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Setting the standards
Using verbs and command words effectively when writing units or
designing assignments
April 2013
Issue 1.1
2
Prepared by Alison Mitchell, Phil Jones and Natalie Muller
References to third-party material made in this document are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein.
(Material may include textbooks, journals, magazines and other publications and websites.)
All the material in this publication is copyright � Pearson Education Ltd 2013
Setting the Standard
3
Introduction
Pearson: leading on standards At Pearson, we want to make sure that our learners are confident in the standard of our
qualifications. Everyone involved in the design and delivery of a qualification also needs to
be confident that the assessment requirements are being interpreted in the same way.
The aim of this document is to support and give guidance to qualification designers and
writers, assessors and deliverers on the use and interpretation of language used for
assessment criteria.
Qualification writers can use this guide to make sure there is consistency across
subject areas and vocational sectors.
Centres can use the guide to help them prepare valid assignments for their
learners or interpret assessment criteria.
Standards verifiers can use the guide to make sure centres are applying the same
measures to each assessment criterion.
Pearson: applying the standards Guidance on the use of verbs in assessments was provided by the regulator when the
Qualification and Credit Framework was first introduced. However Pearson has expanded
the list of ‘command words’ to include verbs used in Pearson assessments.
‘Command words’ are not associated with specific levels. A learner working at level 2 could
be expected to evaluate a simple, familiar activity whilst a learner at level 7 could be
asked to identify theoretical perspectives for a specialist subject area. It is more important
that the ‘command word’ allows the learner to demonstrate their knowledge and
understanding in the most appropriate way. (See Annex for Ofqual Level Descriptors)
Pearson: setting consistent standards This guidance can be used with general qualifications and vocational qualifications. We
want to be confident that irrespective of the type of qualification a learner is working
towards, the same definitions are applied.
Setting the Standard
4
Section 1
Definitions of verbs or ‘command words’ used for assessment
We use different verbs at the beginning of assessment criteria to indicate the type of
evidence required. For example:
Describe types of play that can increase confidence in shy children
Outline ways in which faith groups can work together to promote diversity
Demonstrate communication skills when working with customers.
When assessing the learning outcome or learning aim, you need to interpret the meaning
of the verb in order to set the standard. The verbs or ‘command words’ in this section give
you:
the verb that may be used;
a definition which informs the standard required;
some suggested forms of evidence that could support the standards; and
words that have a similar meaning to the verb. This may be useful when explaining a
command word to the learner.
Remember
1. Learners must provide sufficient evidence to show competence.
2. Read the definition of the verb along with the full assessment criteria.
3. The methods of providing evidence are suggestions only. The evidence must be
relevant to the assessment criteria.
Setting the Standard
5
Assessment word
This definition informs the standard
Suggested evidence to be read in conjunction with assessment guidance
Umbrella words that sit under/within assessment words
Analyse The learner work, performance, practice or verbal presentation shows methodical and detailed examination that has broken down a theme, topic or situation in order to interpret and study the interrelationships between the parts.
Evidence may be shown in:
written form or through non verbal performance and practice; or
verbal presentation and supported by assessment records, witness statement or observation documentation.
Explore
Examine
Investigate
Experiment
Interrogate
Extrapolate (see also Extract)
Infer (see also Extract)
Diagnose
Deconstruct
Assess The learner can give careful consideration to all factors or events that apply, to identify those which are the most important or relevant and arrive at a conclusion
Evidence may be shown in:
written form or through non verbal performance and practice; or
verbal presentation and supported by assessment records, witness statement or observation documentation.
Appraise
Estimate
Determine
Weigh up
Analyse
Communicate The learner is able to convey ideas or information to others
Evidence may be shown in:
written form or through non verbal performance and practice; or
verbal presentation and supported by assessment records, witness statement or observation documentation.
State
Tell
Inform
Report
Advise
Brief
Setting the Standard
6
Assessment word
This definition informs the standard
Suggested evidence to be read in conjunction with assessment guidance
Umbrella words that sit under/within assessment words
Compare The learner can identify the main factors relating to 2 or more items/situations or aspects of a subject that is extended to explain the similarities, differences, advantages and disadvantages. In some cases, say which is best and why.
