Associated Assessment Criteria for Exit Level Outcome 1:
The problem is analysed and defined, and criteria are identified for an acceptable solution.
Relevant information and engineering knowledge and skills are identified and used for solving the problem.
Various approaches are considered and formulated that would lead to workable solutions.
Solutions are modelled and analysed.
Solutions are evaluated, and the best solution is selected.
The solution is formulated and presented in an appropriate form.
Associated Assessment Criteria for Exit Level Outcome 2:
An appropriate mix of knowledge of mathematics, statistics, natural science and engineering science knowledge at a fundamental level is brought to bear on the solution of well-defined engineering problems.
Applicable principles and laws are used.
Engineering materials, components, systems or processes are analysed.
Concepts and ideas are presented logically and methodically.
Reasoning about engineering materials, components, systems or processes is performed.
Procedures for dealing with uncertain/ undefined/ill-defined variables are outlined and justified.
Work is performed within the boundaries of the practice area.
Associated Assessment Criteria for Exit Level Outcome 3:
The design problem is formulated to satisfy user needs, applicable standards, codes of practice and legislation.
The design process is planned and managed to focus on essential issues and recognises and deals with constraints.
Knowledge, information and resources are acquired and evaluated in order to apply appropriate principles and design tools to provide a workable solution.
Design tasks are performed that include analysis and optimisation of the product, or system or process, subject to relevant premises, assumptions and constraints.
Alternatives are evaluated for implementation and a preferred solution is selected based on techno-economic analysis and judgement.
The design logic and relevant information are communicated in a technical report.
Procedures are applied to evaluate the selected design and assessed in terms of the impact and benefits.
Associated Assessment Criteria for Exit Level Outcome 4:
The scope of the investigation is defined.
Investigations are planned and conducted within an appropriate discipline.
The available literature is searched, and material is evaluated for suitability to the investigation.
Relevant equipment or software is selected and appropriately used for the investigation.
Data obtained are analysed and interpreted.
Conclusions are drawn from an analysis of all available evidence.
The purpose, process and outcomes of the investigation are recorded in a technical report.
Associated Assessment Criteria for Exit Level Outcome 5:
The method, skill or tool is assessed for applicability and limitations against the required result.
The method, skill or tool is applied correctly.
Results produced by the method, skill or tool are tested and assessed.
Relevant computer applications are selected and used.
Associated Assessment Criteria for Exit Level Outcome 6:
The structure, style and language of written and oral communication are appropriate for the communication and the target audience.
Graphics used are appropriate and effective in enhancing the meaning of the text.
Visual materials used enhance oral communications.
Information is provided in a format that can be used by others involved in the engineering activity.
Oral communication is delivered with the intended meaning being apparent.
Associated Assessment Criteria for Exit Level Outcome 7:
The impact of technology is demonstrated in terms of the benefits and limitations to society.
The engineering activity is analysed in terms of the impact on occupational and public health and safety.
The engineering activity is analysed in terms of the impact on the physical environment.
The methods to minimise/mitigate impacts outlined in 7.2 and 7.3 are considered.
Associated Assessment Criteria for Exit Level Outcome 8:
The principles of planning, organising, leading and controlling are explained.
Individual work is carried out effectively, strategically and on time.
Individual contributions made to team activities support the output of the team as a whole.
Functioning as a team leader is demonstrated.
A project is organised and managed.
Effective communication carried out in the context of individual and teamwork.
Associated Assessment Criteria for Exit Level Outcome 9:
Learning tasks are identified, planned and managed.
The requirement for independent learning is identified/recognised and demonstrated.
Relevant information is sourced, organised and evaluated.
Knowledge acquired outside of formal instruction is comprehended and applied.
Awareness is displayed of the need to maintain continued competence through keeping abreast of up-to-date tools and techniques available in the workplace.
Associated Assessment Criteria for Exit Level Outcome 10:
The nature and complexity of ethical dilemmas are described in terms of required practices, legislation and limitations of authority.
The ethical implications of engineering decisions are described in terms of the impact on the environment, the business, costs and trustworthiness.
Judgements in decision making during problem solving and design are ethical and within acceptable boundaries of current competence.
Responsibility is accepted for consequences stemming from their actions or inaction.
Decision making is limited to the area of current competence.
Associated Assessment Criteria for Exit Level Outcome 11:
Orientation to the working environment is described in terms of company structure and conventions, rules, policies, working hours, dress codes and reporting lines.
Labour practices used in the workplace are described following relevant legislation.
Workplace safety is described in terms of the application of relevant safety, health and environmental legislation.
General administration procedures are described in terms of how they operate and the critical purpose.
Work activities are conducted in a manner suited to the work context.
Range: Work activities include assisting, contributing, observing and applying at least four of the specific practices below:
Engineering processes, skills and tools, including measurement;
Investigations, experiments and data analysis;
Problem-solving techniques;
Application of scientific and engineering knowledge;
Engineering planning and design;
Professional and technical communication;
Individual and teamwork; or
The impact of engineering activity on health, safety and the environment.
Knowledge and understanding gained from the work-integrated learning period are reported in a prescribed format, using appropriate language and style.
Integrated Assessment:
Assessment across the qualification forms an integral part of the teaching and learning process. In achieving the learning outcomes, learners are required to comply with the minimum assessments set for the level of the qualification, as per the Institution's Assessment Policy. Assessments vary depending on the module and the outcomes of the module; however, all modules are formative and summative assessed. The assessment of theoretical modules is usually in the form of assignments, practical's and written tests or examinations. |
