Guides for (Re)validation and Review

This summary has been extracted from FHEQ.

The Framework for Higher Education Qualifications (FHEQ) is designed to ensure a consistent use of qualification titles. Its main purposes are:

• for employers, schools, parents, prospective students, etc. to understand HE qualifications;
• to assist students to identify potential progression routes;
• to assist Universities, external examiners & QAA reviewers, by providing points of reference.

FHEQ informs these ‘stakeholders’ what the holders of the named qualifications have achieved, and the skills they would bring to a job. The HE qualifications awarded are at five levels: Certificate, Intermediate, Honours, Masters and Doctoral

Application of FHEQ in curriculum design

FHEQ is used to exemplify the outcomes of the main qualification at each level and demonstrate the nature of change between levels. The descriptors are an essential reference point in determining the intended programme learning outcomes. However, they are generic level descriptors, and so should be used in association with other external reference points such as QAA Subject Benchmark statements and professional body statements in order to develop programme-relevant learning outcomes.

For the purpose of programme development, University of Hertfordshire has chosen the SEEC credit level descriptors (see section 4.1.2) as a reference point for identifying module learning outcomes at each academic level.

FHEQ is summarised below. For more detailed descriptions at each level, refer to the QAA website.

FHEQ Qualification descriptors:

Level 4

Certificates of Higher Education are awarded to students who have demonstrated:

• knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study
• an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.

Typically, holders of the qualification will be able to:

• evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work;
• communicate the results of their study/work accurately and reliably, and with structured and coherent arguments
• undertake further training and develop new skills within a structured and managed environment.

And holders will have:

• the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

Level 5

Foundation Degrees are awarded to students who have demonstrated:

• knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed
• ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context
• knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study
• an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.

Typically, holders of the qualification will be able to:

• use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis
• effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively
• undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations.

And holders will have:

• the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.

Level 6

Bachelor's degrees with honours are awarded to students who have demonstrated:

• a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of a discipline
• an ability to deploy accurately established techniques of analysis and enquiry within a discipline
• conceptual understanding that enables the student:
  • to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline
  • to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline
  • an appreciation of the uncertainty, ambiguity and limits of knowledge
  • the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline).

Typically, holders of the qualification will be able to:

• apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects
• critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem
• communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

And holders will have:

• the qualities and transferable skills necessary for employment requiring:
  • the exercise of initiative and personal responsibility
  • decision-making in complex and unpredictable contexts
  • the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

Level 7

Master's degrees are awarded to students who have demonstrated:

• a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice
• a comprehensive understanding of techniques applicable to their own research or advanced scholarship
• originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline
• conceptual understanding that enables the student:
  • to evaluate critically current research and advanced scholarship in the discipline
  • to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

Typically, holders of the qualification will be able to:

• deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences
• demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level
• continue to advance their knowledge and understanding, and to develop new skills to a high level.

And holders will have:

• the qualities and transferable skills necessary for employment requiring:
  • the exercise of initiative and personal responsibility
  • decision-making in complex and unpredictable situations
  • the independent learning ability required for continuing professional development.

The SEEC credit level descriptors  have been developed to complement FHEQ. They are used to locate the level of a module and to inform the definition of learning outcomes and assessment criteria at the specific level. They are aids to course development while FHEQ is an aid to the quality assurance of programmes and terminal qualifications. Therefore, for the purpose of programme development, the University has decided to adopt the SEEC credit level descriptors.

The SEEC credit level descriptors are grouped under five headings for each level:

• Setting
• Knowledge and understanding
• Cognitive skills
• Performance and Practice (i.e. practical skills)
• Personal Enabling skills (i.e. transferable skills)

Application in curriculum design

Credit level descriptors can be used as the means by which each subject area can check the level of demand, complexity, depth of study and degree of learner autonomy expected at each level of the individual programme of study. The credit level descriptors are “generic”; it follows that course teams need to translate the generic descriptors into descriptors which identify the subject specific requirements of a programme of study. A useful exercise for subject teams is to examine their current provision by mapping their existing learning outcomes against the credit level descriptors and identifying areas of weaknesses and any gaps in the curriculum. The assessment of all learning outcomes identified within the template of the level descriptors can then be examined to identify skills which are not being assessed, or some which may be over-assessed. The descriptors can be used in the design of learning outcomes in a way which reflects the student’s progression through a course of study and to write appropriate assessment criteria.