Evidence may be shown in:
written form or through non verbal performance and practice; or
verbal presentation and supported by assessment records, witness statement or observation documentation.
Differentiate
Distinguish (also Identify)
Discriminate
Contrast
Define The learner work, performance or practice states or describes the nature, scope or meaning of a subject as objective facts
Evidence has to be the learner’s own interpretation or clearly referenced if others’ sources are used.
Interpret
Establish
Specify
Set out
Demonstrate The learner work, performance or practice evidences the ability to carry out and apply knowledge, understanding and/or skills in a practical situation.
Evidence may be seen through:
verbal or written statements; or
reasoned argument; and should be understood by others.
Display
Present
Exemplify
Use
Establish
Show
Describe The learner work, performance or practice gives a clear, objective description that includes all the relevant features and information about a subject – think of it as ‘painting a picture with words’.
Evidence may be shown in:
written form or through non verbal performance and practice; or
verbal presentation and supported by assessment records, witness statement or observation documentation.
Express
Outline
Summarise
Detail
Recount
Setting the Standard
7
Assessment word
This definition informs the standard
Suggested evidence to be read in conjunction with assessment guidance
Umbrella words that sit under/within assessment words
Discuss The learner considers different aspects of:
a theme or topic;
how they interrelate; and
the extent to which they are important.
A conclusion is not required.
Discussion is seen through:
verbal or written statements; or
reasoned argument that is constructive and enhances understanding of a subject or situation.
Interact
Agree
Negotiate
Resolve
Consider
Evaluate The learner work, performance or practice brings together all information and is reviewed to form a conclusion, drawing on evidence including:
strengths;
weaknesses;
alternative actions;
relevant data; or
information.
The learner inquiry should lead to a supported judgement of a subject’s qualities and relationship to its context.
Evidence may be shown in:
written form or through non verbal performance and practice; or
verbal presentation and supported by assessment records, witness statement or observation documentation.
Assess
Test
Measure
Judge
Criticise
Critique
Appraise
Explain The learner is able to provide clear details and give reasons and/or evidence to support an opinion, view or argument. It could show how conclusions are drawn (arrived at). The learner is able to show that they comprehend the origins, functions and objectives of a subject, and its suitability for purpose.
Evidence may be shown in:
written form or through non verbal performance and practice; or
verbal presentation and supported by assessment records, witness statement or observation documentation.
Comment
Specify
Make clear
Setting the Standard
8
Assessment word
This definition informs the standard
Suggested evidence to be read in conjunction with assessment guidance
Umbrella words that sit under/within assessment words
Give The learner can provide:
examples;
justifications; and/or
reasons to a context.
Evidence may be seen in:
written form or through non verbal performance and practice; or
verbal presentation and supported by assessment records, witness statement or observation documentation.
Provide
Contribute
Supply
Advance
Proffer
Identify The learner indicates the main features or purpose of something by recognising it and/or being able to discern and understand facts or qualities.
List of:
single words; or
short phrases as written; or
verbal evidence that is supported by a witness statement or observation record
Know
Recognise
Name
Show
Indicate
Locate
List
Illustrate The learner includes images, diagrams or examples to show what is meant within a specific context.
Evidence may be shown in:
written form or through non verbal performance and practice; or
verbal presentation and supported by assessment records, witness statement or observation documentation.
Support
Clarify
Elucidate
Exemplify
Setting the Standard
9
Assessment word
This definition informs the standard
Suggested evidence to be read in conjunction with assessment guidance
Umbrella words that sit under/within assessment words
Interpret The learner is able to state the meaning, purpose or qualities of something through the use of images, words or other expressions
Evidence may be seen in:
written form or through non verbal performance and practice; or
verbal presentation and supported by assessment records, witness statement or observation documentation.
Explain
Understand
Clarify
Construe
Investigate The learner work, performance or practice tests the:
qualities of materials;
techniques;
processes; or
contexts
through practical exploration.
Evidence may be in the form of experiments, samples and/or formal records of investigation results supported by written or verbal explanations
Enquire into
Explore
Analyse
Examine
Scrutinise
Justify The learner is able to give reasons or evidence to:
support an opinion; or
prove something right or reasonable.
