PLANNING AND DESIGNING

1

• PLANNING AND DESIGNING
• ASSIGNMENTS
• NQF BTEC Levels 2 3
• (including Short Courses at Levels 1-3)

2
Learning Outcomes, Content, Grading Criteria

• The unit abstract/description summarises the
  context of the unit within the qualification
• The learning outcomes give an overview of what
  the learner is expected to do to achieve the unit
• The unit content describes the scope of the
  evidence required to achieve the learning
  outcomes
• The assessment of each unit is criterion-reference
  d

3
Learning Outcomes, Content, Grading Criteria

• The grading criteria are set out in the grading
  grid of the unit specification
• Essential guidance for tutors gives advice on
  delivery and assessment
• Links to other units, national occupational
  standards, essential resources, indicative
  reading and key skills mapping

4
Unit Content

• The unit content provides the programme of
  learning for the successful completion of the
  learning outcomes
• Each learning outcome has prescribed content key
  phrases or concepts listed in italics
• Sub lists without e.g. are prescriptive and
  should be covered during delivery
• Sub lists preceded by e.g. are indicative and
  therefore not all listed items have to be
  delivered

5
Unit Content

• Assessment is based on evidence to meet the
  grading criteria and will include relevant areas
  of the unit content as described in essential
  guidance for tutors on assessment
• Detailed lists provide an indicative range to
  support the specific topic item
• Unless specified in the grading criteria, not all
  of the unit content is expected to be assessed in
  every unit

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Points to Consider When Devising Assignment Briefs

• Will one assignment cover all grading criteria?
• If not how will you divide the unit criteria
  across a number of assignments?
• Will units be individually assessed or will you
  have integrated assessments across units?
• How will you track criteria assessed and achieved
  across integrated assignments?

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Points to Consider When Devising Assignment Briefs

• How will you schedule assignments across the
  course so that learners have a balanced
  programme?
• How will you use formative assessment sessions to
  encourage learners achievement?
• Remember to refer to essential guidance for
  tutors on delivery and assessment

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Designing Assignments

• A good assignment brief
• Indicates programme and unit details
• Has a scenario in a vocational and interesting
  context, at the appropriate level
• Uses suitable vocational language
• Gives sufficient guidance to the learner
• Allows achievement of targeted grading criteria
• Is clearly presented with tasks indicating which
  grading criteria can be evidenced
• Gives clear deadlines for assessment

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Designing Assignments

• A variety of methods of assessment can be used
• Presentations
• Log books/diaries
• Role play, surveys
• Articles for journals, press releases
• Observations of practical tasks
• As well as written reports or an account of

10
Designing Tasks

• They should allow the learner to fully achieve
  the grading criteria at pass, merit or
  distinction
• Note differentiation in grading criteria
• Pass demonstrate, identify, describe, select,
  use
• Merit explain, analyse, monitor, compare
• Distinction assess, evaluate, recommend,
  justify
• Tasks should not just repeat the grading criteria
• As a general rule an individual grading
  criterion should not be split between different
  assignments, though there may be exceptions to
  this (e.g. Art Design, Construction)

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Assignment Briefs

• All assignment briefs should be internally
  verified before being issued to learners
• Internal Verifier (IV) feedback should
  demonstrate rigorous scrutiny on fitness for
  purpose of the briefs
• Any appropriate assessor action following IV
  feedback should be endorsed by the IV
• IV evidence should be made available to the
  External Verifier (EV) on assignments submitted
  for NSS
• EV judges whether the assignment is fit for
  purpose