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Validation Panel Members’ Guide – Final DraftFor use by those piloting the revised design rules for HNQs only

Validation of pilot Higher National Certificates and Higher National Diplomas using the revised design rules for Higher National Qualifications:

Guidelines for panel members

Definitive Draft Version – June 2001

Published by the Scottish Qualifications AuthorityHanover 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

For use by panel members validating HNC/Ds using the revised design rules for HNQs only

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Contents

Introduction 3

Sections

Section 1: The revised design rules for HNCs and HNDs 4

Section 2: Validation – an overview 7

Section 3: Validation Panel – composition and roles of members 11

Section 4: The validation meeting 15

Section 5: The validation document for Higher National group awards 19

Section 6: Validation of Higher National Units 30

Section 7: Validation of Higher National Integrative Assessments 39

Section 8: Validation checklists 46

Appendices

Appendix 1: The revised design rules for HNC/Ds

Appendix 2: The Scottish Credit and Qualifications Framework

Appendix 3: Element criteria for the validation of SQA qualifications

Appendix 4: Specimen programme for an HNQ validation meeting

Appendix 5: Validation Report Form

Appendix 6: Exemplar HNU

Appendix 7: Project-based HN Integrative Assessment specification

Appendix 8: Examination-based HN Integrative Assessment specification

Appendix 9: SQA contacts

Feedback formFor use by panel members validating HNC/Ds using the revised design rules for HNQs only

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Introduction

These guidelines apply to the validation of Higher National Qualifications (HNQs) piloting the revised design rules for Higher National Certificates and Diplomas. They should be used where either the Scottish Qualifications Authority (SQA) manages the validation process, or where the centre involved does not have devolved responsibility for the validation of SQA qualifications.

Centres with devolved responsibility may also use these guidelines, or they may choose to use guidelines of their own.

SQA qualifications which are the focus of this guide and which are subject to validation are HNQs which have been developed or revised using the new design rules as follows:

Higher National Certificates (HNCs)

Higher National Diplomas (HNDs)

Higher National Units (HNUs) using the revised HNU specification


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Section 1: The revised design rules for HNCs and HNDs

1.1 Background

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, revised design rules for HNC/Ds were agreed by all stakeholders. These 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.

1.2 The revised design rules

Appendix 1 summarises the revised design rules for HNC/Ds. The principle changes are outlined below:

The credit value of HNCs will increase from 12 to 15 credits to maintain the position of HNCs within the Higher Education (SCOTCAT) portion of the Scottish Credit and Qualifications Framework (SCQF).

Without exception, the credit value of HNCs and HNDs will be 15 and 30 credits respectively. This means that in future all HNCs will be the same size, as will all HNDs.

All HNCs will include, two, and all HNDs will include four, mandatory Integrative Assessments each of one credit. These will be included in the 15 and 30 credits required for HNCs and HNDs. The purpose of Integrative Assessments is to assess the candidate’s ability to integrate and apply the knowledge and/or skills gained in the individual units to demonstrate that they have achieved the overall aims and objectives 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/D including:

differentiating the 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.


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All HNCs and HNDs will have a mandatory section which every candidate for the group award will take. For HNCs, this will be a minimum of 6 credits including the two Integrative Assessment credits. For HNDs, it will be a minimum of 12 credits, including the four Integrative Assessment credits.

All HNUs will be allocated a level appropriate to their position in the SCQF to confirm and strengthen the position of HNCs and HNDs as Higher Education qualifications and to maintain and improve progression to degree programmes. SQA is working with the Quality Assurance Agency for Higher Education and Universities Scotland on the development of the SCQF. Units and Integrative Assessments will be allocated a level during the development or review process and this will be subject to validation.

Further information on the SCQF is given in Appendix 2

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

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

The format of HNUs has been revised to encourage a more holistic approach to assessment. The new HNU specification places the emphasis on assessing whole Outcomes or a combination of Outcomes rather than on performance criteria. It is hoped that this will encourage a more holistic approach to assessment and reduce the assessment loading on both candidates and assessors and help to improve credit transfer between HNC/D and degree programmes.

1.3 Piloting of the new design rules

SQA is piloting the new design rules in the three HN frameworks, ie Communication, Computing and Social Sciences. The aim of these pilots is to test the design rules and to enable SQA to provide the guidance which centres will need when they have to re-design, and validate their HN provision using the new design rules.

The validation of the three pilot areas will take place during Session 2000/2001. Thereafter, the delivery and assessment of the HNC/Ds in Communication, Computing and Social Sciences will be piloted. This phase of the pilot will allow the design rules to be fully evaluated so that, if necessary, amendments can be made and any lessons learned absorbed before full implementation which we plan to commence in spring 2003.


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Once the new design rules have been finally agreed, SQA plans to review all centrally developed HNCs and HNDs on a rolling programme and to publish the timescales for the revision of high uptake centrally developed HNCs and HNDs. Centres with devolved responsibility for the validation of group awards will be able to embark upon their own programmes of revision using the new design rules once they feel comfortable with them. In the interim, centres may wish to participate in the pilot until the new design rules are fully implemented.


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Section 2: Validation – an overview

2.1 The purpose of validation

Although the design rules for HNCs and HNDs have been changed, the validation system and criteria remain unchanged. Validation is the quality assurance process by which SQA ensures that all new, revised or amended qualifications are valid, credible and fit for purpose. It is a process of peer group review and focuses on the justification, coherence and technical specification of a proposed qualification and checks the proposal against a set of criteria designed to ensure that SQA provision has quality, relevance and recognition.

The validation process confirms that any new qualification fully satisfies SQA’s quality criteria for Units and group awards. Under SQA’s quality framework, qualifications are validated against a set of criteria called quality elements.

The validation criteria for SQA qualifications are detailed in Appendix 3

These validation criteria have been drawn up as a standard against which Units and group awards can be measured to make sure that they are coherent and fit for purpose.

Validation is required when any new Unit or group award, or modification of an existing Unit or group award specification, is proposed. Validation is not required when a centre wishes to offer a qualification that is part of SQA’s current validated provision, ie validation does not address the centre’s ability to offer the qualification – that process is called approval.

2.2 Pre-validation process

SQA’s HN provision is developed by one of three models:

nationally-developed, ie organised and led by SQA

consortium-developed, ie organised and led by a group of centres but with SQA assistance

locally developed, ie organised and led by a centre or a small group of centres

SQA or centres identify the need to develop a new qualification or revise an existing qualification through consultation with a range of stakeholders including centres, students, employers, Higher Education, professional bodies, and National Training Organisations. This work is normally undertaken by a qualification design team who will then develop the new or revised qualification based on the feedback from consultation. Once developed, the proposed qualification is subject to validation by a panel of subject experts.

Section 3 provides further information on the composition and role of validation panels


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2.3 The validation document

Once the qualification design team has completed the development of the qualification, they will prepare a validation document giving details of the proposed qualification and the support there is for it. The validation document should contain all the information necessary to enable the validation panel to judge whether the proposed HNC/D and HNUs meet SQA’s validation criteria.

Section 5 provides further information on the contents of the validation document for HN group awards

2.4 Validation of HNUs

To rationalise the HNU Catalogue, the responsibility for validating all HNUs (using the revised HNU specification) will revert to SQA. Centres with the necessary devolved responsibility will still be able to validate HNC/Ds made up of Units from SQA’s catalogue.

HNU specifications have to be relevant and technically well written, and should enable candidates to receive recognition for the achievement of significant competences. Within the new design rules, the format of HNUs has been revised to encourage a more holistic approach to assessment. The new HNU specification places the emphasis on assessing whole Outcomes or a combination of Outcomes rather than on performance criteria.

Section 6 provides further information on the contents of the revised HNU specification

An exemplar HNU written using the revised specification is attached as Appendix 6

2.5 Validation of group awards

SQA validates nationally developed HNC/Ds and HNC/D proposals put forward by centres which do not have devolved authority for validating SQA qualifications.

SQA organises and hosts the validation meeting for:

nationally developed qualifications

most consortium developed qualifications

when asked by a centre without authority for validating SQA qualifications and which is putting forward an HNC/D proposal for validation.

After each validation meeting, a validation report is produced:

where SQA is hosting the validation meeting, the SQA officer is responsible for producing the validation report


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where the lead centre of the consortium of single centre putting forward an HNC/D proposal wishes to organise and host the validation meeting, the host centre is responsible for producing the validation report. However, an SQA officer will attend the validation meeting. The attending SQA officer will complete a summary report using the checklist supplied by SQA. This checklist should be returned to SQA within one day of the validation meeting.

After the validation meeting, SQA will send a copy of the validation report to the convenor for signature and return.

Section 4 provides further information on the validation meeting and validation report

Note: Centres can validate group awards made up of validated SQA Units if they have devolved authority for validating SQA qualifications, (ie have been audited by SQA and achieved a positive outcome against SQA’s validation criteria D1-D6). Such centres are responsible for organising and hosting validation meetings.

2.6 Validation outcomes

At the validation meeting, the panel will reach one of three possible decisions about the proposed qualification, namely:

validated

not validated until conditions have been met

not validated.

Further information on the validation outcomes is contained in Section 4

2.7 Validation spans

Within the new design rules, the validation period for both Units and group awards is open-ended, ie HNC/Ds will no longer have a specified lifespan – currently up to five years. This will bring HNC/Ds into line with National Qualifications. However, HNC/Ds should be reviewed on a regular basis with the frequency of revision reflecting the pace of change in the subject area and occupational sector.

2.8 Post-Validation

Once the qualification has been validated, it will be centred onto SQA’s system and become available to candidates through approved centres. The qualification will be reviewed periodically to determine if and what revisions should be made to it. The review could result in one of the following conclusions being made:

take no further action and allow the qualification to lapse without replacement – this is rare and is usually the result of a change in industrial practice, eg there is no longer an employment market in Scotland for graduates of HNC/Ds in Mining and Metallurgy

take no further action as the qualification as it stands still satisfies the current market needsFor use by panel members validating HNC/Ds using the revised design rules for HNQs only

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revalidate the qualification with minor revisions

undertake a major revision of the existing structure and/or Units, update and revalidate.


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Section 3: Validation panels – composition and roles of members

3.1 Organisation of the panel

A proposal for new qualification or for extensive revisions to an existing qualification will be validated by a panel of subject experts at a validation meeting. SQA will normally organise and host the validation meeting for:

nationally developed qualifications

most consortium developed qualifications

when asked by a centre which is pitting forward an HNC/D proposal for validation.

Interested centres will have the opportunity to comment on the composition of an SQA panel to avoid the possibility of potential conflicts of interest.

Alternatively, the lead centre of the consortium or single centre putting forward an HNC/D proposal may wish to organise and host the validation meeting. Where a centre decides on this course of action, SQA will have been consulted to agree the composition of the validation panel and will normally make at least one nomination to it. All validation panel members attending a validation meeting are acting on behalf of SQA in assessing the proposed qualification against the quality elements.

3.2 Size of panels

There are two basic models for validation meetings. These models are only intended as guidance and can be altered to meet the validation needs of a particular qualification proposal. However, regardless of which model is chosen, all members of the panel are equal partners at the validation meeting. Their role is to act as independent judges of the proposed qualification, and to make a validation decision at the end of the meeting.

Model 1 – appropriate when significant changes to an existing group award specification are proposed, including the introduction of new Units to the mandatory section. The panel should include as a minimum:

an educationist an industrialist a SQA representative a centre representative (if appropriate).

Either the educationist or the industrialist should chair the meeting.

Model 2 – appropriate for a new or completely revised group award proposal. The panel should include as a minimum:

a chairperson (convenor) from education or industry 3 educationists/industrialists (both categories to be represented) an SQA representative a centre representative (if appropriate).


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Panels may be larger if a greater range of expertise is required but should not be smaller.

Note: As the development or revision of HNC/Ds using the new HN design rules involves major change, we recommend that Model 2 be used the first time the HNC/D is to be validated using the new design rules.

3.3 Role of the convenor

Panels are chaired by individuals who are independent of the qualification design team and of the centre or centres proposing the qualification. The convenor has a pivotal role in ensuring the success of the validation meeting, and should display the following:

knowledge of the validation process impartiality objectivity experience of chairing meetings experience of participating in the validation of Higher Education qualifications expertise in a field related to the qualification thoroughness of approach good communication and interpersonal skills diplomacy and tact.

Members should be encouraged to work as a team, bringing their own expertise and experience to it. It is crucial that all members be allowed an equal opportunity to participate so that the meeting is not dominated by any individual or small group.

It is the convenor’s responsibility to ensure that the proposed qualification is assessed comprehensively and objectively against the relevant validation criteria. At the first private meeting (see Section 4 and Appendix 4), the convenor will co-ordinate the drawing up of:

(i) a programme for the day(ii) an agenda of issues for discussion with the qualification design team.

In identifying the issues for discussion, it is important to make full use of the expertise of all the members of the panel. Each member will have identified issues requiring clarification and discussion, and these should be pooled to form an agenda for the meeting. The convenor may wish to identify individual panel members who will take the lead on specific topics, but this should not prevent others from joining in with related points.