Evidence may be shown in:
written form or through non verbal performance and practice; or
verbal presentation and supported by assessment records, witness statement or observation documentation.
Defend
Support
Reason
Account for
Rationalise
Substantiate
Setting the Standard
10
Assessment word
This definition informs the standard
Suggested evidence to be read in conjunction with assessment guidance
Umbrella words that sit under/within assessment words
List The learner provides information as an item by item record of names or things
Written or verbal evidence supported by:
assessment records;
witness statement; or
observation record. Evidence may be single words, short phrases or labelled diagrams.
Not advised where content is presented on same page as learning outcomes or assessment criteria
Catalogue
Sort
Rank
Index
Manage The learner can engage with and influence an activity or process
Written or verbal evidence that is supported by:
assessment records;
witness statement; or
observation record.
Evidence may also include minutes of meetings, action plan, diary, logs, blogs.
Reorganise (see also revise)
Manipulate
Supervise
Lead
Run
Outline The learner work, performance or practice provides a summary or overview or a brief description of something.
Written or verbal evidence that is supported by:
assessment records;
witness statement; or
observation record.
Evidence may also include notes, logs, blogs
Draft
Map
Synopsis
Resume
Précis
Essence
Setting the Standard
11
Assessment word
This definition informs the standard
Suggested evidence to be read in conjunction with assessment guidance
Umbrella words that sit under/within assessment words
Perform The learner can carry out or execute what has to be done to complete a given activity or to demonstrate personal achievement for an audience
Written or verbal evidence that is supported by:
assessment records;
witness statement; or
observation record
Evidence may include photographic or video evidence, logs, blogs, social media
Execute
Carry out
Implement
Operate
Plan The learner creates a way of doing a task or series of tasks to achieve specific requirements or objectives showing progress from start to finish.
Written or verbal evidence that is supported by:
assessment records;
witness statement; or
observation record.
This may cover a timeframe or be a diagram.
The methods will show how the learner intends to manage forthcoming events.
Prepare
Set
Schedule
Propose
Objective
Devise
Record The learner can systematically retain or refine information using various media in formats that are appropriate to the task or response to an assignment or brief
Written or verbal evidence that is supported by:
assessment records;
witness statement; or
observation record
Evidence may include photographic or video evidence, logs, blogs, social media.
Graph
Tabulate
Cite
Annotate
Illustrate
Account
Evidence
Setting the Standard
12
Assessment word
This definition informs the standard
Suggested evidence to be read in conjunction with assessment guidance
Umbrella words that sit under/within assessment words
Report The learner can adhere to protocols, codes and conventions where matters, findings or judgements are set down in an objective way.
Written or verbal evidence supported by assessment records, witness statement or observation record. May include photographic or video evidence, logs, blogs, social media
Communicate
Detail
Outline
State
Summarise
Present
Research The learner proactively seeks information and can identify the means and resources to do so.
Information should be reviewed and used to inform:
the progress of work;
performance; or
practice.
Findings could be used to:
make choices;
make recommendations; or
reach new conclusions
Written, verbal or non-verbal evidence (pictures, diagrams, practical experiments or sampling).
Evidence should include records of reference sources – books, magazines, websites etc to show understanding of plagiarism.
Seek
Investigate
Study
Examine
Explore
Review
The learner is able to make a formal assessment of work produced.
The assessment allows the learner to:
appraise existing information or prior events; and
reconsider information with the intention of making changes, if necessary
Evidence may be seen in:
written form or through non verbal performance and practice; or
verbal presentation and supported by assessment records, witness statement or observation documentation
Reflect
Assess
Evaluate
Examine
Re-assess
Re-evaluate
Setting the Standard
13
Assessment word
This definition informs the standard
Suggested evidence to be read in conjunction with assessment guidance
Umbrella words that sit under/within assessment words
Select The learner chooses the best or most suitable option whether this is of materials, techniques, equipment or processes. The options and choices should be based on specific criteria
Evidence may be seen in:
written form or through non verbal performance and practice; or
verbal presentation and supported by assessment records, witness statement or observation documentation
Choose
Show The learner work, performance or practice presents evidence using knowledge, understanding and skills
Evidence may be seen in:
written form or through non verbal performance and practice; or
verbal presentation and supported by assessment records, witness statement or observation documentation
Use
Present
Produce
Convey
Exhibit
State The learner is able to express the condition of, or facts about something definitely or clearly
Evidence may be seen in:
written form or through non verbal performance and practice; or
verbal presentation and supported by assessment records, witness statement or observation documentation
Present
Put into words
Communicate
Setting the Standard
14
Assessment word
This definition informs the standard
Suggested evidence to be read in conjunction with assessment guidance
Umbrella words that sit under/within assessment words
Summarise The learner can gathers together all of the main aspects of a given situation or experience in a condensed format.
