standard v. module

6. Unit standard • Unit = one • One focus/ purpose • Modular • Standard = set of information against which evaluations are made • Unit Standard = assessor’s document for a learning experience that develops focused knowledge, skills and attitudes in determined contexts

7. Title • Relationship to content • Descriptive: ‘concise yet comprehensive and pointed indication of the contents’ • Aid to students • Can be found during web searches • Active verb - noun - modifier where necessary • Unique

8. Examples of titles

9. 2. Level on NQF • Interim registered qualifications: • 1st year: 5 (120 credits) • 2nd and 3rd year: 6 (240 credits) • 4th year: 7 (120 credits) • Honours: 7 • Master’s: 8 • Doctorate: 8 • Draft HEQF: 10 levels

10. Determining appropriate level • Articulation with other qualifications/ modules (‘learning pathway’) • Intuition of discipline specialists • Benchmarking with other universities • Using level descriptors: ‘complexity of learning’

11. 3. Credits • Determine the number of credits for short learning programme unit standards by evaluating the proposed length of the guide, the length of any textbook and the time it would take to read them. Times by three to calculate notional hours. Divide by 10 for credit value. • The sizes of unit standards in terms of credits will therefore vary.

12. Who is the average learner? • The average learner should take 10 notional hours to achieve 1 credit. • Research into first-year students at old Unisa shows that they have a low reading speed which affects • how much they can read (textbooks/ guides) • the level of language of the study guides • the need to scaffold language skills development in guides (reading, writing, vocabulary)

13. Calculating notional hours • 120 notional hours (example only; can be less or more for unit standard) • 40 - 60 hours reading the study guide and text book (for average student, a total of 200-300 pages) • 20 - 40 hours on assessments of various kinds, including additional reading or activities to complete tasks so that students are actively involved in learning (at least 15% of notional hours) • 20 - 40 hours on revision and independent study • Assessments include self-assessment activities in guides and formative assessment in assignments. • Practical work should be calculated into the notional hours.

14. 5. Purpose • The purpose statement focuses on: • The discipline/ field: knowledge, skills, attitudes • The student: goals, enhanced ability/ learning • The context/ social and economic transformation/ NQF goals: stakeholder consultation (professional bodies, employers, etc.)

15. Formulating a purpose statement

16. 6. Learning assumptions • Specific to discipline/ field; level of detail • Prerequisites: e.g. certain Mathematics knowledge for some advanced Geography learning • Effect on students when they are admitted to courses for which they do not have the necessary building blocks: can take longer to complete or might fail

17. 7. Range statement for the whole unit standard • The following scope and context apply to the whole unit standard …

18. 8. Outcomes, assessment criteria and range statements • Unpack the purpose statement to arrive at the outcomes (design down) • Discipline-related competencies • Measurable and verifiable • Action verbs: any verb that logically follows ‘can’: ‘can apply’, ‘can explain’ but NOT ‘can know’ or ‘can be able to’; NOT descriptions of tasks • State outcome as verb – noun - modifier • 2 – 6 specific outcomes per unit standard but the fewer the better

19. Formulating statements • Specific outcomes: Active verb - noun - modifier where necessary • Range statements (only where necessary): what is included in the scope of the outcome; what contexts are involved • Assessment criteria: noun (or object) – verb - standard

20. Formulating outcomes and assessment criteria

21. Assessment criteria • Define the standard of performance required as evidence of competence. • Do not focus on how the assessment will happen or on what the learner must learn – define indicators of competence.

22. Substance of assessment criteria • Capture requirements for fair, valid and reliable assessment procedures appropriate to field, level, etc. • Relate to full range of learning: • Development of critical and specific outcomes • Range of embedded knowledge related to specific actions • Knowledge, skills and attitudes in a range of contexts • Clear and transparent; usable by other providers

23. Usability of criteria • Real criteria used to evaluate student products; guidelines for developing assessment tasks • Include phrases from Level Descriptors or similar parameters for context, complexity, responsibility • Evidence shows that qualifying learners (action verb) …; Outcomes are judged by … • Rubrics

24. ADDRESSING THE TASK ORGANIZATION/ METHODOLOGY FLUENCY/ REGISTER/ APPROPRIACY MECHANICS/ ACCURACY g On task g Clearly expresses interpretation of text; adequate support from primary and secondary sources. g Argument progresses 'logically‘ so reader follows with ease. g Shows unity, is concluded in purposeful manner, problem set in task is resolved. g Evidence of planning: clear starting point, deals with argument point by point in clearly defined 'thought units', appropriately structured in paragraphs, definite conclusion. (Physical appearance of text is important as indicator of planning ‑ or copying!) g Writer imposes own structure on available information; keeps audience in mind by referring to topic and the way in which ideas are linked to it. g Vigorous language used; sentence structure varied; secondary texts referred to using varied verbs; references appropriate and illustrative. g Vocabulary extensive and varied. g Style appropriate to academic writing. g Reader not distracted by language errors. g Writer uses correct language and referencing techniques. g Referencing technique used consistently. g Sensible referencing that advances the argument. g References are listed and complete. Rubrics

25. Determining assessment criteria • A useful trigger is to ask: If I walked into the room and a competent person was doing/had done this (insert specific outcome here), what would I expect to see in terms of their performance and in terms of any product they produce? • The assessment criteria describe the quality of the expected performance and product.

