Guide to Integrative Assessment – Final Draft

For use by those piloting the revised design rules for HNQs only

Higher National Integrative Assessments:

Guidance for qualification design teams

Definitive Draft Version – June 2001

Published by the Scottish Qualifications Authority

Hanover House, 24 Douglas Street, Glasgow, G2 7NQ, and Ironmills Road, Dalkeith, Midlothian, EH22 1LE

The information in this publication may be reproduced in support of SQA qualifications. If it is reproduced, SQA should be clearly acknowledged as the source. If it is to be used for any other purpose, then written permission must be obtained from the Publications Officer at SQA. It must not be reproduced for trade or commercial purposes.

© Scottish Qualifications Authority 2001

Contents / Page No
Introduction / 3
Sections
  1. The design of Higher National Certificates and Diplomas (HNC/Ds) using the revised design rules
/ 4
  1. Higher National (HN) Integrative Assessments: an overview
/ 8
  1. Selecting the appropriate method and instrument of Integrative Assessment
/ 10
  1. Completing the HN Integrative Assessment specification
/ 15
  • project-based
  • examination-based

  1. Guidance on fleshing out the project-based Integrative Assessment specification
/ 19
  1. Guidance on fleshing out the examination-based Integrative Assessment specification
/ 24
  1. External moderation
/ 30
Appendices
Appendix 1 – Revised design rules for HNC/Ds
Appendix 2 – HN Integrative Assessment Specification: Project-based
Appendix 3 – HN Integrative Assessment Specification: Examination-based
Feedback Form

For use by qualification design teams developing/revising HNC/Ds using the revised design rules for HNQs only

1

Guide to Integrative Assessment – Final Draft

For use by those piloting the revised design rules for HNQs only

Introduction

Integrative Assessments are a means of ensuring that candidates have achieved the overall aims of an HNC/D group award by assessing the integration of knowledge and/or skills developed in the individual Units which make up that qualification. This is not new, many HNC/Ds already have strong integrative elements such as projects. By introducing Integrative Assessmentswe are extending this good practice to all HNC/Ds.

The purpose of this guide is to provide information and guidance on the design and use of Integrative Assessments. It provides information to assist:

  • qualification design teams to select Integrative Assessments and to complete the Higher National Integrative Assessment specifications which form part of the qualification proposal for validation
  • centres to develop assessment instruments to meet the requirements of the Higher National Integrative Assessment specifications
  • assessors and internal moderators to use Integrative Assessments to assess whether candidates have met the requirements of the HNC/D.

This guide will be of interest to those involved in reviewing, designing and validating HNC/Ds using the revised design rules and to all those involved in the assessment of these HNC/Ds.

Section 1: The design of HNC/Ds using the revised design rules

The Scottish system of HNQs has recently been revisited to take account of the major reviews that have taken place for:

  • the qualifications that provide progression into HNQs, ie National Qualifications, including National Units (replacing National Certificate modules) and Scottish Vocational Qualifications (SVQs)
  • the qualifications into which HNQs provide progression, ie degrees and SVQs.

Following extensive consultation on the system of HNQs which started in January 1995, new design rules for HNC/Ds were agreed by all stakeholders. The new rules will be piloted during Sessions 2001/2002 and 2002/2003 in a selected number of HNC/Ds. Eventually, all HNC/Ds will be brought within the new design rules in a phased programme as they become due for review and revalidation from spring 2003.

Appendix 1 summarises the revised design rules for HNC/Ds.

Although those developing HNC/Ds are required to work within nationally agreed design rules, they still have many decisions to make to ensure that each qualification is fit for purpose.

For example:

  • developing the aims of the group award to meet the needs of employment and progression
  • defining the general structure of the group award and deciding on the mandatory and optional knowledge and skills
  • selecting Higher National Units (HNUs) that will allow candidates to develop the knowledge, understanding and skills necessary to achieve the aims of the group award
  • writing new Units where HNUs are unavailable, assigning them credit values and levels and proposing them for validation by SQA
  • recommending appropriate approaches to assessment for each HNU
  • choosing the recommended entry level and mandatory exit level for core skills and recommending how they might be achieved in the HN programme
  • choosing the method of assessment and type of assessment instrument for the mandatory Integrative Assessments
  • designing appropriate approaches to assessment for individual Units or groups of Units.

1.1Rationale for an HNC/D

Qualification design teams are expected to outline their justification, (rationale) for introducing a new or revised qualification. There are many reasons for going ahead with group award development but they usually relate to meeting employers’ needs and/or enabling or improving progression to degree and other Higher Education (HE) programmes.

The rationale for a group award should be supported by evidence of market research. For existing qualifications which are to be revised this will be augmented by information on the success of the earlier version. Information will include details of numbers starting and completing the group award (data about which are available from SQA) and their subsequent progression history (data about which are available from individual centres).

1.2Aims of the HNC/D

The qualification design team should identify the aims of the HNC/D under the two headings of general aims and specific aims.