May be short written or verbal evidence that is supported by assessment records, witness statement or observation record. May include photographic or video evidence, logs, blogs, social media
Condense
Synopsis
Précis
Resume
Setting the Standard
15
Section 2
Words used for setting tasks within assignment briefs, projects or tasks
To produce their best work, learners need to:
understand the assessment that they are being asked to submit;
know that the assessment is meaningful; and
be able to provide sufficient evidence that is relevant and valid.
Designing valid tasks and assessments is therefore a key element of Pearson
qualifications.
Section two provides a wide range of verbs, and alternatives that may be used in different
types of assessment to help learners provide appropriate evidence. Each word is defined
and where appropriate, examples of evidence are given.
Page | 16
Task word
Adequate The learner work, performance or practice is satisfactory or acceptable in the quantity and quality required at the level of the qualification
These are typically measured through the expectations of the assignment.
Sufficient
Enough
Acceptable
Average
Annotate Typically this is a note added to drawing, image or text for explanation or comment; often showing reasons for taking actions or justifying choice as the work progresses
Annotation can be evidenced on the work or by using Post-it notes or other labels.
Comment on
Explain
Elucidate
Reference
Cross-reference
Corroborate
Apply Existing knowledge, understanding or skills are put into action in a particular, new or different vocational context.
Evidence may be in the form of written work, samples and experiments and final outcomes or performance.
Implement
Use
Employ
Appropriate The selection and use of materials, equipment, techniques and processes are evidenced in ways that reflect the creative aim, brief, theme or context.
Evidence outcomes will be fit for purpose within the context of a vocational assignment or context
Suitable
Relevant
Apposite
Correct
Pertinent
Arrange The learner orders the work, performance or practice according to a defined scheme or criterion
Evidence may be in the form of:
schedules;
action plans;
written work;
samples and experiments; and
final outcomes or performance.
Set out
Order
Organise
Group
Categorise
Structure
Ask The learner will enquire in simple terms
Evidence may be in the form of a questionnaire or recorded verbal evidence supported by observation documents
Question
Interrogate
Page | 17
Task word
Assist The learner is able to co-operate effectively with others in a particular task.
Evidence may be meeting minutes or through discussion.
It may also be in the form of written work, samples and experiments and final outcomes or performance which could be recorded or photographed and assessment records, observation sheets or witness statements.
Help
Support
Assured The learner, work, performance or practice shows confidence in the use of techniques, understanding or knowledge in the application of practical, vocational skills.
Same as above Confident
Self confident
Composed
Certain
Sure
Carry out The learner is able to complete a given or self-generated task or activity.
Same as above Conduct
Perform
Complete
Check Review for accuracy (see also Confirm)
Same as above Edit
Proof read
Test
Clarify The learner is able to explain information or discuss reasons for work, performance or practice in a clear and concise way.
Same as above Spell out
Describe
Coherent The evidence, practice or performance is logically or aesthetically consistent and holds together as a harmonious or credible whole.
Same as above Consistent
Reasoned
Intelligible
Articulate
Lucid
Sound
Page | 18
Task word
Collate The learner is able to collect and present information or evidence in sequence or logical order.
Same as above Assemble
Arrange
Organise
Comment The learner is able to express an opinion or reaction verbally or in writing.
Observe
State
Critique
Debate
Expound
Remark
Venture
Competent The learner has the necessary knowledge, understanding and skill to do something well at the level required, in either amount or extent
Evidence is likely to be gathered in the work setting.