26. Analysis of outcome • What is critical here, and in what way? • Who is critical here, and in what way? • What is the product of the performance, and what assessable characteristics should it have? (e.g. neatness, strength, dimensions, design …) • What is the performance, and what assessable characteristics should it have? (time, rate, security, confidentiality, …) • What knowledge do we require demonstrated as proof of competence?

27. Formulation of assessment criteria • This is known/done to this standard – e.g. • The repair is carried out according to site-specific safety procedures. • The consequences of following unsafe practices are described in terms of potential impact on personal safety, production • A result has these characteristics – e.g. • The product conforms to design specifications. • The language and terminology are appropriate to the intended audience.

28. Noun-verb-standard

29. Example • Specific outcome 1:Prepare a status report for management • Assessment criteria: • The report reflects the current status completely and accurately. All information in the report is relevant to the situation. • The language is consistent with industry terminology and is pitched at management level. • The report is ready for presentation within the timelines set by management. • The report is presented in a format consistent with organisational format requirements. • Range: The following aspects are critical: font size and type, layout, numbering and paragraphing system and headings. • ……………

30. Suggestions on assessment criteria

31. Checklist for assessment criteria 1 • All assessment criteria contain measurable quality statements written in precise language to minimize subjective judging. • The criteria relate directly to the specific outcome by describing standards of the performance or quality of a result or product described in the specific outcome. • The criteria are fair and can be justified as critical evidence of competence, consistent with sub-field needs, and avoid putting up artificial barriers. • All critical criteria are included such that the combination of criteria for a specific outcome defines competence completely, and would prevent poor performers from being declared competent.

32. Checklist for assessment criteria 2 • The criteria avoid describing procedures and methods and focus on the quality of performance required by the sub-field. • Assessment criteria include knowledge evidence considered critical as proof of competence. • Assessment criteria are written in the form: object - verb - standard. • Range statements are attached to assessment criteria where required and describe the situations and circumstances in which individuals are expected to perform. Range statements include any specific limits, exclusions or inclusions that may apply.

33. Formulating outcomes and range statements • Existing specific outcome: • To interpret the income statement, balance sheet and cash flow statement by applying the accounting equation in financial statements • Suggested specific outcome with range statement: • Interpret financial statements by applying the accounting equation • Range:financial statements to includeincome statements, balance sheets and cash flow statements.

34. Range statements • Use phrases from Level Descriptors to establish degree of complexity and responsibility. • The type of context(s) with which the learner should engage to reach an acceptable level of achievement of an outcome should be specific and define limits, parameters, areas for inclusion and exclusion: in a written examination, under laboratory conditions, in a hospital under the supervision of a doctor. • The typical scope of the learning is … (level of content) • Include only where required to clarify, remove ambiguity, define the scope, limits, inclusions, exclusions, define terms.

35. 9. Accreditation and moderation • Unisa is an accredited institution. The HEQC is the sole ETQA. • Senex approves. • Second examiners are appointed in departments. • In some cases professional bodies might moderate. • The relevant NSB might moderate.

36. 10. Notes • Select only those cross-field critical outcomes that the module supports. • Particularize the outcomes as appropriate to reflect their development in the context of this unit standard: ‘learners have acquired the generic ability to’; ‘qualifying learners can’. • Add any embedded knowledge not already apparent in the document.

37. Embedded knowledge • Underpinning knowledge/ knowledge base/ understand, show and be able to explain: ‘learners can explain’; ‘learners can apply’ • Amount • Complexity • Type of evidence • Formative assessment • Summative assessment

38. Embedded knowledge examples • In order to draw up a balance sheet, the learner needs to apply accepted accounting principles (GAAP), … • In order to analyse a law case, the student needs to … • In order to develop a curriculum suitable for the early childhood development phase, the learner must … • In order to conduct and write a report on a laboratory experiment, a chemistry student must …(chemistry knowledge, laboratory skills, knowledge of report format and ways of presenting data)

39. Additional information • Practical work • Laboratory work • Mentoring/ learnerships • Tutorials and vacation schools • Legal requirements; e.g. registration as a social worker/ nurse