The convenor should ensure that all members of the panel are comfortable with educational terminology, and should be ready to provide explanations whenever necessary. The SQA representative will be able to help provide clear definitions of terminology and policy.

3.4 Role of the educationist

Educationists are selected for their expertise in validation and their specialist subject, and for their experience in the management and delivery of similar qualifications. Familiarity with Higher Education qualifications and SQA’s HNQs is essential, as they may be called upon to explain issues to other members of the validation panel.

Educationists will play a major role in determining factors such as:For use by panel members validating HNC/Ds using the revised design rules for HNQs only

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whether the qualification represents a unique achievement worthy of separate certification overlap with existing provision and, if so, whether this is acceptable whether the demands made on candidates are reasonable and justify the level and credit value

of the qualification whether the group award is at the appropriate SCQF level whether the Unit and Integrative Assessment specifications are at appropriate level and

conform to SQA’s criteria.

When acting as a member of a validation panel, educationists should consider only SQA’s validation criteria. Issues such as candidate demand and inter-centre competition for viable numbers are not pertinent to the validation process.

3.5 Role of the industrialist

Industry-based panel members are selected because of their subject expertise and knowledge of related employment sectors. Although they may have been consulted during the market research for the qualification, they should view the proposal objectively on its merits and without any sense of personal ‘ownership’.

Industrialists are on the panel to represent the views of prospective employers. It is their role to determine whether:

the proposed qualification meets the short, medium and longer term education and training needs of employers in the targeted sectors

successful candidates are likely to obtain employment in those sectors at an appropriate level.

Where industry-based panel members find themselves unfamiliar with educational terms, they should not hesitate to look to the convenor for clarification.

Though industry-based panel members may have no personal experience of the validation process, this should not debar them from participation. However, hosting centres should, if requested, provide validation training for those who feel it to be necessary.

3.6 Role of the SQA representative

The SQA representative will be appointed based on his/her experience of the validation process and knowledge of SQA policy. He or she will be someone who has not been directly involved in the development process for the qualification and who therefore does not have a vested interest in its validation. The representative will clarify any points of SQA policy which arise at the meeting, and should be able to make a full contribution to discussions, especially those concerning whether or not validation criteria have been met.

Where the meeting is arranged and hosted by SQA, it is the responsibility of the SQA representative to complete and submit the validation report form.

Where the centre hosts the validation meeting, the SQA representative will complete a summary report using the checklist supplied by SQA. The checklist should be returned to SQA’s Development Co-ordination Unit within one day of the meeting.3.7 Role of the centre representative


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The validation panel should include a centre representative if the proposal has been submitted by a centre or group of centres. The centre representative should normally hold a management position within the centre. He or she should not be or have been a member of the qualification design team, and should never be regarded (or regard him or herself) as a spokesperson for the submission. The centre's representative should be a fully participating member of the validation panel.

Where a proposal has been developed by a consortium, the qualification design team will be asked to agree on a single representative from one of the participating centres.

When the meeting is arranged and hosted by a centre, it will be the responsibility of the centre representative to complete and submit the validation report form. The centre may provide secretarial support for its representative throughout the meeting – this has the great advantage of ensuring that an accurate note of the proceedings is kept whilst allowing the representative to participate fully.

3.8 What to do if the panel members fail to arrive

If, on the day of the meeting, one or more members of the panel fail to arrive, it may be necessary to postpone the validation meeting. Only if the range of expertise available is sufficient to allow a comprehensive assessment of the proposed qualification should the validation proceed.

The decision on whether or not to postpone the meeting should be taken by the convenor in consultation with the SQA representative. If additional guidance is required, the SQA representative will immediately contact SQA and ask to discuss the matter with the appropriate Head of Unit or Qualifications Manager/Officer.

If the convenor fails to arrive, the meeting may only proceed if another panel member with experience of chairing meetings is prepared to take on this role. SQA must be consulted on the change of convenor before the meeting starts.

Any changes to the panel membership, agreed by SQA, must be explained in the validation report.

3.9 Training of validation panel members

Members of validation panel should be trained to validate SQA HNQs before participating in a validation meeting. This is particularly important where the validation involves use of the revised design rules for HNQs. SQA will provide briefing sessions for prospective validation panel members for nationally developed qualifications. For validations hosted by centres, SQA is willing to participate in the training of validation panel members who have had no direct experience of validating SQA HNQs or for experienced members looking at HNC/D using the revised design rules for the first time.


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Section 4: The validation meeting

4.1 Documentation

At least two weeks before the validation meeting, panel members will normally be provided with:

the time and date of the meeting a location map of the venue a list of panel members a provisional programme for the meeting validation checklists an expense claim form, if appropriate.

This information should be accompanied by the validation document so that panel members have had an opportunity to familiarise themselves thoroughly with the details of the proposed qualification. Members who feel that they have not been given sufficient time to assess the proposal may contact either SQA or the centre to ask for the meeting to be postponed.

Each panel member should complete the appropriate validation checklists, and bring them along to the meeting. The checklists will be used as a means of forming and communicating collective views based on individual comments. The validation checklists include list of questions which might be raised under the various section headings in the validation document. These lists of questions are by no means exhaustive. Panel members are encouraged to add questions of their own.

Copies of the validation checklists are given in Section 8

Panel members should prepare for the meeting by reading the validation document thoroughly, evaluating it against the validation criteria, and annotating any issues and/or comments they wish to raise with the qualification design team on the validation checklist.

4.2 Format of the validation meeting

Before the formal meeting with the qualification design team, panel members will have an opportunity to hold a private meeting during which introductions will be made and issues addressed. At this stage panel members should confine themselves to identifying areas of concern which they wish to discuss more fully with the qualification design team. The convenor will collate comments under the section headings in the validation checklist, and allocate issues to individual panel members who will lead the discussion with the qualification design team. It is essential that all members of the validation panel contribute to a full discussion of the points to be addressed.

During the private meeting, the panel may take the opportunity of re-arranging the draft programme for the day if this is felt to be necessary. In this case, any changes should be communicated to the leader of the qualification design team. The convenor will endeavour to ensure that, once agreed, the programme is kept on schedule. However, that should not be allowed to interfere with a full discussion of the proposal.

At the start of the formal meeting with the qualification design team, the convenor will introduce all panel members and inform the qualification design team of the programme for the day and of the


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principal items for discussion. Further amendments to the programme may, of course, be made in the light of issues raised during the discussion with the qualification design team.

A typical programme for a full validation meeting is given in Appendix 4

All questions directed to the qualification design team should be open-ended to encourage wide-ranging but focused discussion. The focus of the discussion will be the evaluation of the proposed qualification against the validation criteria.

As previously stated, validation is about ensuring that the proposed group award, Unit and Integrative Assessment specifications meet SQA’s criteria. It does not address the centre’s ability to offer the qualification – that process is called approval. Approval issues will be addressed through a separate process and should not be the subject of consideration by the validation panel.

After the formal meeting with the qualification design team, there will be an opportunity for the validation panel to hold a second private meeting. At this stage, panel members should decide whether all of the issues have been satisfactorily addressed during the discussion with the qualification design team. During this second private meeting, the validation panel will discuss and finalise its recommendations.

The panel should then reconvene with the qualification design team. The outcome of the panel’s discussion will be communicated to the qualification design team by the convenor.

4.3 Validation outcomes

After having considered all the evidence provided in the validation document and the subsequent discussion with the qualification design team, the panel will reach a decision on the outcome of the validation meeting. The proposed qualification must always be judged solely against SQA’s validation criteria.

The panel can make one of the following three decisions:

qualification validated (with further recommendations if appropriate) – as previously stated, the validation span for HNC/Ds and Units is open-ended, although the qualification will be subject to periodic review to ensure that it continues to meet the needs of candidates and employers

qualification not validated until conditions have been met – where the decision is not to validate until conditions have been met, all the conditions must be satisfied before the qualification will be validated, ie before any centre can be given approval to offer it

qualification not validated – where the panel cannot recommend validation, the qualification design team can, after further development work, submit new proposals. Any new proposal will have to be validated in the usual way.

4.4 Validation conditions

If the validation panel wishes to set conditions on the validation of a qualification, it is important to recognise that these will need to be fully satisfied before the qualification can be considered


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validated. The conditions should therefore be achievable in the time span set by agreement between the qualification design team and the panel.

Meeting the conditions is the responsibility of the qualification design team. The validation panel should not attempt to re-write the proposal but specify what changes have to be made or what further development undertaken before the qualification can be validated.

Any conditions imposed by the validation panel should be concerned with rectifying significant failures to satisfy the validation criteria. More minor issues should be dealt with by recommendations, and should be explained in the validation report under the appropriate section heading.

The panel should also agree with the centre or the qualifications design team on the mechanism and estimated timescale for lifting the conditions. This might mean a revised validation document being considered:

by the SQA representative only

by the SQA representative and convenor

by all panel members with comment to the convenor

by a re-convened meeting of the full validation panel

or by some other method being used.

Whatever the mechanism selected, it is important that the entire panel is in agreement with it and that it is specified in the validation report form.

Where the conditions are to be lifted by a mechanism which does not include the SQA representative – and this should only be in exceptional circumstances – the centre must take steps to ensure that SQA is kept fully informed of developments. Any delay may slow the validation process.

The validation panel may wish to make recommendations for the delivery of future development of the qualification. Unlike conditions, these do not have to be met before the qualification can be validated.

4.5 The validation report

On conclusion of the meeting, a validation report must be completed and sent to SQA’s Development Co-ordination Unit, normally within one week:

if the meeting is arranged and hosted by a centre, it will be the responsibility of the centre representative to complete and return the validation report – in this case, the SQA representative will submit a summary report immediately after the meeting

if the meeting is arranged and hosted by SQA, it will be the responsibility of the SQA representative to complete and return the validation report.

In both cases, the validation report must be signed by the convenor to indicate agreement with its contents.


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Once the appropriate SQA Head of Unit has countersigned the validation report, copies will be sent to all panel members. All matters pertaining to the meeting and its outcome should be treated in confidence. If, on receipt of the validation report, a panel member has questions concerning any part of it, he/she should contact SQA without delay. A Qualifications Manager/Officer will then follow up the matter.

A copy of the validation report form is attached in Appendix 5

4.6 Appeals against validation decisions

A qualification design team may lodge an appeal if it feels that the validation panel has failed to conduct the validation meeting in an objective way and in accordance with SQA’s validation criteria. Appeals will only be considered if it can be shown that SQA’s validation criteria have been misinterpreted or that the procedures followed were not consistent with those laid down in this guide.

Appeals will be considered on the following grounds:

lack of objectivity of the panel

misinterpretation of validation criteria

deviation from procedures (as laid down in this guide).

The qualification design team wishing to appeal can do so by writing to the Head of SQA’s Development Co-ordination Unit within two weeks of the event, setting out grounds for appeal.

Appeals will normally be considered by SQA’s Appeals Sub-Committee within six weeks of receipt of a full submission. However, prior to making the appeal, all parties are encouraged to discuss the matter informally in seeking a solution without recourse to a formal hearing by the SQA’s Appeals Sub-Committee. If there is to be a hearing, the convenor of the validation panel will be invited to attend.

This mechanism for making an appeal against validation panel decisions is available to centres putting forward HNQ proposals (including HNUs) for validation and also to qualification design teams lead by SQA. Appeals must be submitted by the head of the centre (or his/her representative) or by the Qualifications Manager if SQA is making the appeal.

More information on appeals is given in the current edition of the SQA booklet The Appeals Process.


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Section 5: Validation of an HNC/D

Part A: The validation document

5.1 Content

The information contained within the validation document should be presented under the following headings:

Qualification title Rationale for the qualification Aims of the qualification Access to the qualification Structure of the qualification Unit and Integrative Assessment specifications Supporting evidence.

5.2 Format

All group awards should be presented in a common format as follows:

a front cover, stating the full title(s) of the qualification(s) and the originating source, ie SQA, consortium or centre

a title page, giving the type and name of the proposed qualification and either the date on which the validation will be held (pre-validation document) or the actual date when the qualification was validated (definitive document)

a contents page, giving page numbers referring to the relevant section in the document the rationale for the development or revision of the qualification including information about

those involved in the development/revision, and the processes of consultation and/or market research carried out

the aims of the qualification the recommended conditions for access to the qualification, ie recommended prior entry

requirements including the recommended entry core skills profile the structure of the qualification, ie:

a list of Units and Integrative Assessments, giving the correct codes (where validated Units and/or Integrative Assessments have been included), titles, credit value and level

details of the mandatory or mandatory/optional structure details of how all the general and specific aims of the group award are met by a combination

of the Units and Integrative Assessments details of how the Integrative Assessment specifications integrate the key aims of the group

award conditions of award including the mandatory exit core skills profile and how this will be

achieved

copies of all the Units and Integrative Assessment specifications, preferably presented in the same order as indicated earlier when giving the structure of the qualification – as a minimum the document should contain copies of the first section headed “General information for centres” of all the Units and copies of the full specifications for each Integrative Assessment

the possible routes of progression for candidates achieving the qualificationFor use by panel members validating HNC/Ds using the revised design rules for HNQs only

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an appendix (or appendices) containing evidence of support for the qualification (including market research analysis, letters of support from employers, Higher Education, professional bodies etc).

