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An Introduction To Credit Practices

An Introduction To Credit Practices. Dr Mark Atlay, University of Bedfordshire May 2014. Intended Learning O utcomes. Participants will gain an understanding of: Credit – its definition and use S ome key terminology Aspects of UK and European frameworks for credit The SEEC descriptors

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An Introduction To Credit Practices

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  1. An Introduction To Credit Practices Dr Mark Atlay, University of Bedfordshire May 2014

  2. Intended Learning Outcomes Participants will gain an understanding of: • Credit – its definition and use • Some key terminology • Aspects of UK and European frameworks for credit • The SEEC descriptors • Some topical issues • There will be no assessment so I won’t be awarding credit!

  3. Credit frameworks can: • Acknowledge, codify and provide clarity about the relative demand and level of diverse HE and professional development qualifications • Provide a 'route map' showing progression routes to enable students to navigate personal learning pathways more easily • Facilitate the accreditation of small amounts of measurable learning which can build confidence and encourage further learning • Enable students to interrupt their studies and/or transfer more easily between and within institutions, while maintaining a verified record of achievements (credit transcript) to date

  4. Credit frameworks can: • Provide a common language supporting curriculum development within and between HEIs • Support the achievement of consistent student workloads across programmes within different disciplines • Encourage and facilitate partnerships between institutions • Facilitate students' entry to an international education arena where national credit frameworks can be recognised as a passport to mobility.

  5. Helps you build coherent courses

  6. For details see …

  7. Credit • Awarded to a learner in recognition of the verified achievement of designated learning outcomes at a specified level. The proportion of responding institutions using the recommended HE Credit Framework in 1999, 2003 and 2012

  8. Learning outcome • A statement of what a learner is expected to know, understand and/or be able to demonstrate after completion of a process of learning. Percentage of institutions where every module has a validated set of learning outcomes

  9. Credit level • An indicator of the relative complexity,demand and/or depth of learningand of learner autonomy.

  10. Credit level descriptors • The generic characteristics of learning at a specific level, used as reference points.

  11. Notional hours of learning • The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level.

  12. 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). Percentage of institutions using 10 notional hours as the means of determining credit

  13. Why does 1 credit = 10 hours? • Typical academic year is 30 weeks • Assume the student working week is 40 hours • Total hours is 30 x 40 = 1200 hours • Typical academic year is 120 credits • Therefore 1 credit = 10 hours study

  14. Notional hours • If students did all the reading, preparation etc. to maximise their learning • Helps define workloads and curricula • In work based contexts – it is not necessarily the same as time in work (not all work time is learning time)

  15. Standard credit size

  16. Smallest credit sizes

  17. Credit accumulation • A process of achieving credits over time in relation to a planned programme of study.

  18. 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 delivered by another HE provider and/or between programmes offered by an HE provider.

  19. Credit accumulation and Transfer System (CATS) • A system which enables learners to accumulate credit, and which facilitates the transfer of that credit within and between education providers.

  20. Qualifications descriptors • Generic statements of the outcomes of study for the main qualification at each level which exemplify the nature and characteristics of that qualification.

  21. Recognition of Prior Learning (previously Accreditation of Prior Learning) • The identification, assessment and formal acknowledgement learning (RPL) of prior learning and achievement. This may either be • certificated learning (RPCL) or • prior experiential learning (RPEL), where learning achieved outside education or training systems is assessed and recognised for academic purposes.

  22. Generic and Specific Credit • Generic credit – the total credit value attached to a period of learning or qualification • Specific credit – the amount of that credit which can be used towards another qualification (as determined by the accepting institution)

  23. European Credit Transfer System • ECTS is based on the principle that 60 ECTS credits are equivalent to the learning outcomes and associated workload of a typical full-time academic year of formal learning. • Ineveryday practice, two UK credits are equivalent to one ECTS credit. • For the award of ECTS credits, the learning outcomes of a qualification must be consistent with the relevant outcomes set out in the Dublin descriptors.

  24. Condonementand Compensation • Condonement: The process by which an assessment board, in consideration of a student’s performance, recommends that failure in part of the programme does not need to be redeemed in order for the student to progress or to gain the award for which s/he is registered. Credit is not awarded in respect of the failed area. • Compensation: The process by which an assessment board, in consideration of a student’s overall performance recommends that credit be awarded for part of the programme in which the student has failed to satisfy the assessment criteria, on the grounds that the positive aspects of the overall performance outweigh the area of failure.

  25. QAA • [A1] “Credit is awarded when the specific set of learning outcomes for a module or programme have been successfully achieved as demonstrated through completion of assessment to a threshold standard”. • [A3.2] ‘Expectation’: • “Degree-awarding bodies ensure that credit and qualifications are awarded only where: • achievement of relevant learning outcomes (module learning outcomes in the case of credit and programme outcomes in the case of qualifications) has been demonstrated through assessment • both UK threshold standards and their own academic standards have been satisfied”…

  26. The issue • Institutions which require students to satisfy all the learning outcomes.

  27. Do we encourage credit transfer?

  28. Shelf-life of credit

  29. Any Questions?

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