Transcript Education in South Africa

Unit Standard Form
for Approval by Senex
7 March 2005
Professor Wendy R. Kilfoil
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
Approval, registration, accreditation


Internal: Senex
External:

SAQA registers on NQF through SGB/ NSB
Routes and responsibilities

Lecturers

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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.
Unit standard v. module

Unit standard
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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

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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

Unit = one
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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
1.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
Examples of titles
Unisa title
Unit standard title:
Verb – noun – modifier
Financial performance
measurement and control
Undertake measurement and
control of financial performance
Strategic Marketing
Plan and evaluate strategic
marketing
Intervention and Adjudication
Demonstrate knowledge and
understanding of the intervention
and adjudication process with
regard to child abuse
Skills Development Facilitation
Facilitate skills development
2. Level on NQF

Interim registered qualifications:
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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
Determining appropriate level
 Articulation
with other qualifications/
modules (‘learning pathway’)
 Intuition of discipline specialists
 Benchmarking with other
universities
 Using level descriptors: ‘complexity
of learning’
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.
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

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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)
Calculating notional hours

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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.
5. Purpose

The purpose statement focuses on:

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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.)
Formulating a purpose
statement
Inappropriate purpose
statements
To help learners develop …
… provide learners with an
advanced knowledge … in the
field of …
… to equip learners …
… introduce learners …
…develop an understanding of
…
… empower the learners to
understand …
Better ways to express
purpose
Those who achieve this
unit standard/ module
can …
Qualifying learners can
…
The purpose of the
learning is …
6. Learning assumptions

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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
7. Range statement for the
whole unit standard

The following scope and context apply
to the whole unit standard …
8. Outcomes, assessment
criteria and range statements
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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
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

Formulating outcomes and
assessment criteria
Current example
Improved example
Learners can use their
skills effectively to
assess, process and
evaluate information on
matters pertaining to
culture and law.
Assess, process and
evaluate information on
matters pertaining to culture
and law
Comment:
The assessment criteria for
this specific outcome should
go on to define what we
consider to be effective
performance
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.
Substance of assessment
criteria


Capture requirements for fair, valid and
reliable assessment procedures appropriate
to field, level, etc.
Relate to full range of learning:

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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
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

Rubrics
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.
Determining assessment
criteria

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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.
Analysis of outcome
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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?
Formulation of assessment
criteria

This is known/done to this standard – e.g.
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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.

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The product conforms to design specifications.
The language and terminology are appropriate to
the intended audience.
Noun-verb-standard
Noun
Verb
Standard
The product
conforms
to design
specifications.
The
consequences of
the following
unsafe practices
are described
in terms of
potential impact
on personal
safety, production
and productivity.
Example


Specific outcome 1: Prepare a status report for management
Assessment criteria:

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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.

……………
Suggestions on assessment
criteria
Current information
Suggested criteria
Describe the accounting equation
Distinguish between financial
information
Explain the approaches
The accounting equation is applied
correctly within the given context.
Interpretations are consistent with
and are justified by the information
supplied in the financial statements.
Use subject specific legal argument
to analyse materials on culture and
law
Materials on culture and law are
analysed in line with subject-specific
legal arguments.
Evidence must show that the learners are
able to recognise, understand and
explain in writing, the medical and clinical
intervention in cases of child abuse – and
recognising and understanding
psychological intervention in cases of
child abuse.
Explanations of medical
interventions identify the key
features, actions and expected
results of the interventions
Explanations are consistent with
Checklist for assessment
criteria 1
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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.
Checklist for assessment
criteria 2
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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.
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 include income
statements, balance sheets and cash flow
statements.

Range statements

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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.
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.

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.

Embedded knowledge

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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
Embedded knowledge examples
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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)
Additional information
Practical work
 Laboratory work
 Mentoring/ learnerships
 Tutorials and vacation schools
 Legal requirements; e.g. registration as
a social worker/ nurse