5.3 Qualification title

The title of a group award should give clear information about the broad nature of the vocational competences required. The title should be as concise as possible, but should have an unambiguous message for a wide range of different users, including candfidates, lecturers, Higher Education, employers, and professional bodies.

Where possible, the title should convey the occupational relevance of the qualification. For example, the title ‘HND in Business Administration’ is preferable to ‘HND in Business Studies’.

In many cases, the group award will encompass more than one occupational area. For instance, an engineering group award might also enable candidates to develop managerial competences. The title of such a qualification should reflect the additional competences achieved. A title such as ‘Engineering with Management’ indicates that the principle occupational competence achieved is in engineering, but that management competence is also developed. If the group award covers two occupational areas in equal measure, a title such as ‘Engineering and Management’ can be used.

5.4 Rationale for the qualification

The rationale for the proposed qualification should form a general introduction to the validation document.

All 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 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).

The rational should establish:

that there is a need for the qualification – this should link to the evidence supported by market research and other evidence-gathering methods (which should form an appendix to the validation document)

that the structure and content of the proposed group award meet the needs identified the sector and level of employment for which it has been designed the type of candidate for whom it is intended how the qualification(s) relate to others in SQA’s existing provision progression routes available to successful candidates.

5.5 Aims of the qualification


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The aims of the qualification should identify both the general and the vocationally specific competences which the successful candidate will achieve, and should show a clear relationship to the title of the group award. The aims should be realistic and commensurate with the type of group award proposed, ie HNC and/or HND. If both an HNC and an HND are proposed, the HNC should be a valid qualification in its own right and not just the first year of the HND. So, where both an HNC and an HND are proposed, there should be a clear identification of the aims of each qualification.

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 Higher Education 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 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.

This section should also show how the aims of the qualification meet the needs of the relevant employment sector and/or Higher Education and how they represent a significant achievement by the candidate. Supporting evidence can be included as an appendix.

5.6 Access to the qualification

All HNC/D documentation should include an access statement that outlines the knowledge and skills which candidates should ideally bring to their programme of study. This is normally presented as 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 is important to ensure that access statements for group awards do not conflict with those of the component Units. In many cases the Units, which make up the group award will form a progression in which some must be achieved before others can be undertaken. The access requirements of the group award should define only the skills and competences which candidates are expected to bring with them at the start. Individual Units may also have in their access statements, reference to lower


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level Units that would prepare candidates for progression. The access statement for the HNC/D should be compatible with the individual Units’ access statements and vice versa.

Note: the existence of an access statement for the group award does not replace the need for each individual Unit to have an access statement.

Access statements should not present unnecessary barriers to prospective candidates but they should ensure, as far as it is possible, that those selected have a realistic chance of achieving the qualification within the normal teaching/learning programme. The access statement for the group award should clearly define the level and areas of competence and knowledge and understanding expected of candidates joining a course of study leading to the group award.

The access statement should also contain guidance on the core skills profile considered appropriate for candidates entering for the qualification.

Paragraph 5.7.3 provides further information on core skills

5.7 Structure of the qualification

5.7.1 Mandatory or mandatory/optional structure

Within the context of an HNC/D group award framework, Units may be categorized as:

mandatory – the units which contain those aspects of the group award which refer to skills and knowledge essential to the purpose of the qualification and, therefore, must be achieved by all candidates

subject-related optional – the units which contain those aspects of the group award that are discipline-related and are important but not critical – the successful candidate requires to have a range of skills and knowledge in this category

broadening optional – the units which contain skills and knowledge useful for the employment in any sector and for progression to other education programmes. These should be included where possible although choice may be restricted by the need to include sufficient subject-related provision.

The structure of an HNC or HND can be:

entirely mandatory, ie the candidates must achieve all of the Units within the qualification

part mandatory and part optional, ie the candidate must achieve a number of mandatory Units plus a number of optional Units from which the candidate must choose a specified number. Some group awards have two or more groups of optional Units, from each of which a candidate must achieve a specified number.

The advantage of an entirely mandatory group award is that all candidates who achieve it are known to have demonstrated the same range of competences. Whereas, the advantage of a group award with a mandatory-optional structure is that it allows a limited degree of choice to candidates and also makes it possible to meet the different needs of employers and Higher Education.


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All HNCs and HNDs should have a mandatory section which every candidate for the group award will take. For HNCs this will be a minimum of 6 credits including two Integrative Assessment credits. For HNDs, it will be a minimum of 12 credits, including four Integrative Assessment credits.

Paragraph 5.7.2 provides further information on Integrative Assessments

It is particularly important for the validation panel to ensure that the mandatory-optional structure does not inadvertently allow for widely varying routes to the same qualification. In general, the mandatory Units should normally form the largest part of the qualification, and contain the significant occupational competences. In this way, it is possible to avoid the danger that a qualification might be awarded to candidates based on very different occupational competences. Where a group award departs from this principal, strong supporting arguments and evidence must be provided. Above all, the qualification(s) should be coherent and balanced and therefore, evidence will be required to show that all possible routes to the qualification(s) achieve its aims.

This section of the validation document should also contain information on how the group award has been structured to meet both the general and specific aims – this may involve reference to individual Units and to the Integrative Assessments within the group award.

5.7.2 Integrative Assessments

HNC/Ds are assessed by a combination of unit assessment and integrative assessment of the key aims of the group award. The purpose of the 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.

Integrative Assessments can take the form of a project or an examination.

Project-based Integrative Assessment instruments that can be used are:

Case Study Investigation or Practical Assignment.

Examination-based Integrative Assessment instruments that can be used are:

Closed-book examination Open-book examination.

The validation document should include the completed “Higher National Integrative Assessment specification” for each Integrative Assessment. These specifications will include:

the proposed methods of Integrative Assessment, ie project or examination 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 allocated to each of the components parts which make up the Integrative

AssessmentFor use by panel members validating HNC/Ds using the revised design rules for HNQs only

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details of any core skills to be assessed by the Integrative Assessment.

Section 7 provides further detail on the content of the HN Integrative Assessment specification

Copies of the HN Integrative Assessment specifications are attached as Appendices 7 and 8

The validation panel validates the proposed method(s) of Integrative Assessments and the type of assessment instruments to be used. The Integrative Assessment specifications then form part of the validated HNC/D. Centres wishing to use another method of integrative assessment or another type of assessment instrument are required to submit their proposals detailing their justification for change for validation. Once validated, assessors will use the Integrative Assessment specification to flesh out the assessment instrument to assess whether candidates have met the principle aims of the group award.

Project-based Integrative Assessment

Project-based Integrative Assessments should be used to test the application of knowledge and skills required to plan, carry out and evaluate a given task in which the candidate carries out a significant part of work without close supervision. The project-based HN Integrative Assessment specification should provide details of the assessment task and the evidence which candidates are expected to produce. However, it should also contain a degree of choice in terms of the way the project is taken forward by centres so that it fits their available resources and candidates’ interests and personal strengths.

The assessment task can take the form of a Case Study, Investigation or Practical Assignment.

A Case Study should be used to test and reinforce skills relating to gathering and interpreting information, analysing, decision making and action planning.

An Investigation should be used to test and reinforce skills relating to research, analysis, evaluation, and reporting.

A Practical Assignment should be used to test and reinforce skills relating to the application of practical skills, and related knowledge and understanding to a situation that involves task management. The practical assignment is not concerned exclusively with practical activity. The assessment should be based on a combination of the end-result of the activity (the product or performance) and the carrying out of the activity (the process).

Examination-based Integrative Assessment

Examination-based Integrative Assessments should be used to test underpinning knowledge and theoretical understanding of a subject/occupational area. In the course of the examination, candidates will be expected to use a wide range of the cognitive skills such as recalling, explaining, distinguishing, estimating, exemplifying, interpreting, inferring, solving, calculating, analysing, evaluating, appraising, synthesising, etc.

All examinations used for the purpose of integrative assessment will be written and unseen and can be either closed book or open-book.


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A Closed-book examination is used to test the ability to recall and apply knowledge and understanding without recourse to source materials. Candidates are given no information other than the Question Paper and script book and are expected to answer examination questions without the aid of reference material.

An Open-book examination is also used to test the ability to apply knowledge and understanding. However, in addition to the Question Paper and script book, candidates are allowed to use prescribed materials as appropriate. Details of the prescribed materials must be included in the Integrative Assessment specification.

Decisions about whether to use Closed book or Open-book examination should reflect:

what is expected of candidates in real-life working situations in the subject/occupational area what information we can reasonably expect candidates to know without the aid of reference

material the knowledge and understanding which candidates are being required to retain.

More information on HN Integrative Assessment is given in the draft document “Higher National Integrative Assessments: Guidance for qualification design teams – Definitive Draft Version June 2001”.

5.7.3 Core Skills

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 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 core skill exit profile requirement 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 could be the same.

In the summary the validation document should include:


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the recommended entry core skills profile

the mandatory exit core skills profile

rationale for both the proposed recommended entry, and mandatory exit, core skills profiles

a clear indication of how each of the core skills in the exit profile will be achieved.

5.7.4 Conditions of award

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.

5.8 Unit and Integrative Assessment specifications

The validation document should contain a complete set of specifications for all of the Units, (ie mandatory and optional) and the Integrative Assessments which make up the group award framework. However, where this involves a large number of Units, as a minimum the document should contain copies of the first section headed “General information for centres” of all of the Units and copies of the full specifications for each Integrative Assessment.

5.9 Supporting evidence

Evidence supporting the case for validation a new group award, eg analysis of the market research conducted, correspondence with employers, professional bodies and other educational organisations, should be included as an appendix to the document. This evidence should support the need for a qualification of the proposed type, its structure and content and include an explanation of why existing provision cannot be used.Evidence supporting the case for validating revisions to an existing group award should include details of the consultation undertaken with candidates, Higher Education and employers, a summary


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of the feedback and an explanation of how these comments have been accommodated within the revised structure.

It is for the validation panel to decide whether the evidence presented is sufficient.

Part B: Evidence that the validation criteria for an HNC/D have been met

The purpose of the validation is to confirm that any new or revised qualification fully satisfies SQA's quality criteria for Units and group awards. Under SQA's quality framework, qualifications are validated against a set of criteria (called quality elements) which are detailed in Appendix 3.

The qualification design team must provide evidence that the proposed group award specification meets these validation criteria. This section offers guidance on the types of evidence which can be gathered against each criterion.

D1: The validation process for qualifications which are to be included in the SQA National or Higher National Qualifications categories is defined and in the public domain.

Not applicable in this context.

D2: The qualification conforms to SQA design rules and other technical requirements which are current at the time of its validation for inclusion in the appropriate SQA qualifications catalogue.

Section 5 – Part A details the technical requirements for HNC/Ds using the revised HNQ design rules.

D3: There is a demonstrable need for the National or Higher National Qualification which fills a gap in the qualifications framework and makes a valuable contribution to SQA’s portfolio of qualifications.

Types of evidence could include:

market research, eg:

industry and government agency human resource studies relating to local, national, (ie Scotland and UK) and international trends

technology and market forecasts, especially for Scotland checklist analysis letters of support from employers, Higher Education, and other organisations reports from college-industry liaison groups

an explanation of how the market and technological forecasts (especially for Scotland) are reflected in the Unit specifications making up the qualification

evidence of consultation on the group award specification with appropriate industrial and/or educational interests

information showing how the group award specification addresses the needs of particular occupations


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endorsement by an SQA Advisory Group, relevant National Training Organisations, professional bodies, employers, Scottish Enterprise and/or Highland and Islands Enterprise, local enterprise companies, other SQA centres, Higher Education and the Scottish Executive

demonstration of the relationship of the new or revised group award to existing national frameworks and levels, such as National Training Organisations’ standards, existing qualification frameworks, and the SQA Core Skills framework

D4: The qualification is accessible to all candidates who could potentially achieve it


that the group award specification contains no unnecessary references to specific periods or modes of study by which it must be achieved. If statutory or Royal Charter restrictions do not allow this criterion to be met, this must be explained

that the group award specification places no unnecessary restrictions on the place, pace, or mode of learning

that the access statement for the qualification and the evidence requirements in the individual Unit specification and Integrative Assessment specifications of the qualification do not unnecessarily discriminate against certain categories of candidate.

D5: The qualification requires a candidate to demonstrate significant achievable outcomes in a recognised curricular area.


endorsement of the group award specification by the appropriate SQA Advisory Group

endorsement of the group award specification by relevant organisations, such as professional bodies

evidence of support for the group award specification from employers and employees

information to show how the Integrative Assessments and individual Unit specifications and Outcomes allow for:

a wide range of applications involve problem solving, task management and personal effectiveness require the candidate to develop transferable skills and knowledge

evidence that the qualification enhances the career prospects of candidates, such as articulation with other qualifications, routes to employment and improved career progression once in employment, and recognition by professional bodies.

D6: The qualification is coherent and its title accurately reflects its content.