Capable
Proficient
Skilled
Expert
Comprehensive The work, practice or performance shows broad, fully inclusive coverage of a range of factors related to goals, briefs or objectives.
Thorough
Extensive
Complete
Exhaustive
Detailed
Thorough
Substantial
Confident The learner, work, performance or practice demonstrates self-assurance and the secure application of skills or processes.
Certain
Positive
Assured
Assertive
Conduct The learner is able to carry out self initiated or given tasks in vocational contexts
Manage
Control
Carry out
Do
Execute
Perform
Confirm The learner is able to reinforce their understanding of a subject
Clarify
Verify
Prove
Page | 19
Task word
Co-ordinate The learner can place or classify things or subjects in order or rank. Where the learner is working with others, matters are organised, combined or integrated into a logical format
Organise
Arrange
Manage
Order
Rationalise
Systemise
Consider The learner has the ability to deliberate, take into account or attend to matters or situations in a thoughtful manner
Reflect on
Examine
Rate
Consistent The learner, work, performance or practice is reliable, unchanging and constant and is able to be repeated towards achieving goals, briefs or objectives.
Regular
Dependable
Reliable
Uniform
Consult
The learner proactively uses of information sources (see also DISCUSS)
Access (information)
Deliberate
Refer to
Contribute The learner can work towards a common aim either as an effective individual or as part of a group discussion or activity
Participate
Provide
Offer
Volunteer
Suggest
Propose
Recommend
Create The learner can devise a new or enhanced form, character, contribution or solution
Devise
Design
Develop
Invent
Synthesise
Page | 20
Task word
Creative The learner uses materials, techniques, equipment and processes to express ideas, concepts or feelings in new, imaginative and engaging ways.
Evidence will be innovative showing originality of thought and application through the use of materials, processes and technologies, in writing or through verbal presentation or performance
Innovative
Imaginative
Artistic
Inspired
Original
Design The learner creates a plan, proposal, outline or generates ideas/concepts that inform the progress towards meeting the assignment requirements or objectives.
The evidence may be in the form of experiments, samples and/or formal records of investigation results supported by written or verbal explanations. The use of materials, techniques, equipment and processes expresses ideas, concepts or feelings in new and engaging ways.
Outline
Devise
Formulate
Conceive
Scheme
Draft
Detailed The learner, work, performance or practice shows facts or information relevant to the vocational context. It may also show an attention to detail.
Thorough
Complete
Explicit
Exact
Specific
Elaborate
Nuanced
Develop The work, performance or practice shows progress by bringing out the potential of the theme or topic. Where relevant, the learner evidences personal progress in acquiring the vocational knowledge, understanding and skills,
Advance
Progress
Change
Mature
Evolve
Realise
Page | 21
Task word
Diagnose The learner can identify problems or areas for development and provide relevant solutions
Identify
Recognise
Distinguish
Determine
Analyse
Critique
Differentiate The learner can distinguish or describe key elements
Separate
Discriminate
Tell apart
Tell the difference
Demarcate
Discern
Identify
Distinguish The learner can identify and set apart subjects or objects, recognising differences
Characterise
Recognise
Do The learner is able to perform an operation or function
Carry out
Undertake
Practice
Implement
Effective The learner, work, performance or practice shows control over materials, techniques, equipment and/or processes to produce the details and broad aims of goals, briefs, objectives or specific requirements.
Valid
Practical
Competent
Proficient
Engage The learner has shown involvement in the tasks or contexts to produce evidence for assessment
Participate in
Take part
Apply
Interact
Page | 22
Task word
Enhance The work, performance or practice evidenced shows increased quality and/or understanding
Amplify
Improve
Intensify
Develop
Evolve
Define
Refine
Estimate The learner can evaluate or calculate the worth, value or size of something
Evaluate
Gauge
Determine
Ascertain
Discern
Judge
Explore The learner tries out the qualities of materials, techniques or processes through practical investigation, with some record of results.
Investigate
Examine
Research
Scrutinise
Extract The learner is able to derive specific information from available sources
Abstract
Select
Take
Extrapolate The learner can infer or project into a new activity or experience
Transfer
Re-contextualise
Fluent The learner, work, performance or practice is expressed easily and with confidence.
