Give credit where it’s due. My credit's as good as

yours! QCF, FHEQ and other credit compared (Dr

Steve Hill, RDI Ltd APL adviser and independent HE consultant)

Course/programme/ award design and validation

Module/unit design Assessment design Assessment decisions (marking/moderation)

for both modules and awards Admissions/recruitment Recognition of prior learning (RPL) including

certificated and experiential learning (APCL/APEL)

How do different credit frameworks affect me?

Qualifications can cross boundaries (QAA/Ofqual 2011)

Other frameworks: Bologna (European HE qualifications framework)

Other frameworks: European qualifications framework

FHEQ is primarily qualification driven, with a ‘top-down’ approach where programme outcomes are derived from subject benchmark statements and professional body requirements.

QCF is a credit framework, replacing the earlier NQF, which was qualification driven and didn’t use credit

QCF is unit (module) based, with programmes designed around existing or new units, so is a ‘bottom-up’ approach

Rules of Combination (RoC) define how units are to be used in qualifications.

QCF and FHEQ

FHEQ: Module learning outcomes must be met, but minor module failure can be compensated or condoned.

Overall module pass typically for an aggregated mark in assessment

The 2012 UK Credit Forum Survey found 28% awarded credit where condonement used, and 52% where compensation used

57% required all learning outcomes to be met for module credit.

Extensive use of RPL-69% of HND and 81% of FD allow full use of relevant prior credit.

Awarding credit in FHEQ and QCF 1

QCF: unit learning outcomes must be met by demonstrating all related assessment criteria

Assessment must show that all assessment criteria have been met.

Compensation/condonement not permitted Exams not usually seen as fit to ensure

assessment criteria are met QCF qualifications and units are pass/fail,

although awarding organisations can include supplementary grading (e.g. merit and distinction grades in HNDs).

Awarding credit in FHEQ and QCF 2

QCF rules require that a minimum of 50% of credit must be at the level of the programme

This can distort programme design, e.g. 3 year programmes at level 6 must have 50% of units at level 6?

The no compensation rule means all units must be passed

Awards are typically pass only FHEQ programmes typically require less, e.g. honours

degrees typically require only 120 credits (from 360) at level 6

Compensation is typically allowed Much more use of grades of pass: degree classifications

etc.

Credit and qualifications

Ofqual is the regulator for the QCF QAA regulates degree awarding bodies The QAA Quality Code has ‘expectations’ that all HE providers

are required to meet (not just universities) QAA reviews HE in private colleges as part of ‘Educational

oversight’, so such colleges offering QCF qualifications are expected to meet the Quality Code expectations

The Quality Code chapter B6, from August 2014, requires that ‘HE providers operate equitable, valid and reliable processes of assessment, including for the recognition of prior learning, which enable every student to demonstrate the extent to which they have achieved the intended learning outcomes for the credit or qualification being sought’.

Does this pose problems for RPL, compensation and condonement?

Regulation of HE in England

Ofqual no longer accredits qualifications prior to use by learners, but delegates this to recognised awarding organisations (AOs)

A large % of units did not conform to regulatory requirements, but this did not necessarily affect delivery or assessment

Little use in practice of RPL Centres unclear about their responsibilities to avoid plagiarism and

collusion Titling requirements (only award, certificate or diploma permitted,

and all qualifications of 37 credits or greater are ‘diplomas’) differ from pre-QCF titling conventions

The requirement that all learning outcomes and their associated assessment criteria must be met makes assessment burdensome, examinations problematic, grading difficult and makes higher level qualifications difficult to fit into the QCF

Source: http://wales.gov.uk/docs/dcells/publications/111406reporten.pdf

QCF reports: 2010 Ofqual evaluation (2011)

Two-thirds of AOs operating in the sector have qualifications and assessment that do not meet expected standards for their level

All AOs included in the sample provided examples of students’ work that did not meet the standards.

Standards of provision fall below what is required Actions taken by Ofqual against AOs include

withdrawal of recognition, voluntary withdrawal of level 7 qualifications by an AO and action plans to address Ofqual’s concerns

Source: http://ofqual.gov.uk/ofdoc_categories/monitoring/thematic-reviews/

Ofqual review of level 6 and 7 ‘tier 4’ QCF provision 2013

NQF: often not credit based, but qualifications made-up of units e.g. HNDs to 2012. ◦ Not always easy to determine credit equivalence where no

credit values used e.g. BCS HE qualifications, the ACCA qualification.

Overseas frameworks: similar frameworks can be found in for example South Africa, Australia, Malaysia, Mauritius

US-style systems: 4 year degrees, typically requiring 120 credits. So if 30 US credits equate to one year, then multiply cr value x 4 to get approx. credit value.

NARIC useful for information about the level and details of overseas qualifications

Other credit and qualification systems

Qualifications can cross boundaries leaflet 2011: http://wales.gov.uk/docs/dcells/publications/110920qualificationsguideen.pdf

UK Credit Forum Survey 2012: http://www.seec.org.uk/wp-content/uploads/2013/seec-files/UK%20Credit%20Survey%202012%20-%20M.%20Flinn.pdf

Review of credit accumulation and transfer policy and practice in UK higher education HEA 2013: http://www.heacademy.ac.uk/assets/documents/flexiblelearning/Flexiblepedagogies/Review_of_Transfer_of_Credit_Report.pdf

Regulatory arrangements for the QCF (2008): http://ofqual.gov.uk/ofdoc_categories/regulatory-policy/regulatory-arrangements/

The UK Qualifications and credit framework: a critique. Stan Lester 2011 http://www.sld.demon.co.uk/qcf.pdf

Further Information