General aims: All HNC/Ds have a range of broad aims which are generally applicable to all equivalent HE qualifications, examples of which are:

  • developing candidates’ knowledge and skills such as planning, analysis and synthesising
  • developing employment skills and enhancing candidates’ employment prospects
  • enabling progression within the Scottish Credit and Qualifications Framework (SCQF)
  • developing study and research skills
  • developing transferable skills including core skills.

Specific aims: All HNC/D have aims specifying the knowledge and/or skills which candidates are required to attain in order to be deemed competent in the subject/occupational area of the HNC/D, examples of which are:

  • preparing for employment in an IT/Computing-related post at technician or professional level such as in a technical support or software development role
  • developing a range of contemporary vocational skills relating to the use, support and development of IT systems appropriate to employment at technician or professional level
  • developing options to permit an element of vocational specialisation
  • preparing candidates for progression to further studies in Computing or related disciplines.

Further information on the SCQF is given in Appendix 2.

1.3Access

All HNC/D documentation should include an access statementwhich outlines the knowledge and skills which candidates should ideally bring to their programme of study. The usual way of doing this is to provide a list of qualifications and/or relevant experience which, in the view of the qualification design team, provide candidates with a suitable preparation for the HNC/D. For example, the HNC/D Computing might recommend as an entry platform the Scottish Group Award (SGA) Computing at Higher. It should also contain guidance on the core skills profile considered appropriate for candidates entering for the qualification.

Individual Units may also have in their access statements, reference to lower level Units which would prepare candidates for progression. The access statement for the HNC/D should be compatible with the individual Units’ access statements and vice versa.

1.4Core Skills

In order to meet employment and progression needs, all HNCs and HNDs will have:

  • a recommended core skills profile for entry to the group award
  • a mandatory exit core skills profile for which evidence of achievement is required.

Qualification design teams should specify a recommended core skills entry profile that is in keeping with:

  • the core skills required for a candidate to be able to embark on the HNC/D
  • the mandatory exit profile

All HNCs and HNDs must include a mandatory core skills exit profile of at least three core skills. These will be:

  • Problem Solving at Higher
  • A minimum of two other core skills at Intermediate 2 or Higher - to be selected following market research with users of the qualification.

The exit core skills profile must be certificated, (ie able to be obtained) within the group award - either in the mandatory section, or within all options. Where only the minimum exit core skills profile is used, it is recommended that there are also opportunities to develop and assess the remaining core skills, eg these may be signposted at Unit or at group award level.

The recommended entry, and mandatory exit, core skills profile will be subject to validation.

1.5HNUs

HNUs specify the intended Outcomes and the standard of performance required to achieve them. All Outcomes must be achieved to the standard specified in the Unit. Remember that by a Unit we mean a Unit of certification; the way that the content is taught is a matter for the centre although advice on content and context will be provided through the support notes which form part of the HNU specification.

The format of HNUs has been revised to encourage a more holistic approach to assessment. The new Unit specification places the emphasis on assessing whole Outcomes or a combination of Outcomes rather than on individual performance criteria.

Core skills within HNUs: An HNU may also have a core skill or core skill component embedded in it such that a candidate achieving the Unit also gains credit for or towards a core skill. Claims for core skills credit will be evaluated during the Unit validation process.

Level of Units: All HNUs will be allocated a level appropriate to their position in the SCQF. A level indicates how challenging candidate attainment is in terms of difficulty and/or complexity of the knowledge and/or skills developed by the Unit.

Credit value of Units: All HNUs are allocated a credit value which indicates the volume of achievement. In the SQA system a credit value of one indicates a notional design length of 40 hours of structured learning. HN candidates are normally expected to input a further 40 hours of non-contact time or candidate led effort to consolidate and reinforce learning. Although credit value can vary in 0.5 (20 hours) steps, one-credit Units are by far the most common. The points system used in the SCQF is one point for each 10 hours of candidate effort. Using this model, a one-credit HNU would attract eight points in the SCQF.

(Note: HNUs normally have a credit value of 1.0 (40 hours) but are also available in multiples of 0.5 (20 hours). By exception, 0.25 (10 hour) credit Units can be used where circumstances warrant it. The justification for using 10 hour Units will be closely examined at validation).

1.6Integrative Assessments

All HNCs will include two, and all HNDs will include four, mandatory Integrative Assessments each of one credit. The Integrative Assessments will assess the candidates’ ability to integrate and apply the knowledge and/or skills gained in the individual Units to demonstrate that they have achieved the overall aims of the qualification. Integrative Assessments will be set and assessed (marked) by centres but will be externally moderated by SQA. Each Integrative Assessment will be graded at three levels of achievement A, B, or C. The grading of individual Units (merit) will be phased out.

The use of Integrative Assessments will have a number of positive effects on the design and assessment of HNC/Ds including:

  • differentiation of standard of achievement of the aims of the group award
  • greater consistency of national standards of assessment within and across HNC/Ds
  • smoother progression from National to Higher National Qualifications and from Higher National to degree programmes.

