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Unit writing training


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Unit writing training

  1. 1. Unit Writing<br />HN Review<br />May 2011<br />Scottish Qualifications Authority<br /><br /><br />
  2. 2.
  3. 3. Agenda<br />
  4. 4. Outcomes<br />Describe the unit writing process.<br />Identify and locate support materials.<br />Identify the unit specification template.<br />Explain Bloom’s Taxonomy.<br />Write a unit specification.<br />
  5. 5. Outcome 1: Describe the unit writing process<br />
  6. 6. Outcome 2: Identify and locate support materials<br />Documentation<br />Writing Higher National Units using the revised format<br />Online resources<br />SQA Groupspace for unit writers<br />People<br />Vetter<br />Qualification leader<br />Lead developer (Gerry)<br />SQA officer (Caroline)<br />
  7. 7.<br />
  8. 8. Outcome 3: Identify the unit specification template<br />
  9. 9. Outcome 4: Explain Bloom’s Taxonomy<br />
  10. 10. Outcome 5: Write a unit specification<br />Devising the title<br />Stating the unit purpose<br />Determining level and credit<br />Writing outcomes<br />Writing knowledge and skills statements<br />Writing evidence requirements<br />Producing assessment guidelines<br />Holistic assessment<br />
  11. 11. Devising the title<br />One line summary of the unit’s contents<br />State the area of skills and knowledge<br />Examples<br />Software Development<br />Operating Systems: Virtualisation<br />Troubleshooting PC Problems<br />Don’t…<br />Use “Introduction to…” or equivalent<br />Begin with a conjunction such as “A” or “The”<br />Use numbers<br />
  12. 12. Stating the unit purpose<br />Brief summary of what the unit is about<br />The summary leads to the outcomes<br />May include information about target group(s) or progression routes<br />Example<br />“The purpose of this unit is to provide the knowledge and skills required to write Higher National unit specifications. It is intended for college lecturers who wish to acquire these competences to enable them to participate in unit writing as part of the Higher National Review of HNC/D Computing.”<br />
  13. 13. Determining level and credit<br />Level<br />Use the SCQF system<br />Use the SCQF level descriptors<br />It’s not a science!<br />Credit<br />Express as HN credits and SCQF points<br />1 HN credit = 40 hours of guided learning<br />1 HN credit = 8 SCQF points<br />Avoid fractional values<br />Round up<br />
  14. 14. SCQF descriptors<br />
  15. 15. Writing outcomes<br />Follows from purpose<br />Normally 3-5 outcomes per unit<br />Prefaced with: “On completion of the unit, candidates should be able to:”<br />Begins with a verb<br />Use Bloom’s Taxonomy<br />Don’t use intangible verbs such as “Know” or “Understand”<br />Don’t use vague verbs such as “Demonstrate” or “Illustrate”<br />Avoid process-oriented outcomes such as “Use” or “Participate”<br />
  16. 16. Writing outcomes: examples<br />State the main roles in an Information Services Department<br />Describe the main stages in the software development life cycle<br />Explain a virtual machine<br />Test a computer program<br />Analyse a network fault<br />Resolve a customer problem<br />Create a flowchart to illustrate a common problem solving procedure<br />
  17. 17. Writing knowledge and skills statements<br />Essential knowledge and skills needed to achieve the outcomes<br />Background knowledge/underpinning skills<br />New knowledge/new skills<br />General knowledge<br />Soft skills<br />Not performance criteria<br />Don’t define standards<br />Don’t define quantity or quality<br />
  18. 18. Examples<br />Describe the unit writing process<br />Structure of qualifications<br />Need for national standards<br />Role of awarding bodies<br />Role of writer and vetter<br />Main stages in the writing process<br />Quality control within the writing process<br />Inter-personal skills needed<br />
  19. 19. Examples continued<br />Identify and locate support materials<br />Background knowledge?<br />Underpinning skills?<br />New knowledge?<br />New skills?<br />
  20. 20. Writing evidence requirements<br />What candidates have to do to produce evidence that they have achieved the outcome(s)<br />The type of performance<br />The standards expected<br />The volume of evidence<br />Any essential conditions<br />Evidence for all skills<br />Sampling of knowledge<br />Do not specify the instrument of assessment<br />
  21. 21. “Describe the unit writing process”<br />The evidence for this outcome comprises a knowledge assessment that samples from the knowledge and skills statements in the outcome. The assessment will consist of a number of short answer or selected response questions, undertaken under controlled conditions without access to reference material. Each assessment should consist of a different sample of knowledge and skills.<br />
  22. 22. Producing assessment guidelines<br />This section is not mandatory<br />It provides guidance on the assessment activity that will generate the required evidence<br />It suggests how best to carry out the assessment<br />It may suggest a specific instrument of assessment including duration and pass mark<br />
  23. 23. This outcome could be assessed by a multiple-choice test, comprising 25 questions, with a pass mark of 15 out of 25 (60%). The questions would be drawn from each of the knowledge and skills statements. A distribution of questions could be:<br />Structure of qualifications (3 questions)<br />Need for national standards (2 questions)<br />Role of awarding bodies (4 questions)<br />“Describe the unit writing process”<br />
  25. 25. Holistic assessment<br />Do not assess each outcome<br />Assess the unit as a whole<br />Aim for one assessment per unit<br />No more than one knowledge and one practical assessment per unit<br />Sample knowledge<br />Don’t produce long lists of knowledge and skills<br />
  26. 26. Questions & Answers<br />