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an explanation of the effectiveness of the match between the structure of the qualification, its title, and its aims

an explanation of any progression between the Unit specifications making up the qualification

an explanation of how the standards of competence in the Unit specifications making up the group award form a logical grouping

a justification of the title of the qualification in relation to the qualification structure

an explanation of how the structure of the qualification enables it meet its aims

an explanation of how the chosen methods of Integrative Assessments and assessment instruments allow candidates to demonstrate that they have retained and can integrate the knowledge and/or skills to achieve the main aims of the group award

a demonstration of how the group award specification offers a balanced qualification, no matter which of the permitted combinations of Units is taken in order to achieve it


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Section 6: Validation of HNUs

Part A: The HNU Specification

6.1 Introduction

The quality of the Unit is extremely important. The Unit is the cornerstone of all SQA qualifications and sets out the standards and levels of performance expected of candidates in order to gain recognition of their knowledge and skills.

Unit quality is not just about good presentation, but is about communicating clear and unambiguous information of the type of activities being carried out and the levels of achievement associated with good, ie competent, performance. In this respect, it is important to remember that once published, a Unit enters the public domain and must therefore meet SQA’s criteria for national recognition (see Appendix 3).

6.2 Revised format

The format of HNUs has been revised to encourage a more holistic approach to assessment. The new HNU specification places the emphasis on assessing whole Outcomes or a combination of Outcomes rather than on performance criteria. It is hoped that this will encourage a more holistic approach to assessment and reduce the assessment loading on both candidates and assessors and help to improve credit transfer between HNC/D and degree programmes.

In addition there is no longer a merit statement, ie all units will be achieved by attainment of the minimum standards specified.

Each Unit written using the revised HNU specification must have the following components:

General information for centres which includes:

Unit title Unit code Unit purpose Credit value (including SCQF level) Recommended prior knowledge and skills statement (access statement) Core skills Context for delivery Assessment

Statement of standards which includes:

Outcomes Knowledge and/or skills statement Evidence Requirements Assessment Guidelines


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Administrative information which includes:

Unit Title Unit Code Superclass category Date of publication Source Information on special needs Copyright information

Support notes which include:

Guidance on the content and context Guidance on the delivery and assessment Open learning Special needs

General information for candidates

6.3 General information for centres

6.3.1 Unit title

The unit title should give a clear indication of what the Unit specification is about. The title should reflect what candidates will be able to do or the skills and/or knowledge they will have developed on achieving the Outcomes.

The title should clearly indicate the area of skills and/or knowledge followed, if necessary, by a further statement indicating any specialism or qualifying factor, eg:

Video Production Technology: Basic Skills Graphic Design: Children’s Book Illustration Research Methods in Social Sciences Management: An Introduction to Team Leadership

The use of numbers in a title should be restricted to instances where there is a clear progression between Units and this should also be reflected in the wording of the access statements. Where a number is used, Roman numerals should be avoided.

Even where a number is used in a title, the wording of the title itself should be meaningful and clear, eg:

Communication 1: Basic Writing Skills Communication 2: Advanced Writing Skills

6.3.2 Unit code

Unit codes are allocated by SQA. Each Unit is allocated a unique code which is used to record candidate achievement and trigger certification. Each Unit can be identified by a six-digit


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alphanumeric code – the first four digits are the Unit identifier, the last two specify the level within SQA’s framework of qualifications.

Once a Unit has been validated and allocated a code, the Unit cannot be altered or amended in any way except through validation whereupon it would be allocated another code.

6.3.3 Unit purpose

The purpose statement should give a clear, brief summary of what the Unit is about followed by the statement “On completion of this Unit, the candidate will be able to” and then the list of Outcomes as they are written in the Statement of Standards. The purpose statement should not make claims which go beyond what is in the Outcomes.

6.3.4 Credit value

Credit value:

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.

The credit value allocated to a Unit also gives an indication of the contribution the Unit makes to an SQA group award. The credit value should take account of the estimated amount of programmed learning, teaching and assessment time needed for an “average” candidate to achieve the Outcomes.

Level

This section will now include the SCQF level of the Unit. All HNUs will be allocated a level appropriate to their position in the SCQF. As previously stated, SQA is working with the Quality Assurance Agency for Higher Education and Universities Scotland on the development of the SCQF. Until an agreed set of level descriptors and guidance on their use are available, validation panel members should confirm the level of the HNU by using the following existing benchmarks:

SCQF level 6 = Higher SCQF level 7 = Advanced Higher, HNC, HND Year 1 or Scottish Degree Level 1 SCQF level 8 = HND Year 2 or Scottish Degree Level 2 SCQF level 9 = Scottish Degree Level 3

6.3.5 Recommended prior knowledge and skills statement

This recommended prior knowledge and skills (access) statement should provide guidance on the necessary level of knowledge and/or skills candidates need to be able to undertake the Unit. If


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candidates do not possess this level of experience, they will have difficulty in achieving the Unit in the allotted time.

Ideally, this section of the Unit should contain examples of the type and level of qualification and/or other experience which might demonstrate appropriate prior knowledge and skills. It should also be used as an indication of where one Unit progresses directly from another, eg Communication 1 to Communication 2, or where certain skills or knowledge underpin the content of the Unit.

This access statement applies to the individual Unit for which it is written, not to the group award framework of which it may form part. It is not mandatory and expresses only the preferred prior achievements.

6.3.6 Core Skills

An HNU may also have a core skill or core skill component embedded in it so that a candidate achieving the unit also gains credit for or towards a core skill.

Note: claims for core skills credit will have been audited by SQA to confirm that it matches the core skills framework prior to Unit validation. A statement of automatic certification cannot be inserted by SQA unless this process has been carried out.

If there are no core skills or core skill components embedded within the Unit, the following statement will be made: “There may be opportunities to gather evidence toward core skills within this unit, although there is no automatic certification of core skills or core skills components in this Unit.”

6.3.7 Context for delivery

The standard statement “If this Unit is delivered as part of a group award, it is recommended that it should be taught and assessed within the subject area of the group award to which it contributes.” will be used in all HNUs. The statement could be expanded to provide further guidance on the integration of the delivery of the Unit if appropriate.

6.3.8 Assessment

This section should summarise the assessment strategy for the Unit, ie it should indicate whether and how assessment could be integrated for the Unit as a whole or for combination of Outcomes. It should also recommend the type of assessment instrument(s) that could be used.

If a core skill or core skill component is embedded in the Unit, the following statement should be added, “Since the core skill of XXX is embedded in this Unit, it is strongly recommended that you follow the assessment guidelines given. If you wish to use a different assessment model, you should seek prior moderation of the assessment instrument(s) you intend to use to ensure that the core skill is still covered.”

This section should also be used to indicate whether any assessment exemplars for the Unit have been produced. In this case, the standard statement, “An exemplar instrument of assessment and marking guidelines have been produced to indicate the national standard of achievement required at SCQF level X”, should be inserted.


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6.4 Statement of standards

6.4.1 Outcomes

The aim of a Unit is to identify and provide a breakdown of the essential activities, (eg explanations, descriptions, applications of theories or techniques) relating to a particular area of skills and/or knowledge. These essential activities are expressed in the form of Outcomes which give a clear indication of what a candidate is able to do on completion of the Unit.

The main feature of an Outcome is that it is written in terms of final output of achievement of knowledge and/or skills and therefore should be able to be prefaced by the phrase, “The candidate will be able to”, for example:

Use spreadsheet models to prepare business information for decision making Provide oral translations of complex tests

The Outcome should be clear so that even a non-expert can understand from the wording what candidates are being asked to do.

As a rough guide, each Unit specification should have between three to five Outcomes. This is not a fixed rule, but a recommendation drawn from experience. A large number of Outcomes in the same Unit specification can lead to fragmentation and militates against the holistic approach to assessment we wish to encourage.

There should be a clear link between the different Outcomes in the same Unit specification, and there should be a clear link between the Outcomes and the rationale for the Unit, its purpose and its objectives.

6.4.2 Knowledge and/or skills statements

A knowledge and/or skills statement should be included for each Outcome, or where the Unit is assessed holistically for combination of Outcomes or for the Unit as a whole.

This section should contain only that knowledge and/or skills essential for the achievement of the Outcome, combination of Outcomes of Unit and for which candidates would have to produce evidence.

The level of knowledge and/or skill to be assessed should be clear from the evidence requirements.

6.4.3 Evidence requirements

Evidence requirements can be written for each Outcome, for a combination of Outcomes, or for the Unit as a whole. There is no standard format for writing evidence requirements. They should be written in the format which is most easily understood by the users of the Unit as long as they define the type, standard and amount of evidence which candidates have to produce in order to be considered competent.

Evidence requirements should state clearly and unambiguously what candidates have to do, and to what standard, to demonstrate that they have achieved the Outcome and how much evidence is required to prove that they have done so. The evidence requirements should cover the full breadth of achievement of knowledge and/or skills required by the Outcome, combination of Outcomes or Unit.


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Evidence requirements must state:

the type of evidence, ie exactly what candidates have to do to demonstrate that they have achieved the Outcome, combination of Outcomes or Unit

the standard of the evidence, ie a clear statement about the national standard of achievement (previously specified as performance criteria)

the amount of evidence which the candidate has to produce, eg where it is not possible to demonstrate all of the items listed in the knowledge and/or skills section through holistic assessment, sampling can be used as a method of gaining additional evidence. It is also sometimes appropriate for very knowledge-based Units. This type of assessment must always be carried out in supervised conditions.

Where sampling is used, the evidence requirements must clearly state:

the standard of evidence required for each knowledge and/or skills items so that satisfactory performance can be judged whichever items are sampled on any one occasion

the proportion of knowledge and/or skills which can be sampled whether any item(s) must be included in the sample on each assessment occasion, eg if it is

crucial to the achievement of the Outcome(s) or to an embedded core skill the fact that a different sample should be chosen on each assessment occasion to prevent

candidates being able to foresee what they will be asked the conditions of assessment (see below).

the conditions in which the evidence has to be produced, ie where applicable, it should state any restrictions on the way in which the evidence can be generated to ensure that a valid and reliable assessment of a candidate’s achievement can be made. For example, if open-book assessment is used, then the evidence requirements should specify which source materials candidates can have access to.

6.4.4 Assessment guidelines

This section should give guidance on how best to conduct the assessment, eg recommending the use of a particular assessment instrument. This guidance should provide a clear template for assessors to flesh out an assessment instrument. It should also, where applicable, provide guidance on how to integrate the assessment of the whole Outcome or how to link assessment holistically with other Outcomes in the Unit.

Each HNU must contain assessment guidelines. Although the assessment guidelines are included within the “statement of standards” section, it is not mandatory for centres to follow them and therefore anything which is considered mandatory should be included within the evidence requirements section.

The assessment guidelines should not contain any unnecessary barriers to achievement for particular categories of candidates, eg those with special learning needs or those undertaking the Unit by open or distance learning.

Like the section on evidence requirements, the assessment guidelines can be written for each Outcome, for a combination of Outcomes within the Unit, or for the Unit as a whole.


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6.5 Support Notes

6.5.1 Guidance on the content and context

This section should contextualise and expand on the statement of standards, eg it may give further information on the purpose of the Unit, provide more detail relating to each of the Outcomes and any other information that would be useful for someone using the Unit for the first time. It should provide further details of what should be covered in the delivery of the Unit. While the knowledge and/or skills section covers essential knowledge and/or skills on which candidates will be assessed, there may be other areas of content of which they should be aware, if they are to gain full benefit from undertaking the Unit.

Where appropriate, this section should provide details of any recognition given by professional bodies or other organisations, any group award to which the Unit contributes, and to progression pathways. For example, if part of the rationale for the Unit is to provide underpinning knowledge for an SVQ, the relationship of the Unit to the SVQ could be expanded upon here.

6.5.2 Guidance on delivery and assessment

This section should provide guidance on how the delivery and/or assessment of the Unit could be integrated with other Units. This is particularly relevant if the Unit has been developed as part of a group award.

Likewise, this section should offer guidance on how best the Unit would fit into the sequence of delivery if part of an HNC/D or on how it could be delivered as a free-standing Unit.

Although the authentication of candidate’s work is the responsibility of each centre, guidance should also be given on how candidate evidence can be authenticated for this particular Unit.

6.5.3 Open learning

This section should contain guidance on the suitability of the Unit for open and distance learning delivery and where this is possible, it should include contextualised advice on how that mode of delivery is best managed.

6.5.4 Special needs

SQA will insert the standard statement on special needs in all SQA HNU specifications.

6.6 General information for candidates

This section should provide a brief summary of the Unit which can be given out to candidates before they start on the Unit. It should include information for candidates on what the Unit is about, what they have to know, and how they will be assessed.


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Part B: Evidence for the validation of an HNU specification

To show that an HNU specification put forward for validation meets the validation criteria (see Appendix 3), the qualification design team or Unit writer must provide evidence that all of these criteria have been met. This section offers guidance on the kind of evidence that can be gathered for each criterion.

D1: The validation process for qualifications which are to be included in the SQA National or Higher National Qualifications catalogues is defined and in the public domain.


D2: The qualification conforms to SQA design rules and other technical requirements that are current at the time of its validation for inclusion in the appropriate SQA qualifications catalogue.

Section 6 - Part A details the technical requirements for an HNU specification using the revised format.