Articulate
Lucid
Cogent
Assured
Proficient
Imaginative The learner, work, performance or practice develops ideas and concepts in fresh, creative, engaging and inventive ways.
Inventive
Original
Ingenious
Innovative
Novel
Implement The learner can fulfil or perform practice, ideas and concepts
Apply
Execute
Utilise
Enact
Expose
Page | 23
Task word
Independent The learner is capable of producing work, performance or practice acting separately from others
Autonomous
Self initiated
Individual
Original
Insightful The learner has, or is able to show an accurate and deep understanding and/or perception within a vocational context
Intuitive
Perceptive
Astute
Discerning
Profound
Judgement The learner can make reasoned decisions from comparison or ideas, experiments or review of practice
Critical
Discriminate
Logical
Appraisal
Assessment
Evaluation
Listen The learner is receptive to information imparted by others
Receive
Consider
Follow
Monitor The learner can track and record progress of work, performance or practice to check or control
Survey
Supervise
Observe
Note
Log
Organise The learner can systematise and order information or activity
Collect
Collate
Match
Order
Score
Prioritise
Co-ordinate (see also Discuss)
Allocate
Participate The learner must be actively involved in the requirements of given units or tasks and/or take part in specific vocational activities
Engage
Involve
Contribute
Page | 24
Task word
Predict The learner can anticipate forthcoming events or processes and their likely outcomes
Formulate
Envision
Prepare The learner can make their work, performance or practice ready to carry out either as a preliminary study, rehearsal or through a series of investigations, experiments or explorations
Produce
Assemble
Arrange
Construct
Plan
Equip
Produce The learner can create an idea or item according to specific criteria or in response to a vocational assignment or brief. (See also CREATE).
Make
Compose
Construct
Generate
Prove The learner is able to substantiate a position or belief providing valid and relevant evidence
Argue (see also Discuss)
Defend
Instantiate
Provide The learner can produce the means or evidence to meet specific demands
Deliver
Supply
Give
Qualitative The learner work, performance or practice is related to, is measuring or is measured by the quality of something rather than its quantity
Worth
Value
Virtuosity
Content specific
Content driven
Recall
The learner can show accurate memory of previously imparted information or prior events to inform their work, performance or practice
Memorise
Repeat
Recite
Restate
Retell
Reproduce
Replicate
Page | 25
Task word
Recognise The learner can identify or provide evidence that they have the knowledge to act on the demands of an assignment or given situation
Acknowledge
Identify
Qualify
Substantiate
Refine The learner is able to improve initial ideas, concepts or work by taking into account self-reflection or evaluation, feedback from others and the review of aims/ objectives.
Process
Hone
Develop
Enhance
Reflect The learner is able to consider all aspects of their work, performance or practice in order to create an action plan or further direction of their work.
Review
Consider
Contemplate
Relevant The learner work, performance or practice is appropriate to the requirements of the assignment, unit requirements or objectives.
Apposite
Related
Germane
Suitable
Pertinent
Respond The learner reacts to external stimuli or approaches by others
Answer
Reply
Responsive The learner reacts to the requirements, external stimuli, approaches and/or objectives in a positive, thoughtful manner.
Receptive
Flexible
Open
Revise The learner appraises existing information or concepts to respond to the outcomes of reflection and feedback
Reassess
Re-evaluate
Modify
Refine
Enhance
Page | 26
Task word
Suggest The learner, work, performance or practice puts forward personal ideas or thoughts for consideration. The viable ideas, thoughts or actions are made in response to situations or requirements.
Initiate
Recommend
Advise
Imply
Supervise The learner can manage a given situation or people to ensure that work, performance or practice progresses within a plan.
Manage
Direct
Observe
Guide
Influence
Oversee
Support The learner may contribute to the success or maintenance of the value of something such as group work or a performance. It may also test how independent a learner is, in the amount of tutor or group input required to achieve the level required.
Confirm
Prove
Validate
Endorse
Ratify
Collaborate
Co-operate
Synthesise The learner, work, performance or practice puts together or is combined into a complex whole and shows strong knowledge, understanding and skill/s.