Although candidates normally undertake HNUs as stepping-stones to an HNC or HND, they sometimes opt to complete an HNU on a stand-alone basis. Likewise, once Integrative Assessments have been developed for each HNC/D, centres will be able to offer them to candidates on a stand-alone basis. This will be of value where candidates are seeking to transfer credit for other achievements into an HNC/D.

Integrative Assessments are the subject of the remaining sections of this guide.

1.7Structure of HNC/Ds

  • HNC

Candidates will be awarded an HNC on successful completion of 13 Unit credits plus two Integrative Assessment credits giving a total of 15 credits plus attainment of the requisite exit core skills profile for the group award.

HNCs can include up to two Unit credits at SCQF level 6 (Higher) – the remaining 11 Unit credits will normally be at SCQF level 7 (Advanced Higher/HNC/Scottish Degree Level 1). A small number at SCQF level 8 (HND/Scottish Degree Level 2) can also be included, if that is considered appropriate for the subject area. The two Integrative Assessments in HNCs will be at SCQF level 7.

  • HND

Candidates will be awarded an HND on successful completion of 26 Unit credits plus four Integrative Assessment credits giving a total of 30 credits plus attainment of the requisite exit core skills profile for the group award.

HNDs will normally contain a minimum of 13 Unit credits at SCQF level 8. The remaining credits would be at SCQF level 7 with the exception that up to two Unit credits can be at SCQF level 6 and a small number can be at SCQF level 9 (Scottish Degree Level 3), where that is appropriate. HNDs will contain two Integrative Assessments at SCQF level 7 and two at SCQF level 8.

Section 2: HN Integrative Assessments: an overview

HNC/Ds are assessed by a combination of Unit assessment, and Integrative Assessment of the principal aims of the group award.

The purpose of Integrative Assessments is to assess the candidates’ ability to retain and integrate the knowledge and/or skills gained in the Units; it is not to re-assess evidence produced by candidates to achieve individual Units.

2.1Methods of Integrative Assessment and assessment instruments

The principle methods of Integrative Assessmentare by project or by examination. The assessment instruments that can be used within each method are shown below:

Project-based Assessment Instruments / Examination-based Assessment Instruments
Case Study
Investigation
Practical Assignment / Closed-book
Open–book

2.2Documentation

Determining the method(s) of Integrative Assessment and the assessment instrument(s) to be used for the HNC/D is carried out during the qualification development stage and is subject to validation. The qualification design team will complete the shell document Higher National Integrative Assessment specification for each Integrative Assessment. Appendices 3 and 4 are the shell documents which will be used. These specifications will include:

  • the proposed methods of Integrative Assessment
  • the proposed assessment instrument(s) for the chosen method
  • details of the aims of the group award which are to be assessed by each Integrative Assessment
  • guidance on the marks to be allocated to each of the components parts which make up the Integrative Assessment
  • details of any core skills to be assessed by the Integrative Assessment.

Section 4 provides further guidance for qualification design teams on the completion of the HN Integrative Assessment specification

Once validated, assessors will use the Integrative Assessment specification to flesh out the assessment instrument to assess whether candidates have met the principal aims of the HNC/D.

Sections 5 and 6 provide further guidance for centres on fleshing out the assessment instrument.

2.3Quality assurance of Integrative Assessments

Validation

  • SQA validates the proposed method(s) of Integrative Assessments and the type of assessment instruments to be used as part of nationally-developed HNC/Ds and HNC/D proposals put forward by centres which do not have devolved authority for validating SQA qualifications
  • Centres can select and validate the method(s) of Integrative Assessments and the type of assessment instruments to be used if they have devolved authority for validating SQA qualifications.

The Integrative Assessment specifications form part of the validated HNC/D. Centres wishing to use another method of integrative assessment or another type of assessment instrument would be required to submit their proposals detailing their justification for change for validation.

Draft guidelines for validating HNC/Ds using the revised design rules for HNQs have been developed. Further information about our current practices is available in the Guide to Assessment and Quality Assurance for Colleges of Further Education (A0841, June 1999). This guide is also available on our website (

Moderation

HNC/D Integrative Assessments are internally assessed. By this, we mean that centre-based assessors:

  • flesh out the assessment instrument in accordance with the validated Integrative Assessment specification
  • assess candidates using the fleshed out assessment instrument
  • decide whether candidates have achieved the specified standards.

The fleshed out assessment instrument and candidate evidence is:

  • subject to the centre’s internal moderation processes
  • subject to external moderation by SQA.

Until they gain experience of using the HN Integrative Assessment specifications, centres may wish to submit their fleshed out assessment instruments (eg, project brief and/or examination Question Paper) to SQA for prior moderation, before using it with candidates.

SQA moderators will sample candidate evidence from Integrative Assessments for all HNC/Ds from all centres.

More information about our external moderation process can be found in Section 7 —External Moderation.

Section 3: Selecting the appropriate method and instrument of Integrative Assessment

As previously stated, there are two methods of Integrative Assessment, ie project-based or examination-based. As HNC/Ds are designed to develop specific vocational skills, we anticipate that project-based Integrative Assessments will be the most frequently used method.

3.1.Project-based Integrative Assessment