D3: There is a demonstrable need for the National or Higher National Qualification which fills a gap in the qualifications framework and makes a valuable contribution to SQA’s portfolio of qualifications.


market research, eg

industry and government agency human resource studies relating to local, national , (ie Scottish and UK), and international trends

technology and market forecasts, especially for Scotland questionnaire analysis letters of support from employers, and other organisations reports from college-industry liaison groups

endorsement by an SQA Advisory Group, relevant National Training Organisations, professional bodies, employers, Scottish Enterprise and/or Highland and Islands Enterprise, local enterprise companies, other SQA centres, Higher Education and the Scottish Executive

demonstration of the relationship of the new or revised Unit specification to existing national frameworks and levels, such as National Training Organisations’ standards, existing SQA Units, and the SQA Core Skills framework.

D4: The qualification is accessible to all candidates who could potentially achieve it.


demonstration that the Unit specification contains no unnecessary references to specific methods by which it must be achieved, such as particular modes of communication, or to physical requirements on the candidate, eg use of hand or foot controls, where alternatives are possible


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that the Unit specification is not written in such a way that it is only relevant to a particular organisation

that the evidence requirements of the Unit specification do not unnecessarily discriminate against certain categories of candidate

that the access statement for the individual Unit specification does not unnecessarily discriminate against certain categories of candidate.

D5: The qualification requires a candidate to demonstrate significant achievable outcomes in a recognised curricular area.


endorsement of the Unit specification by the appropriate SQA Advisory Group

evidence of consultation on the Unit specification with appropriate industrial and/or educational interests

that the Unit specification falls into a recognised type, eg requiring demonstration of occupational competence or of knowledge and skill which underpin such competence, or providing an aid to progression, or offering the opportunity for personal development

examples of how the Unit specification facilitates credit accumulation and transfer

examples of how the Outcomes in the Unit specification develop competence which is transferable.

D6: The qualification is coherent and its title accurately reflects its content


an analysis of the Outcomes in relation to the overall competence outlined in the Unit specification

demonstration of how the evidence requirements of the Unit specification facilitate the design of assessment instruments that are valid, reliable and capable of generating sufficient evidence of competence at the level specified in the Unit specification.


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Section 7: Validation of HN Integrative Assessments

Part A: The HN Integrative Assessment Specification

7.1 Introduction

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

The shell documents which qualification design teams use to specify their proposed Integrative Assessments are attached as Appendices 7 and 8. The former is for project-based and the latter for examination-based. As previously stated, these specifications will form part of the validation proposal.

7.2 Format

Each Integrative Assessment specification must have the following components:

General information for centres which includes:

Title Code Method (of Integrative Assessment) Assessment Instrument Credit value (including SCQF level) Purpose Recommended prior knowledge and skills (access statement) Core skills Assessment

Administrative Information including:

Code Title Superclass category Date of publication Source Information on special needs Copyright information

Instructions for designing the assessment task and assessing candidates which includes:

Conditions of assessment Instructions for designing the assessment task Evidence Requirements (project-based specifications only)


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7.3 General information for centres

7.3.1 Title

The title should be either be the title or subject area of the HNC/D to which the Integrative Assessment contributes, eg:

HNC Computing: Integrative Assessment 1HNC Computing: Integrative Assessment 2HND Computing: Integrative Assessment 1HND Computing: Integrative Assessment 2

7.3.2 Code

The Integrative Assessment codes are allocated by SQA. Each Integrative Assessment is allocated a unique code that is used to record candidate achievement and trigger certification. Like Units, each Integrative Assessment can be identified by a six-digit alphanumeric code –the first four digits are the Integrative Assessment identifier, the last two specify the level within SQA’s framework of qualifications.

Once an Integrative Assessment has been validated and allocated a code, it cannot be altered or amended in any way except through further validation processes whereupon it would be allocated another code.

7.3.3 Method

The method of Integrative Assessment can be either project or examination.

7.3.4 Assessment instrument

For project-based Integrative Assessments, this will be a Case Study, Investigation or Practical Assignment. For examination-based Integrative Assessments, this will be either a Closed-book Examination or an Open-book Examination.

7.3.5 Credit value

Credit value

All Integrative Assessments will each be of one credit based on the estimated amount of programmed learning, teaching and assessment time needed for an “average” candidate to achieve the Integrative Assessment. HN candidates are normally expected to input a further 40 hours of non-contact time or candidate led effort to consolidate and reinforce learning. The points system used in the SCQF is one point for each 10 hours of candidate effort. Using this model, a one-credit HN Integrative Assessment would attract eight points in the SCQF,

Level

This section will also include the level of Integrative Assessment. Integrative Assessments which contribute to an HNC or the first year of an HND will be at SCQF level 7. Integrative Assessments which contribute to the second year of an HND will be at SCQF level 8.


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SQA is working with the Quality Assurance Agency for Higher Education and Universities Scotland on the development of the SCQF. Until an agreed set of level descriptors and further guidance is available for use, validation panel members should confirm the level of the Integrative Assessment by using the following existing benchmarks:

SCQF level 7 = Advanced Higher, HNC, HND year 1 or Scottish Degree Level 1 SCQF level 8 = HND Year 2 or Scottish Degree Level 2

7.3.6 Purpose

The purpose statement should detail which aims of the group award the Integrative Assessment is designed to assess. The purpose statement should not make any claims which go beyond what is assessed within the Integrative Assessment.

7.3.7 Recommended prior knowledge and skills

This recommended prior knowledge and skills (access) statement should provide guidance on the necessary level of knowledge and skills candidates need to be able to undertake the Integrative Assessment. If candidates do not possess this level of prior experience, they will have difficulty in achieving the Integrative Assessment in the time allotted.

As Integrative Assessments are designed to assess the integration of knowledge and/or skills developed through the Units making up the group award, this section should give guidance on which Units from the group award should have been undertaken by candidates prior to embarking on the Integrative Assessment.

7.3.8 Core Skills

The project-based Integrative Assessment specification has been designed to embed the core skill of Problem Solving at Higher. However, there may also be another core skill(s) or core skill components embedded in it such that a candidate achieving the Integrative Assessment also gains credit for or towards a core skill in addition to Problem Solving at Higher.

Note: claims for core skills credit will have been audited by SQA to confirm that it matches the core skills framework prior to validation. A statement of automatic certification cannot be inserted by SQA unless this process has been carried out.

7.3.9 Assessment

This section is a standard SQA statement regarding the production of evidence by centres.

This section should also indicate whether any assessment exemplars for the Integrative Assessment have been produced. In this case, the standard statement, “An exemplar instrument of assessment and marking guidelines have been produced to indicate the national standard of achievement required at SCQF Level X”, should be included.


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7.4 Instructions for designing the assessment task and assessing candidates assessment

7.4.1 Project-based Integrative Assessments

Conditions of assessment

This comprises a standard SQA statement detailing the conditions in which the assessment should take place. Justification for any changes to this standard statement should be discussed and confirmed during the validation process. The qualification design team may have included additional information specific to their HNC/D.

Instructions for designing the assessment task

This is a standard SQA statement specifying the minimum design requirements of any project-based assessment task whether it is a Case Study, Investigation, or Practical Assignment. The qualification design team may have provided further instructions specific to their HNC/D. If so, this should be discussed and confirmed during the validation process.

Evidence Requirements

This section details the minimum evidence requirements for each of the three stages of the project, ie planning, developing and evaluating. As previously stated the project-based Integrative Assessment specification has been designed to embed the core skill of Problem Solving at Higher. Therefore, these minimum evidence requirements must be included within the fleshed out assessment instrument and must be attained by candidates to ensure coverage of the core skill.

In addition to the evidence required for the core skill, the qualification design team should have included, for each stage of the project, additional evidence which candidates have to meet to show attainment of the group award aims which the Integrative Assessment has been designed to assess.

Mark allocation

Each project will have an overall mark of 100. The qualification design team should have proposed the allocated marks, ie weighting, to be given to each stage of the project. This will vary for each HNC/D and will be determined by the aims which the integrative assessment is designed to cover. The allocated marks will be discussed and confirmed by the validation process.

7.4.2 Examination-based

Conditions of Assessment

This is a standard SQA statement detailing the conditions in which the assessment should take place. Justification for any changes to the standard statement should be discussed and confirmed during the validation process. The qualification design team may have provided additional information specific to their HNC/D.


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Length of the examination

Normally, examinations will be of three hours’ duration. However, there may be some circumstances where the examination may be divided into a number of separate events. This could be where totally different skills are being tested, eg when assessing the listening and written comprehension of a foreign language. The reasons for holding a number of separate examinations or having examinations which are less or more than three hours’ duration will be subject to validation.

Type of examination

The qualifications design team should have specified whether the examination is to be Closed book or Open-book. If Open-book, then the qualifications design team should specify the materials to which the candidate will have access.


This section asks qualification design teams to specify:

the topics, (ie the critical knowledge and skills) relating to the aims to be covered in the examination

the level of knowledge and understanding for each topic

the mark allocation to be given for each topic – the overall mark for the examination being 100.

Part B: Evidence for the validation of an HN Integrative Assessment specification

To show that an HN Integrative Assessment specification put forward for validation meets the validation criteria (see Appendix 3), the qualification design team must provide evidence that all of these criteria have been met. This section offers guidance on the kind of evidence that can be gathered for each criterion.

D1: The validation process for qualifications which are to be included in the SQA National or Higher National Qualifications catalogues is defined and in the public domain.


D2: The qualification conforms to SQA design rules and other technical requirements that are current at the time of its validation for inclusion in the appropriate SQA qualifications catalogue.

Section 7 - Part A details the technical requirements for an HN Integrative Assessment specification.

D3: There is demonstrable need for the National or Higher National Qualification which fills a gap in the qualifications framework and makes a valuable contribution to SQA’s portfolio of qualifications.



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D4: The qualification is accessible to all candidates who could potentially achieve it.


that the Integrative Assessment specification contains no unnecessary references to specific methods by which it must be achieved, such as particular modes of communication, or to physical requirements on the candidate, eg use of hand or foot controls, where alternatives are possible

that the Integrative Assessment specification is not written in such a way that it is only relevant to a particular organisation

that the evidence requirements outlined within the Integrative Assessment specification do not unnecessarily discriminate against certain categories of candidates

that the access statement for the Integrative Assessment specification does not unnecessarily discriminate against certain categories of candidate.

D5: The qualification requires a candidate to demonstrate significant achievable outcomes in a recognised curricular area


endorsement of the Integrative Assessment specification by the appropriate SQA Advisory Group

details of consultation on the Integrative Assessment specification with appropriate industrial and/or educational interests

that the Integrative Assessment specification falls into a recognised type at a given level, eg requiring demonstration of occupational competence or of knowledge and skill which underpin such competence, or providing an aid to progression, or offering the opportunity for personal development

a comparison of the Integrative Assessment with other assessments at the same level

that the Integrative Assessment can stand alone, but is capable of being used in a range of programmes and contexts

that the Integrative Assessment specification facilitates credit accumulation and transfer

that the Integrative Assessment specification requires competence which is transferable

that the Integrative Assessment specification is not tied in to specific tasks, job titles or similar restrictive circumstances.

D6: The qualification is coherent and its title accurately reflects its content

Types of evidence include:

demonstration that the Integrative Assessment specification does asses the specified aims


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that the evidence requirements of the Integrative Assessment specification facilitate the design of assessment instruments that are valid, reliable and capable of generating sufficient evidence of competence at the level specified in the Integrative Assessment specification.


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Section 8: Validation Checklists

8.1 Checklist for use in the validation of HNC/Ds

This checklist can be used in preparing for the meeting for a validation of an HNC/D group award proposal. The checklist can be used to assess the information contained in the validation document and to record issues or questions to be raised with the qualification design team. This checklist does not provide an exhaustive list of issues. Panel members should feel free to identify other relevant issues for discussion with the qualification design team.

Title of the qualification

The tile should make clear to everyone what the successful candidate has achieved.

Is it appropriate? Is it precise and unambiguous? Does it conflict with existing titles? Does it clearly reflect the sum of the competences of the qualification? If more than one area of occupation competence is included, does the title

reflect this?

Rationale for the qualification

A group award must have a clear rationale which justifies its aims, structure and level in terms of the demand from employers and its position within the framework of national qualifications.

Are the nature and purpose of the qualification clearly explained? Is the level of the qualification clearly explained? Is the target audience for the qualification clearly identified? Is there significant evidence of demand from employers and/or Higher

Education for such a qualification? Is the qualification worthy of certification in its own right? Will successful candidates have access to a range of employment opportunities

or Higher Education programmes? Is the qualification unique? Does the qualification relate to others in the SQA framework? Are there progression routes available to degrees etc?

Aims of the qualification

The aims of the qualification should be consistent with the nature of the target employment sector and the level of the qualification. They should also support progression to Higher Education and provide generic skills that would be of general value in employment.

Are the aims clearly and adequately stated? Are the aims appropriate to the target employment sector? Is there evidence of employer support for the aims of the qualification? Do the aims reflect the qualification title?

Yes No


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Do the aims represent a significant achievement by the successful candidate? Do the aims provide a basis for progression to Higher Education? Do the aims include the development of generic skills of value in other sectors

of employment?