Unite
Amalgamate
Create
Undertake The learner sets about active participation in an agreed capacity in an engaged manner to a given assignment and time frame
Take on
Manage
Commit to
Page | 27
Task word
Understand The learner is able to demonstrate comprehension of ideas or concepts
Apprehend
Mastery
Comprehend
Assimilate
Page | 28
Annex: Ofqual level descriptors for the Qualification
and Credit Framework (QCF)
QCF level descriptors for Level 1 In each outcome of learning for each unit the learner must demonstrate the following:
Knowledge and
understanding
Use knowledge of facts, procedures and ideas to:
• complete well-defined, routine tasks
• interpret relevant information and ideas
• be aware of information relevant to the area of study or work
Application
and action
• complete well-defined routine tasks
• use relevant skills and procedures
• select and use relevant information
• identify whether actions have been effective
Autonomy and
accountability
• take responsibility for completing tasks and procedures
• subject to direction or guidance as needed
Summary
Level 1
Achievement at level 1 reflects the ability to use relevant knowledge,
skills and procedures to complete routine tasks. It includes responsibility
for completing tasks and procedures subject to direction or guidance.
Page | 29
QCF level descriptors for Level 2 In each outcome of learning for each unit the learner must demonstrate the following:
Knowledge and
understanding
• Use understanding of facts, procedures and ideas to complete
well-defined tasks and address straightforward problems
• Interpret relevant information and ideas
• Be aware of the types of information that are relevant to the area
of study or work
Application
and action
• Complete well-defined, generally routine tasks and address
straightforward problems
• Select and use relevant skills and procedures
• Identify, gather and use relevant information to inform actions
• Identify how effective actions have been
Autonomy and
accountability
• Take responsibility for completing tasks and procedures
• Exercise autonomy and judgement subject to overall direction or
guidance
Summary
Level 2
Achievement at level 2 reflects the ability to select and use relevant
knowledge, ideas, skills and procedures to complete well-defined tasks
and address straightforward problems. It includes taking responsibility for
completing tasks and procedures and exercising autonomy and
judgement subject to overall direction or guidance.
Page | 30
QCF level descriptors for Level 3
In each outcome of learning for each unit the learner must demonstrate the following:
Knowledge and
understanding
• Use factual, procedural and theoretical understanding to complete
tasks and address problems that, while well defined, may be
complex and non-routine
• Interpret and evaluate relevant information and ideas
• Be aware of the nature of the area of study or work
Application
and action
• Have awareness of different perspectives or approaches within
the area of study or work
• Address problems that, while well defined, may be complex and
non-routine
• Identify, select and use appropriate skills, methods and
procedures
• Use appropriate investigation to inform actions
• Review how effective methods and actions have been
Autonomy and
accountability
• Take responsibility for initiating and completing tasks and
procedures, including, where relevant, responsibility for
supervising or guiding others
• Exercise autonomy and judgement within limited parameters
Summary
Level 3
Achievement at level 3 reflects the ability to identify and use relevant
understanding, methods and skills to complete tasks and address
problems that, while well defined, have a measure of complexity. It
includes taking responsibility for initiating and completing tasks and
procedures as well as exercising autonomy and judgment within limited
parameters. It also reflects awareness of different perspectives or
approaches within an area of study or work.
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QCF level descriptors for Level 4 In each outcome of learning for each unit the learner must demonstrate the following:
Knowledge and
understanding
• Use practical, theoretical or technical understanding to address
problems that are well defined but complex and non routine
• Analyse, interpret and evaluate relevant information and ideas
• Be aware of the nature and approximate scope of the area of
study or work
Application
and action
• Have an informed awareness of different perspectives or
approaches within the area of study or work
• Address problems that are complex and non-routine while
normally fairly well defined
• Identify, adapt and use appropriate methods and skills
• Initiate and use appropriate investigation to inform actions
• Review the effectiveness and appropriateness of methods,
actions and results
Autonomy and
accountability
• Take responsibility for courses of action, including, where
relevant, responsibility for the work of others
• Exercise autonomy and judgement within broad but generally
well-defined parameters
Summary
Level 4
Achievement at level 4 reflects the ability to identify and use relevant
understanding, methods and skills to address problems that are well
defined but complex and non routine. It includes taking responsibility for
overall courses of action as well as exercising autonomy and judgement
within fairly broad parameters. It also reflects understanding of different
perspectives or approaches within an area of study or work.
