Associated Assessment Criteria for Exit Level Outcome 1:
Identify, analyse and solve complex and advanced abstract problems by drawing on their own experience and theoretical knowledge and the experiential base of a single discipline or across interdisciplinary lines in the humanities.
Use knowledge and experience to offer informed suggestions, or to generate alternative strategies, for dealing with problems at a community, national, international and global level.
Solve problems by generating alternative strategies for dealing with those problems.
Critically evaluate various theoretical standpoints and compare them to their views.
Offer evidence in a variety of ways (from a theoretical knowledge base, from an experiential base, etc.) to support their stated views.
Analyse the global, national and local community in terms of problems, needs and opportunities.
Associated Assessment Criteria for Exit Level Outcome 2:
Use and propagate 'people skills' (tolerance, empathy, listening skills, etc.) in-group situations.
Demonstrate respect for the opinion of others through (written and oral) reporting without bias.
Demonstrate tolerance of diversity through (written and oral) reporting without bias.
Undertake projects of a theoretical and practical nature to provide evidence of successful interaction with others.
Use communication skills within the group.
Act as supportive followers and group participants.
Organise themselves and others into effective working groups.
Communicate the evidence of these group interactions through (written and oral) reporting.
Associated Assessment Criteria for Exit Level Outcome 3:
Demonstrate the requisite theoretical skills and learning strategies.
Organise their study plans and engage in effective time management.
Assess their strengths and weaknesses and develop organisational strategies.
Evolve strategies best suited to their situations and contexts.
Think independently and offer sustained theoretical evidence to support their decisions.
Associated Assessment Criteria for Exit Level Outcome 4:
Critically evaluate and integrate information from different sources to address problems in the relevant field.
Critically connect theories to the problems in the relevant field.
Use mathematical theories and constructs to address problems.
Apply relevant knowledge to authentic and simulated scenarios.
Apply knowledge and skills in innovative ways to problems.
Associated Assessment Criteria for Exit Level Outcome 5:
Communicate their ideas logically and provide supporting evidence in a sustained manner.
Evaluate conclusions and premises in academic arguments and produce sound arguments.
Use language competently, showing awareness of written (and/or oral) conventions relevant to the discipline.
Use appropriate models of organisation and presentation as required in the relevant discipline.
Use statistics (where necessary) effectively in support of their ideas.
Identify and illustrate discipline-specific jargon.
Analyse, evaluate and critique the ideas of others.
Associated Assessment Criteria for Exit Level Outcomes 6:
Demonstrate a responsible attitude towards scholarship and technology.
Use scientific methods of investigation, testing and evaluation.
Select technology to suit the needs of the individual or group.
Use natural resources in a sustainable way.
Show respect for and a responsible/ethical attitude towards science and technology.
Show respect and openness towards the psychological, health and physical environment of others.
Associated Assessment Criteria for Exit Level Outcomes 7:
Demonstrate their prior knowledge and experience as it is relevant to their discipline.
Connect the abstract knowledge of theory to the reality of their individual contexts.
Draw upon their prior knowledge (personal and abstract) and personal experience as Appropriate when investigating and analysing the world around them.
Look beyond and across traditional disciplinary boundaries for possible solutions.
Integrated Assessment:
Both formative and summative assessment methods will be used in the individual modules making up the qualification.
Formative:
This type of assessment will be used to give feedback to both the learner and the lecturer and will generally without allocation of marks. It will be used throughout the qualification to allow the learner and lecturer to monitor progress in achieving the qualification goals and specific module outcomes. It will take the form of self-review, peer review and lecturer review and will be seen by the learner as a valuable learning aid. It will also be used to provide valuable feedback to the lecturer regarding their instruction techniques, topics that require revision or additional attention.
Summative:
This type of assessment will be used to measure the learning of particular skills and knowledge. Marks obtained by learners in the summative assessments will be the recorded mark. All summative assessments will count towards the Duly Performed (DP) mark (also called the year mark) in the module. |