Access to the qualification

The qualification should contain no features which create barriers to achievement by placing unnecessary restrictions on the place, pace or mode of learning.

Are the selection criteria for access to the qualification clear? Is there a realistic indication of the previous achievement or experience which

a candidate should have on entry to the qualification? Does the access statement clearly define the required level of prior knowledge

and skills? Is access to the qualification based on recognised qualifications? Are the access requirements appropriate to the level of the qualification? Is there consistency between the group award and Unit specifications access

criteria? Is access to the qualification restricted to a specific group of candidates? If there are restrictions, are they justified? Is the recommended core skills entry profile appropriate?

Structure of the qualification

The structure of the qualification should be clearly stated and all possible routes to achieving it should be of standard consistent with the type of qualification. The aims of the qualification should be satisfied by all allowable combination of Units and Integrative Assessments.

Mandatory or mandatory/optional structure

Is the structure of the qualification clear and unambiguous? Does the structure of the qualification offer an appropriate balance between

mandatory and optional units? Does the structure of the qualification meet the minimum mandatory number

of credits? Does the structure of the qualification have the required number of credits at

the right level for the group award? Is the use of any optional structure within the mandatory section justified? Do all the possible routes to the qualification satisfy the aims of the

qualification? Are all routes equal in terms of the number of credits? Is there a logical progression between the Units of the qualification? Is there evidence of coherence between the Units of the qualification? Is there evidence of support from employers for the structure of the

qualification?

Yes No


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Integrative Assessment

Do the chosen methods of Integrative Assessment and assessment instruments integrate the specified aims of the group award?

Core Skills

Is the mandatory exit core skills profile clearly specified? Is the rationale for the exit core skills profile clearly stated? Is the mandatory exit core skills profile appropriate to the group award? Is there a clear indication of how each of the core skills in the exit profile will

be achieved?

Conditions of award

For each allowable combination of Units and Integrative Assessments, is the total credit value achieved consistent with the credit value for the group award, ie: do all routes for the HNC add up to 15 credits, ie 13 unit credits plus two

Integrative Assessment credits? do all routes for the HND add up to 30 credits, ie 26 unit credits plus four

Integrative Assessment credits?

For each allowable combination of Units and Integrative Assessments, is the total credit value achieved consist of Units and Integrative Assessments at the right level?

Unit and Integrative Assessment specifications

The validation document should contain a complete set of specifications for all of the Units, (both mandatory and optional) and the Integrative Assessments which make up the group award framework. However, where this involves a large number of Units, as a minimum the document should contain copies of the first section headed “General information for centres” of all of the Units and copies of the full specifications for each Integrative Assessment.

Does the validation document contain copies of the Unit and Integrative Assessment specifications which contribute to the group award framework?

Supporting evidence

There should be evidence to support the claims made within the validation document in the form of an appendix and which should include details of the consultation undertaken, and a summary of the feedback obtained.

Is there evidence to support the claims made within the validation document, eg market analysis, professional body recognition etc?

Does the evidence include feedback from appropriate users, eg candidates,

Yes No


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Higher Education and/or the employment sector?

Issues to be raised with the qualification design team. Yes No


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8.2 Checklist for use in the validation of an HNU

The role of a panel member in validating HNUs is to determine whether the proposed Unit specifications meet SQA’s validation criteria, namely:

that the qualification conforms to SQA design rules and other technical requirements that are current at the time of its validation for inclusion in the appropriate SQA qualifications catalogue

that there is a demonstrable need for the HNQ which fills a gap in the qualifications framework and makes a valuable contribution to SQA'’ portfolio of qualifications.

While technical requirements of Unit specifications and their conformity to design rules are largely a matter for SQA officers. Unit validators need to be confident that the specifications are clear and unambiguous. The primary concern of Unit validators will be with the coherence of the subject content of the Unit, its credit value, level and fitness for purpose to determine whether it is worthy of certification.

This checklist has been designed to help panel members in preparing for the validation of an HNU specification. The checklist can be used to assess the information contained in the Unit specification and to record issues or questions to be raised with the Unit Writer or qualification design team.

General information for centres

Unit title

The title should make clear to everyone what the successful candidate has achieved.

Is it precise and unambiguous? Does it reflect the scope and level of difficulty of the Unit? Is it meaningful? If the Unit is part of a sequence, does the title reflect the Unit’s place in the

sequence?

Unit purpose

The Unit should have a clear statement detailing what the Unit is about, who it is aimed at and what candidates will be able to do as a result of undertaking the Unit.

Is the nature and purpose of the Unit clearly explained? Is it consistent with the Unit title and the Unit content? Is the target audience for the qualification clearly identified? Is there a concise statement which encompasses all the Outcomes of the Unit?

Credit value

All HNUs are allocated a credit value which indicates the volume of achievement and a level appropriate to their position within the SCQF.

Yes No


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Is the credit value appropriate to the amount of content in the Unit? Does it reflect an appropriate allocation of time for delivery and assessment? Is the content of the Unit appropriate for the level allocated to it? If the Unit forms part of a sequence, is the level appropriate to the Unit’s

place in that sequence? Is the level identified for the Unit consistent with its position in the SCQF and

comparable qualifications?

Recommended prior knowledge and skills

The Unit should give clear guidance on the level of knowledge and/or skills expected of candidates to enable them to achieve the Unit in the time reflected in the credit value. It is important, though, that unnecessary restrictions or barriers to achievement are not introduced.

Are the selection criteria for access to the Unit clear? Is there a realistic indication of the previous achievement or experience which

a candidate should have on entry to the Unit? Does the access statement clearly define the required level of prior knowledge

and skills? Are the access requirements appropriate to the level of the Unit? Is access to the Unit restricted to a specific group of candidates? If there are restrictions, are they justified?

Core Skills

An HNU may have a core skill or core skill component embedded in it so that a candidate achieving the Unit also gains credit for or towards a core skill. A separate SQA audit confirms whether a core skill claim is confirmed. If so, a candidate will gain automatic certification of the core skill as well as achievement of the Unit which carried it. The carrier Unit only is subject to validation.

Context for delivery

This is a standard statement. However, where the learning experience for candidates could be enhanced by the Unit being delivered in tandem with another Unit, this advice should be given here.

Assessment

There should be a summary of how the assessment for the Unit will be conducted and whether integration of assessment of its Outcomes is possible:

Is the assessment strategy proposed for the Unit appropriate? Does it steer users towards holistic assessment where this is possible? Does the statement adequately summarise the assessment guidance given with

the statement of standards? Does it recommend the types of assessment instruments which can be used?

Statement of standards

Yes No


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Outcomes

Outcomes should give a clear indication of what a candidate is able to do.

Does each Outcome relate clearly to the Unit title and purpose? Is each Outcome distinct and necessary?

Knowledge and/or skills

A knowledge and/or skill statement should be included for each Outcome, or where the Unit is assessed holistically, for a combination of Outcomes or for the Unit as a whole. It should contain only that knowledge and/or skills for the achievement of the Outcome(s).

Are all of the items listed essential for achieving the Outcome? Do the items build on the recommended prior knowledge and skills

statement? Is each item stated clearly and concisely? Are the knowledge and/or skills consistent with the level of the Unit?

Evidence requirements

Evidence requirements should state clearly and unambiguously what candidates have to do, and to what standard, to demonstrate that they have achieved the Outcome and how much evidence is required to provide that they have done so.

Do the evidence requirements clearly specifiy: type of evidence standard of the evidence amount of evidence conditions in which the evidence has to be produced?

Do the evidence requirements relate accurately to the Outcome(s) and content of the knowledge and/or skills section?

Where evidence requirements are specified for a combination of Outcomes, do they cover the full content of the combination?

If the evidence requirements involved sampling of knowledge and/or skills, do they state clearly exactly how sampling will be carried out with regard to: proportion confidentiality conditions of assessment?

If the evidence requirements involve sampling, do they provide the type and standard of evidence for all of the items in the knowledge and/or skills section?

Do the conditions of assessment ensure that candidates cannot spot the sample in advance?

Yes No


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Assessment guidelines

Guidance should be given on how best to conduct assessment and how, if possible, integration of assessment can be achieved.

If the evidence requirements are stated for combination of Outcomes or for the Unit as a whole, are the assessment guidelines similarly structured?

If the assessment guidelines are followed, will they produce sufficient evidence to meet the evidence requirements?

Do the assessment guidelines encourage holistic assessment and indicate how this could be achieved?

Do the assessment guidelines create any barriers to achievement or to delivery of the Unit through open or distance learning?

Support Notes

Guidance on the content and context

Is the information given clear and helpful, particularly to someone using the Unit for the first time?

Does it give details of any content additional to what is listed as essential under knowledge and/or skills, ie content which although not assessed would enrich the learning experience?

Does it put the Unit in its context, eg by giving details to which group awards it contributes or of any professional body recognition?

Does it give details of any progression routes, particularly if designed as part of a sequence?

Guidance on delivery and assessment

Is the information clear and helpful, particularly to someone using the Unit for the first time?

Is there any advice on where the Unit would best fit into the sequence of delivery and/or assessment of a group award or on how to deliver it as a free-standing Unit?

Is there any advice on how to enhance the effectiveness of delivery and/or assessment?

Open learning

Is there guidance given on the suitability of the Unit for open and distance learning?

If not, is there an explanation or justification? Is there guidance on how evidence can be authenticated?


Is the information clear and helpful? Is it written in a style and tone appropriate for candidates?

Yes No


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Does it give information on: what the Unit is about what the candidate has to know what the candidate has to do, ie how he/she will be assessed anything else which would be useful for the candidates to know?

Issues to raise with qualification design team/Unit Writer:

Yes No


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8.3 Checklist for use in the validation of an HN Integrative Assessment Specification

This checklist can be used in preparing for the validation of an HN Integrative Assessment specification. The checklist can be used to assess the information contained in the Integrative Assessment specification and to record issues or questions to be raised with the qualification design team.


Does the title reflect the HNC/D to which the Integrative Assessment contributes?

Is the level of demand appropriate to the allocated SCQF level? Is the nature and purpose of the Integrative Assessment clearly explained?

Method of assessment

Is the method of assessment identified as either project or examination? Is it appropriate?

Assessment instrument

Is the assessment instrument identified? Is it appropriate?

Credit value

Can the assessment be conducted within the notional time allocated? Is the level of demand appropriate to the level specified?

Purpose

Is the nature and purpose of the Integrative Assessment clearly explained? Does it specify which aims of the group award are being assessed?

Recommended prior knowledge and skills

Does the access statement clearly define the required level of prior knowledge and skills?

Are the access requirements appropriate to the level of the Integrative Assessment?

Is access to the Integrative Assessment restricted to a specific group of candidates?

If there are any restrictions, are they justified?

Core skills

Yes No


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If a core skill/core skill component is embedded in the Integrative Assessment, has the claim been audited?

If there is no core skill/core skill component embedded in the Integrative Assessment, has the standard wording been used?

Assessment

Has the standard statement been used? Where an assessment exemplar has been produced, is this clearly stated?

Instructions for designing the assessment task (project-based)

Conditions of assessment Has the standard statement been used? If not, is there adequate justification for change? Is any additional information to the standard statement appropriate?

Instructions for designing the assessment task Has the standard statement been used? Are any further instructions specific to the HNC/D to which the

Integrative Assessment contributes valid?

Evidence requirements In addition to the minimum evidence required for the achievement of any

embedded core skills/core skill components, do the evidence requirements clearly state what further evidence is required to demonstrate achievement of the HNC/D aims being assessed?

Mark allocation Has a mark been allocated to each stage of the project, ie planning,

developing and evaluation? Is the weighting appropriate?

Instructions for designing the assessment task (examination-based)

Conditions of assessment Has the standard statement been used? If not, is there adequate justification for change? Is any additional information to the standard statement appropriate? If the examination is to be less or more than 3 hours duration, is this

justified? Does the type of examination, (ie whether closed or open-book) reflect:

what would be expected of candidates in real-life working situations in the subject/occupational area

what information we can reasonably expect candidates to know without aid of reference material

the knowledge and understanding which candidates are expected to retain?

If an open-book examination is specified, are details given of the

Yes No


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reference and/or source materials to which candidates will have access?

Instructions for designing the assessment task Do the topics assess the specified aims? Do the topics specify the critical knowledge and/or skills to be assessed? Is the level of knowledge and understanding to be assessed clear and

appropriate? Is the mark allocation to be given to each topic appropriate?

Issues to be raised with qualification design team:

Yes No


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Appendix 1Revised Design Rules for HNC/Ds

HNCs will:

be 15 credits

normally have a minimum of 13 credits, (ie 11 Unit credits plus two Integrative Assessment credits) at SCQF level 7 – up to two Unit credits can be at SCQF level 6 and a small number may be at SCQF level 8

contain two Integrative Assessments each of one credit and each graded A, B or C – the two Integrative Assessment credits will be at SCQF level 7

contain a mandatory section of a minimum of six credits including the two Integrative Assessment credits

have a recommended core skills entry profile

have a mandatory core skills exit profile.