Application in validation of programmes of study

Although the credit level descriptors are not ‘standards’, they provide useful indicators of learning outcomes expected at any stage and therefore may be used as the basis for judgements about the standard of work being required for particular awards. Each award should state the number of credits required at each specified level. Awards typically require credits at more than one level which are accumulated as students’ progress through the programme of study. Alternatively, students can transfer credit already awarded, or apply for the assessment of any prior experiential learning, which can count towards a given award. A validating panel will need to be satisfied that the proposed programme requires students to achieve appropriate standards of work at each level of the award. Credit level descriptors provide a template against which the learning outcomes of the modules within any given programme of learning can be tested to establish whether they are appropriate to the level at which the module is located. Validating panels may also wish to consider the overall coherence of students’ programmes of study and progression through the programme in terms of increasing level of demand, complexity, depth of study and student autonomy.

The QAA Subject Benchmark statements identify the general expectations about standards of awards (usually Bachelor’s degrees with Honours) in a specific subject area. They describe the academic characteristics and standards of a subject area and the expectations of a graduate in terms of the knowledge, understanding and skills. They also discuss the teaching, learning and assessment processes appropriate to the discipline. There are currently 53 Honours degree benchmark statements and 9 Master’s degree benchmark statements, accessible from the website identified above.

The relevant benchmark statements are an essential reference point for programme designers and should be used in association with FHEQ and the SEEC credit level descriptors in defining the programme learning outcomes. Within each, expectations are expressed in terms of learning outcomes. These learning outcomes are usually expressed for the threshold level that students would be expected to have attained upon graduation. They are often (but not always) described in terms of (i) knowledge and understanding and (ii) skills, which in turn are usually sub-divided into intellectual skills, practical skills and transferable skills. For this reason, the UH Programme Specification template uses a similar breakdown when describing programme learning outcomes.

In preparing or reviewing Programme learning outcomes, programme teams must relate their programmes to relevant Subject Benchmark statements but should not be a direct copy of them. For some programmes a relevant benchmark statement may not be available. Whilst benchmark statements mostly focus on Honours degrees, postgraduate programmes may also demonstrate how they relate to the standard and outcomes of that award.

For some interdisciplinary programmes it may be inadequate to refer to only one set of benchmark statements.  Where a number of Subject Benchmark statements are referred to it is for the programme team to decide on the appropriate balance, acknowledging that the outcomes of both/all statements cannot usually be achieved in the programme concerned.

Those developing or reviewing Foundation Degree awards should refer to the Benchmark Statements for any honours programme(s) to which students may progress, but at the same time they should appreciate that the Foundation Degree is not a full honours degree. Reference should also be made to the QAA Foundation Degree qualification benchmark. It describes the distinctive features of a Foundation Degree in terms of its purpose, general characteristics, generic learning outcomes and learning, teaching and assessment strategies.

Likewise, those developing Master’s Degree awards should refer to the Master’s Degree Characteristics document, which describes the distinctive features of this level of award.

The importance and relevance of Professional and Statutory Regulatory Bodies varies considerably from discipline to discipline. In some disciplines, programme accreditation from such bodies is attractive in that it improves graduate employability and so increases its attractiveness to prospective students, in others it is essential to the employability of its graduates. In some disciplines, no such bodies exist.

Whether the programme is accredited or not, the requirements of Professional or Statutory Regulatory Bodies give an idea of how the qualification is likely to be accepted by employers. They should be treated by programme development teams in much the same way as the QAA Subject Benchmark statements are. To varying extents, they give guidance on programme learning outcomes, teaching and learning methods, assessment methods, etc. Often these are complimentary to the QAA Subject Benchmark statements, but not always.

In the case of Foundation Degrees, it will be necessary to check whether the subject area is covered by a Sector Skills Council Framework Agreement which may provide guidance covering both knowledge and skills.

In some cases, validation events are held conjointly with the bodies concerned. Validation panels, with both professional body and University representation, are established. This conjoint mechanism ensures that the detailed scrutiny required by University procedures is conducted in a flexible way so as to meet the demands of professional accreditation timescales.

If you are franchising or externally validating a programme overseas, do not forget to check out and, where necessary, articulate clearly, any overseas PSRB requirements.

Advance HE gives access to a range of academic resources of use to programme development teams, at both HE-wide and subject levels. Resource subjects include:

• Assessment
• Continuing Professional Development
• Curriculum development
• Disability
• E-learning
• Employability
• Learning and Teaching methods
• Subject Benchmarking
• Widening Participation