Terminology guide


Below is a guide to the Key Terms used by the National Credit Framework, and therefore all of the Learning Matters Networks or home

The Key Specifications | A Guide to Terminology

 

The key specifications of the Credit Framework are put forward in 'A Basis for Credit?' (FEU 1992) and then further refined in 'Beyond a Basis for Credit' (FEU 1993). From 1 August 1994 all OCNs have agreed to adopt these specifications and to apply them throughout their accreditation procedures.

The Unit

A unit within the Credit Framework is defined as 'a coherent set of learning outcomes'.

'Learning outcomes' describe those things which a learner is expected to know, understand or do on completion of a process of learning.

All units within OCN-accredited programmes will be represented in terms of:
a title, learning outcomes, assessment criteria.

Through the process of accreditation, OCNs will determine for each unit its:
credit value and level within the National Credit Framework.

 

Credit

Within the Credit Framework, a quite specific definition of 'credit' has been developed: A credit is awarded for those outcomes which a learner, on average, might reasonably be expected to achieve in a notional 30 hours of learning.

This definition of credit is also used by OCNs to ascribe credit value to a unit. Credit value therefore defines:
the number of credits a learner may achieve through the successful completion of a
unit within the Credit Framework.

 

Learning Level s

Within the credit framework levels have the following key features:

i. There are four levels prior to Higher Education. These are called:

Entry Learning Level
Learning Level One
Learning Level Two
Learning Level Three

ii. These levels relate to all learning achievements.

iii. Each unit has a particular level within the credit framework.

 

Learning Level Descriptors

These levels have the following descriptors:

Entry
The acquisition of a limited range of basic skills, knowledge and understanding in highly
structured and self-referenced contexts which permit the identification of progression
from the learner's point of entry to the learning process.

One
The acquisition of a foundation of competences, knowledge and understanding in a
limited range of predictable and structured contexts that prepare the learner to
progress to further achievements.

Two
The acquisition of a broader range of competences, knowledge and understanding which
demonstrate the extension of previous abilities in less predictable and structured
contexts and prepare the learner to progress to further achievements.

Three
The acquisition of a more complex range of competences, knowledge and understanding
in contexts which develop autonomous, analytical and critical abilities that prepare
the learner to progress to further independent achievements.

Equivalences

The following chart illustrates the approximate equivalences between credit framework levels and other forms of measuring achievement.

Learning Level Three
NVQ3
GNVQ Advanced
A Learning Level

Learning Level Two
NVQ2
GNVQ Intermediate
GCSE A* - C

Learning Level One
NVQ1
GNVQ Foundation
GCSE D - G

Entry to directory

 

A Guide to Terminology

Here are the key terms used within the National Credit Framework with a description and specification for each.

TERM DESCRIPTION
Assessment Criteria Statements which enable judgements to be made about the achievement of a learning outcome or outcomes.
C.A.T.S Credit Accumulation and Transfer System.
Credit
Credit is awarded to learners on the successful completion of a unit or units once appropriate assessment procedures have been followed. A credit is awarded for the achievement of those outcomes which a learner, on average, might reasonably be expected to achieve in a notional 30 hours of learning.
Credit Accumulation The process of accumulating credits towards an identified target.
Credit-based Qualification A structure within which particular sets of credit achievement can be represented.
Credit Framework A set of specifications, incorporating unit, credit value and level, for describing, valuing, recognising and comparing achievements.
Credit Value The number of credits a learner may achieve through the successful completion of a unit. It is arrived at by taking the notional learning time required to achieve the specified outcomes and dividing it by 30.
Delivery The process that describes how the learning provider enables the learner to achieve.
Learning Outcome A statement which identifies what a learner is expected to know, understand or do as a result of successfully completing a process of learning.
Learning Level The degree of complexity, learner autonomy and required range of achievement derived from agreed level descriptors
Learning Level Descriptors A method of identifying a unit within a progressive hierarchy of achievement.
Module A subset of a learning programme in which a set of units is organised into a practical way to deliver learning.
Programme The organisation of learning opportunities within which learners are offered the opportunity to achieve credit.
Unit A coherent set of learning outcomes and assessment criteria to which credit value and level are ascribed.


 

 

Use of this site implies you accept our term, conditions and copyright statements.
All material on this site (with the exception of the ABCD data) is protected by copyright. The copyright owner is Learning Matters. This includes all programme and module details. Database copyright applies.