HNDs will

be 30 credits

normally have a minimum of 15 credits at SCQF level 8, (ie 13 Unit credits at SCQF level 8 plus two Integrative Assessment credits) – the remaining Unit credits will be at SCQF level 7 with the exception that up to two Unit credits can be at SCQF level 6 and a small number may be at SCQF level 9

contain four Integrative Assessments each of one credit and each graded A, B or C – two of the Integrative Assessment credits will be at SCQF level 7 and the other two at SCQF level 8

contain a mandatory section of a minimum of 12 credits including the four Integrative Assessment credits

have a recommended core skills entry profile

have a mandatory core skills exit profile.

HNUs

have a revised format designed to encourage a more holistic approach to assessment

will be given a level appropriate to their position in the SCQF

will be validated by SQA – the criteria for the validation of units will be as before.


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Appendix 2SQA National and Higher National qualifications and the SCQF

The Scottish Credit and Qualifications Framework (SCQF) has been developed by a Partnership composed of: the Quality Assurance Agency for Higher Education (QAA), the Scottish Executive Departments of Education, and Enterprise and Lifelong Learning (SEED and SEELD), the Scottish Qualifications Authority (SQA) and Universities Scotland (formerly the Committee of Scottish Higher Education Principals – COSHEP).

The SCQF is a 12-level framework designed to include everything from Access 1 units to PhDs. It will bring all SQA qualifications (National Qualifications, Higher National Qualifications and SVQs) into a single unified framework along with qualifications offered by Scottish Universities.

The levels of the Framework occupied by SQA qualifications are as follows:

SCQF Level National Qualification Level HN Level SVQ Level1 Access 12 Access 23 Access 34 Intermediate 1 SVQ 15 Intermediate 2 SVQ 26 Higher SVQ 37* Advanced Higher HNC8* HND SVQ 49*

10*11* SVQ 512*

* Levels 7 to 12 contain the 5 levels of Scottish degree studies

Qualifications will be allocated credits on the basis of the volume of learning involved – ie a notional learning time, with 1 point being allocated for each 10 hours of timetabled and individual learning. Single National Units at levels 1-6 will be allocated 6 points and National Courses at those levels will be worth 24 points. Units and Courses at level 7 – Advanced Higher – will be worth 8 and 32 points respectively. Single Higher National Units will be worth 8 credits. Half and double units will be given half and double points.

Standard Grade courses will be given the same points allocation as other courses on the following basis: Credit Standard Grade (Intermediate 2) – 24 points at level 5; General Standard Grade (Intermediate 1) – 24 points at level 4; Foundation Standard Grade (Access 3) – 24 points at level 3.

SVQs have been allocated single levels, but it is likely that the units in each SVQ will be at a number of different levels.

The SCQF is intended to make the overall system of Scottish qualifications easier to understand by making the relationships between qualifications clear. It should also make it easier to establish links between qualifications and make it easier for learners to transfer credit from one course of study to another. Over the next few years SQA will increasingly adopt the use of SCQF levels and credit points to describe its qualifications.


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Appendix 3Validation quality elements

1 Element: Criteria for the validation of SQA qualifications

This element can be devolved only for HN Qualifications.

Criterion SQA The centre

N and HN

D1 The validation process for qualifications which are to be included in the SQA National or Higher National Qualifications catalogue is defined and in the public domain.

publishes the system, procedures and timescales for the validation of new and revised National and Higher National Qualifications and makes them known to centres

ensures that submissions to SQA of locally-devised proposals for validation comply with SQA’s system, procedures and timescales

D2 The qualification conforms to SQA design rules and other technical requirements which are current at the time of its validation for inclusion in the appropriate SQA qualifications catalogue

publishes design rules and other technical requirements and guidance on their use

develops National and Higher National Qualifications and validates them to ensure that all of these qualifications comply with the design rules and the technical requirements prior to inclusion in the appropriate SQA qualifications catalogue*

validates qualifications to ensure that they comply with the design rules and other technical requirements prior to inclusion in the appropriate SQA qualifications catalogue*

uses SQA’s design rules and other technical requirements as the basis for development of proposed qualifications to be submitted to SQA for validation

D3 There is a demonstrable need for the National or Higher National Qualification which fills a gap in the qualifications framework and makes a valuable and unique contribution to SQA’s portfolio of qualificationsD3 continued

works with stakeholders to identify the qualifications required to meet the needs of Scottish society*

consults with appropriate bodies to identify the need for the National or Higher National Qualification*

has a feedback system through which it collects stakeholders views in order to regularly

provides feedback to SQA on the extent to which the qualifications in the National and Higher National Qualifications catalogues meet this criterion


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Criterion SQA The centre

N and HN

review the National and Higher National Qualifications with a view to engaging in a programme of updating where appropriate*

D 4 The qualification is accessible to all candidates who could potentially achieve it

ensures that all National and Higher National Qualifications which it validates are free from unnecessary barriers to achievement

strives to serve the best interests of prospective candidates and does not create artificial barriers to achievement

provides feedback to SQA on the extent to which qualifications in the National and Higher National Qualifications catalogues meet this criterion

D5 The qualification requires a candidate to demonstrate significant, achievable outcomes in a recognised curricular or vocational area

ensures that qualifications which it validates meet this criterion*

ensures that qualifications which it validates have assessment arrangements appropriate to the outcomes which candidates must demonstrate*

has a feedback system to collect stakeholders’ views on the extent to which National and Higher National Qualifications meet this criterion*


D6 The qualification is coherent and its title accurately reflects its content

ensures that qualifications which it validates meet this criterion*

has a feedback system to collect stakeholders’ views on the extent to which National and Higher National Qualifications meet this criterion*


Centres with devolved responsibility for validation must:


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have a system and procedures which ensure that all validations are appraised against the validation criteria in the column for centres as well as the criteria marked ‘*’ in the SQA column

have documentation describing all validations carried out, including the result of the appraisal of the proposed new or revised qualification against each of the criteria in the column for centres as well as the criteria marked ‘*’ in the SQA column

ensure that the outcome of devolved validations is timeously reported to SQA for recording in the appropriate catalogue


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Appendix 4

Specimen programme for a Higher National validation meeting

0915 Arrival at centre/venue(Preliminary introductions and coffee)

0930 Private meeting of validation panel(To draw up a programme for the day, to identify issues to be raised with the qualification design team and to allocate functions to the various team members)

1030 Coffee

1045 Meeting with qualification design team(To discuss the group award specifications in relation to the validation criteria)

1230 Lunch

1330 Meeting with qualification design team(To discuss the individual HNU specifications)

1530 Coffee and private meeting of validation panel(To reach a decision and make any appropriate recommendations and set any necessary conditions)

1615 Meeting with qualification design team(To inform qualification design team of the validation panel’s decision)

1630 Depart


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Appendix 5Form HNP 3(b) – Validation Report

VALIDATION REPORT Form HNP3

Please complete in typescript and return this form within one week of the meeting

1 Into which category does the qualification fall: (Tick as appropriate)

Full qualification eg HNC, HND Individual unit(s)

Title(s)

Centre Name

Address

Scottish Qualification AuthorityHost of Meeting Date of Meeting Centre

Panel Recommendation

1. Validated2. Not Validated until conditions have been met3. Not Validated

Conditions to be met by (applicable to Option 2 only)

Please indicate which mechanism has been agreed for lifting conditions:

Please indicate whether the centre will: (Tick as appropriate)

send copies of revised documents to person(s) lifting conditions with two copies to Development Co-ordination Unit

submit 4 revised documents to Development Co-ordination Unitfor forwarding to person(s) lifting conditions

The report should be completed giving information under the following heading. Additional pages may be used as required.


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CONDITIONS

List any conditions which must be met before the qualification is validated. Each condition should be cross-referenced to the relevant validation criterion.

RECOMMENDATIONS

List any recommendations.

NOT VALIDATED

List reasons for withholding validation. Reasons for withholding validation should be cross-referenced to the relevant validation criterion.

Please give details of the panel’s comments regarding the compliance of the proposals with the validation criteria under the following headings. Where conditions and recommendations have been set the reason should be explained under the appropriate section heading. Additional pages should be used as required.

Qualification or unit title(s)

Rationale for the qualification.

Aims of the qualification.

Access to the qualification.

Structure of the qualification.

Unit specifications.


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Integrative Assessment specifications.

PANEL MEMBERSHIP

Name Education/Industry Contact Address and telephone number

Report drafted by:

Convenor of Panel Name Signature

Address Date

Centre Signatory (if host) Name Signature

Position Date

SQA Representative Name Signature Date

Unit Head – DD Name Signature Date

Where required, supplementary sheets may be used to provide additional information

When completed this form should be returned to:

Development Co-ordination Unit Development Division Scottish Qualifications Authority Hanover House 24 Douglas Street GLASGOW, G2 7NQ


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Appendix 6HN Exemplar Unit

Higher National Unit Specification


Unit title: Management: An Introduction to Team Leadership

Unit code: Exemplar Unit

Unit purpose: This Unit is designed to enable candidates to recognise the main issues which affect the role of a team leader or first line manager. It prepares them for this role by giving them the underpinning knowledge to carry out this type of managerial responsibility effectively. It is primarily intended for candidates who expect to take up supervisory or team leader posts as part of their career pattern. It would also be relevant to those with appropriate work experience as a team leader or team member, and to those who have limited experience in work situations. On completion of the Unit candidates should be able to:

1. Explain the organisational context of management and team leadership

2. Develop an approach to leading an effective team

3. Propose the management activities required to complete a particular team task

Credit value: 1 HN Credit at SCQF level 7 (8 SCQF credit points at SCQF level 7)

SCQF (the Scottish Credit and Qualifications Framework) brings Scottish qualifications into a single framework of 12 levels ranging from SQA Access 1 to doctorates. The SCQF includes degrees; HNC/Ds; SQA National Qualifications; and SVQs. Each SQA Unit is allocated a number of SCQF credit points at a specific level. 1 SCQF point = 10 hours of learning

Recommended prior knowledge and skills: Candidates should have good communication skills. These may be demonstrated by the achievement of core skill Communication at Higher level or by possession of Higher English and Communication or a suitable HN Communication Unit (SCQF level 7). It would be beneficial if candidates have some work experience but it is not essential, although they should have some appreciation of the role of a first line manager. It is not necessary for candidates to have had previous experience as a first line manager or team leader, although, where this is the case, the Unit may provide an opportunity to reflect upon this experience.

Core skills: This Unit gives automatic certification of the following core skill component:Problem Solving: Critical Thinking at Higher level


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Higher National Unit specification: General information for centres (cont)

Context for delivery: This Unit is included in the framework of a number of HNC and HND group awards. It is recommended that it should be taught and assessed within the context of the particular group award to which it contributes.

Assessment: The Unit could be assessed by a single instrument of assessment which would require candidates to produce a report or reports and answer questions based on a case study of on workplace experience, depending on the current situation of the candidates and their prior experience. It would also be possible to break this assessment down into three separate assessment events which assessed each Outcome separately. Assessment should be carried out in controlled conditions and, if taking place as a single event, it is suggested that this should last two and a half hours. Since the core skill component of Problem Solving: Critical Thinking is embedded in this Unit, it is strongly recommended that you follow the assessment guidelines given. If you wish to use a different assessment model you should seek prior moderation of the assessment instrument(s) you intend to use to ensure that the core skill component is still covered. Please note, candidates must achieve all of the minimum evidence specified for each Outcome, combination of Outcomes or for the Unit as a whole in order to pass the Unit and achieve the core skill component.

An exemplar instrument of assessment and marking guidelines have been produced to indicate the national standard of achievement required at SCQF level 7


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Higher National Unit specification: statement of standards



The sections of the Unit stating the Outcomes, knowledge and/or skills, and evidence required are mandatory.

Where evidence for Outcomes is assessed on a sample basis, the whole of the content listed in the knowledge and/or skills section must be taught and available for assessment. Candidates should not know in advance the items on which they will be assessed and different items should be sampled on each assessment occasion.

Outcome 1

Explain the organisational context of management and team leadership


types of formal organisational structure the role of teams in the organisation communication networks in organisations accountability, authority, responsibility of managers and team leaders sources of power for managers and team leaders organisational culture

Evidence requirementsEvidence for the knowledge and/or skills in this Outcome will be provided on a sample basis. This evidence may be presented as part of a report or in response to a specific question or questions. Each candidate will need evidence to show that they can, with reference to a particular situation involving a team, provide an accurate and clear explanation of the organisational context of management and team leadership based on a sample of the six items above. The sample should be derived from a case study or workplace situation which covers all six items being sampled.

In order to ensure that candidates will not be able to foresee what items they will be questioned about, a different sample of three of the six knowledge and/or skills items is required each time the Outcome is assessed. Candidates must provide a satisfactory response to all three items.