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QCF level descriptors for Level 5 In each outcome of learning for each unit the learner must demonstrate the following:
Knowledge and
understanding
• Use practical, theoretical or technological understanding to find
ways forward in broadly defined, complex contexts.
• Analyse, interpret and evaluate relevant information, concepts and
ideas.
• Be aware of the nature and scope of the area of study or work.
Application
and action
• Address broadly-defined complex problems.
• Determine, adapt and use appropriate methods and skills.
• Use relevant research or development to inform actions.
• Evaluate actions, methods and results
Autonomy and
accountability
• Take responsibility for planning and developing courses of action,
including, where relevant, responsibility for the work of others.
• Exercise autonomy and judgment within broad parameters
Summary
Level 5
Achievement at level 5 reflects the ability to identify and use theoretical
and technical understanding, methods and skills to address problems that
are well defined but complex and non-routine. It includes taking
responsibility for overall courses of action as well as exercising autonomy
and judgement within fairly broad parameters. It also reflects
understanding of different perspectives or approaches within an area of
study or work.
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QCF level descriptors for Level 6 In each outcome of learning for each unit the learner must demonstrate the following:
Knowledge and
understanding
• Refine and use practical, conceptual or technological understanding
to create ways forward in contexts where there are many
interacting factors
• Critically analyse, interpret and evaluate complex information,
concepts and ideas
• Understand the context in which the areas of study or work is
located
• Be aware of current developments in the area of study or work
• Understand different perspectives, approached or schools of
thought and the theories that underpin them
Application
and action
• Address problems that have limited definition and involve many
interacting factors
• Determine, refine, adapt and use appropriate methods and skills
• Use and, where appropriate, design relevant research and
development to inform actions
• Evaluate actions, methods and results and their implications
Autonomy and
accountability
• Take responsibility for planning and developing courses of action
that are capable of underpinning substantial changes or
developments
• Initiate and lead tasks and processes, taking responsibility, where
relevant, for the work and roles of others
• Exercise broad autonomy and judgement
Summary
Level 6
Achievement at level 6 reflects the ability to refine and use relevant
understanding, methods and skills to address complex problems that have
limited definition. It includes taking responsibility for planning and
developing courses of action that are able to underpin substantial change
or development, as well as exercising broad autonomy and judgement. It
also reflects an understanding of different perspectives, approaches or
schools of thought and the theories that underpin them.
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QCF level descriptors for Level 7 In each outcome of learning for each unit the learner must demonstrate the following:
Knowledge and
understanding
• Reformulate and use practical, conceptual or technological
understanding to create ways forward in contexts where there are
many interacting factors
• Critically analyse, interpret and evaluate complex information,
concepts and theories to produce modified conceptions
• Understand the wider contexts in which the area of study or work
is located
• Understand current developments in the area of study or work
• Understand different theoretical and methodological perspectives
and how they affect the area of study or work.
Application
and action
• Conceptualise and address problematic situations that involve
many interacting factors
• Determine and use appropriate methodologies and approaches
• Design and undertake research, development or strategic activities
to inform the area of work or study, or produce organisational or
professional change
• Critically evaluate actions, methods and results and their short and
long term implications
Autonomy and
accountability
• Take responsibility for planning and developing courses of action
that initiate or underpin substantial changes or developments
• Exercise broad autonomy and judgement across a significant area
of work or study
• Initiate and lead complex tasks and processes, taking
responsibility, where relevant for the work and roles of others
Summary
Level 7
Achievement at level 7 reflects the ability to reformulate and use relevant
understanding, methodologies and approaches to address problematic
situations that involve many interacting factors. It includes taking
responsibility for planning and developing courses of action that initiate or
underpin substantial change or development, as well as exercising broad
autonomy and judgement. It also reflects an understanding of relevant
theoretical and methodological perspectives, and how they affect their
area of study or work.