Where an item is sampled, a candidate’s response can be judged to be satisfactory where the evidence provided is sufficient to meet the requirements for each item by showing that the candidate is able to:


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Higher National Unit specification: statement of standards (cont)

identify what type of formal structure applies to the organisation in the case study or workplace known to the candidate, with an explanation of this categorisation based on three characteristics of formal organisational structure

explain how teams influence the work of the organisation and how the role of the team leader is influenced by the organisational context

explain how the role of the team leader is influenced by the formal and informal communication networks within the organisation of which the team is part

explain the authority and responsibility of the team leader and indicate to whom the team leader is accountable in a way that demonstrates an understanding of what the terms mean

explain the sources of power for team leaders – reference should be made to three different sources of power

make use of an accepted classification to identify and explain the culture of the organisation and give reasons for the choice made

Evidence should be generated through assessment undertaken in controlled conditions. Where a case study is used candidates may be given a copy of it 7 – 10 days before the assessment takes place. Candidates may bring to the assessment a copy of the case study and notes that they have made personally. They may not bring textbooks, handouts or other material not prepared by themselves. The notes should be handed in at the end of the assessment.


The assessment of this Outcome can be combined with Outcomes 2 and 3 as part of a single assessment for the Unit, details of which are given under Outcome 3 below.

Outcome 2

Develop an approach to leading an effective team


stages of group development – forming, storming, norming and performing team roles approaches to leadership models of motivation Adair’s action-centred leadership performance review structured decision making


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Evidence requirements

Candidates will need evidence to show they can, with reference to a particular situation involving ta team, develop an approach to leading the team which identifies the key factors involved and assesses their relevance and which should result in improved team performance. The context of the situation may be familiar or unfamiliar and will be presented in a case study or derived from a workplace situation. It will involve complex variables and include relationships which require to be clarified. The evidence should be consistent and should accurately:

identify the stage of development which a team has reached and provide a justification for this which involves recognising the complexity of the variables involved in group development and clarifying the relationships between them and the stages of group development

explain how a team leader can draw conclusions from the stages of group development to develop an approach to leading an effective team. The explanation should take account of the complex variables involved and clarify relationships between the stages of team development and the work of a team leader.

make use of data on the team roles of team members to evaluate the strengths and weaknesses of the team and apply a team role approach to suggest a course of action intended to bring about the development of an effective team

suggest and justify a leadership approach which would enable the team to function effectively. The justification should take account of the factors involved in leading a team, the available evidence and may include a comparison with other possible approaches.

propose two ways by which the team leader could enhance the motivation of the team which can be justified in terms of accepted motivational models and which will contribute to the development of an effective approach to team leadership

The above items refer to the first four bullet points listed under knowledge and/or skills and must be assessed on each assessment occasion. Candidates must provide a satisfactory response to all five of these items in the form of a report or in response to a specific question or questions.

Evidence for the remaining knowledge and/or skills items in this Outcome will be provided on a sample basis. In order to ensure that candidates will not be able to foresee what they will be questioned about, a different sample of one of the last three knowledge and/or skills items is required each time the Outcome is assessed, to which each candidate must provide a satisfactory response. This evidence may be presented as part of a report or in response to a specific question or questions. Evidence should be derived from a case study or workplace situation which covers all three items being sampled.


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Where an item is sampled, a candidate’s response can be judged to be satisfactory where the evidence provided is sufficient to meet the requirements for each item by showing that the candidate is able to:

use Adair’s action-centred approach to leadership to suggest ways by which the effectiveness of a team may be improved

explain how a team leader can use performance review to enhance team effectiveness evaluate the effectiveness for a team leader of the structured decision making model


The assessment of this Outcome can be combined with Outcomes 1 and 3 as part of a single assessment for the Unit, details of which are given under Outcome 3 below.

Outcome 3

Propose the management activities required to complete a particular team task

Knowledge and/or skills setting objectives which are SMART ie specific, measurable, achievable, realistic and

time-bound stages of the planning process planning techniques control process methods of control

Evidence requirementsCandidates will need evidence to demonstrate all aspects of their knowledge and/or skills in this Outcome by showing that they can, with reference to a particular task which a team has to achieve:

propose an objective for the task which meets the SMART criteria propose an objective for the team leader which meets the SMART criteria propose an objective for the team which meets the SMART criteria identify the steps in the planning process involved in the task propose one planning technique which could be used and justify the choice explain how the control process will operate in the situation propose one control method which could be used and justify its suitability in the

situation



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The above items refer to the bullet points listed under knowledge and/or skills and must be assessed on each assessment occasion. Candidates must provide a satisfactory response to all seven items in the form or a report or in response to a specific question or questions.

Evidence should be generated through an assessment event undertaken in controlled conditions. Where a case study is used candidates may be given a copy of it 7 – 10 days before the assessment takes place. Candidates may bring a copy of any case study to the assessment event or notes that they have made personally., They may not bring textbooks, handouts or other material not prepared by themselves. The notes should be handed in at the end of the assessment.

Assessment guidelinesThe assessment of this Outcome can be combined with Outcomes 1 and 2 as part of a single assessment for the Unit. This could be conducted at a single assessment event lasting two and a half hours and carried out in controlled conditions. It would be possible, if desired, to break this assessment down into three separate assessment events which assess each Outcome holistically.

In the assessment candidates will be required to produce a report or reports based on a case study or an actual workplace situation. The report or reports may be supplemented by additional questions to ensure coverage of all aspects of the evidence requirements. The format of any report is not part of the mandatory evidence requirements for this Unit and it may be presented in any suitable way. Where the evidence requirements specify the use of a sample the sample will vary from assessment to assessment.

Where a case study is used as part of the assessment, it should relate to a team within a particular organisation and should centre on a significant task which the team has to achieve. It should include background information on the organisation, the task and the team itself. It would be helpful if the organisation was relevant to the rest of the group award that the candidate is taking.

Candidates who have access to a suitable workplace can base their assessment work on a suitable situation drawn from their place of work. This could relate to a team or section of which they are part, as a team member or as team leader, or to the experience of a team or section within the organisation with which they are familiar but are not directly involved. If this approach is adopted it should be clear to candidates from the outset that this will be the case.

Where a workplace situation is used, care should be taken to ensure that it would provide candidates with sufficient opportunity to meet the evidence requirements of the Unit. It may be appropriate for the lecturer or trainer concerned to ensure beforehand that a particular workplace will allow candidates to generate sufficient and suitable evidence.

It should meet the following criteria:


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there should be a clearly identifiable team, even if it is not described as a team, with an identifiable team leader or supervisor

the team should have been involved in a significant task, eg organising a particular event, introducing new systems of working, undertaking a pilot project, etc. The task should be one about which the organisation or the team made a specific decision and it should be one which requires planning. It is likely to be easier for candidates if the task has been completed or is close to completion.

the candidate should be able to find out the information required by the Unit, eg the composition of the team in terms of team roles, planning and control methods used, objectives set, ways by which performance is reviewed.

The workplace situation should allow for all items listed under knowledge and skills for each Outcome to be covered.

The above criteria can be met in a large or small organisation. In the latter case, it is possible that the relevant team may comprise all those involved in the organisation. For larger organisations, candidates may focus on a particular part of the organisation, in which case explanations of the organisational context, eg Culture, should relate to the part of the organisation involved.

Administrative Information



Superclass category: n/a

Date of publication: June 2001

Source: SQA

© Scottish Qualifications Authority 2000

This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged.

Additional copies of this Unit specification can be purchased from the Scottish Qualifications Authority. The cost for each Unit specification is £2.50 (minimum order £5.00).


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Higher National Unit specification: support notes


This part of the Unit specification is offered as guidance. The support notes are not mandatory.

While the exact time allocated to this Unit is at the discretion of the centre, the notional design length is 40 hours.

Guidance on the content and context for this Unit

The Unit it primarily intended to prepare candidates for the type of team leader or supervisory role they may take up or progress to once employed by giving them the essential underpinning knowledge and skills. As a result, candidates are likely to work predominantly with case study or simulated material and use this to consider the work of team leaders and to evaluate their effectiveness. Nevertheless it is also applicable to those who have relevant work experience. If this experience has been as a team leader, then the Unit could be helpful as a means of reflecting on how they carried out this role and suggesting ways in which their contribution to the team could be improved to enable it to function more effectively. Candidates who do have experience of being managed should be encouraged to use this when examining the work or a manager.

Although the Unit is expressed in generic terms, it should be related to a context which is familiar to candidates. If necessary the terminology used in the Unit can be adapted to suit the relevant workplace, eg team leader can be replaced with supervisor; a team may become a section or a work group.

The Unit can be approached from the standpoint of a particular team beginning with its position in the organisation as a whole. In some small firms, the team and the organisation may be the same thing. The remainder of the Unit centres on the work of the team in completing a particular task, including the ways in which the team leader or supervisor can influence the behaviour of team members.

Outcome 1 looks at the overall organisational context within which managerial activity takes place. Essentially, it sets the scene within which a team leader must operate. Candidates should become familiar with relevant terminology and should make use of this in describing situations that they know. One approach would be to encourage candidates to consider the reasons why a particular structure has been chosen and why other forms of structure are less appropriate or unsuitable. Formal organisational structure could cover hierarchical/flat, centralised/decentralised, divisional/functional, product/service, hybrid, matrix. Suitable models or organisational culture may be Deal & Kennedy’s risk/feedback model or Handy’s power, role, task and person cultures.

In Outcome 2, candidates look at the role of the team leader in influencing the behaviour and level of performance of the team. They should be encouraged to think about the following:


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Higher National Unit specification: support notes (cont)

the extent to which the team’s stage of development affects the way the team can be led and the motivation of team members.

Belbin’s team role theory is an appropriate way of exploring team roles – task roles, group maintenance and individual roles could also be used.

traits, style and contingency models of leadership – Blake and Mouton’s managerial grid could exemplify democratic and autocratic leadership styles while suitable contingency models of leadership include Handy’s ‘best-fit’ model and Hersey & Blanchard’s situational leadership. These could be combined with Adair’s model of task, team and individual.

models of motivation such as financial rewards, satisfiers and dissatisfiers, expectancy theory, meeting individual needs, empowerment.

a suitable structured (or rational) decision making model (eg sense the problem, gather information, define the problem clearly, specify relevant criteria for the solution, generate possible answers, evaluate the answers, choose the best option).

Outcome 3 considers how a team might complete a particular task as well as the decision making process which led up to the conclusion that the particular task was required. Candidates should be made ware of:

the steps in the planning process (define objectives, generate and evaluate options, identify activities, sequence the activities, identify resources, review the plan, prepare schedules, monitor and control)

planning techniques such as milestones, Gantt charts, network analysis

the steps in the control process (set standards, measure actual performance, compare performance to standards, take corrective action/do nothing/change standards)

control methods such as bureaucratic control through rules and procedures; quality systems; budgetary control; control through organisation values

Guidance on the delivery and assessment of this Unit

This Unit is likely to form part of a group award which is primarily designed to provide candidates with technical or professional knowledge and skills related to a specific occupational area. It would be expected, however, that those who successfully completed the award would progress to first line management or team leader posts. In these circumstances, the Unit is likely to be delivered towards the end of the award by which time candidates


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should have a good appreciation of the main types of workplace environment with which they will be involved. Higher National Unit specification: support notes (cont)

This should allow the Unit to be delivered in a way that enables candidates to appreciate its relevance to the occupational area concerned. Wherever possible, links should be drawn with situations which candidates will understand eg the planning process can be related to specific occupational issues.

Assessment will be by one instrument of assessment which will be undertaken close to the end of the delivery period for the Unit. It should be held in controlled conditions. Candidates may bring with them any case study material and notes that they have made personally to the event but may not bring textbooks, hand-outs or other material not prepared by themselves. They may be given copies of any case study 7 – 10 days before the assessment event.

Open learning

This Unit could be delivered by distance learning. However, it would require planning by the centre to ensure the sufficiency and authenticity of candidate evidence. Arrangements would have to be made to ensure that the single assessment for Outcomes 1, 2 and 3 is delivered in a supervised environment under controlled conditions.

To keep the administrative burden to a minimum, it is recommended that a single assessment based on a case study is used for open and distance learning candidates.

For information on normal open learning arrangements, please refer to the SQA guide Assessment and Quality Assurance of Open and Distance Learning (SQA, 2000).

Special needs

This Unit specification is intended to ensure that there are no artificial barriers to learning or assessment. Special needs of individual candidates should be taken into account when planning learning experiences, selecting assessment instruments or considering special alternative Outcomes for Units. For information on these, please refer to the SQA document Guidance on Special Assessment and Certification Arrangements for Candidates with Special Needs/Candidates for whom English is an additional language (SQA, 2000).


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This Unit is designed to enable you to recognise the main issues which affect the role of a team leader or first line manager. It is primarily intended to prepare you for a supervisory or team leader post later in your career but it can also assist you if you already hold such a position. If you do have work experience of being managed or as a manager you should be able to make use of it during your study of this Unit.

The Unit is about the work of a first line manager or team leader or supervisor. It has three main areas, each of which is the subject of a separate Outcome. To begin with you will look at the overall organisational context within which team leaders or first line managers have to work. You will then examine teams themselves and how the team leader can lead and motivate the members of the team. Finally, you will look at a team task and how it can be planned and controlled.

Overall, you will be expected to use the knowledge and skills from the Unit to enable you to assess how a team leader can enable a team to be as effective as possible. This may help you in the future if you become a team leader or enable you to enhance the current performance of you and your team if you already hold such a post.

In order to complete this Unit successfully, you will be required to achieve a satisfactory level of performance on one piece of assessed work. Towards the end of the Unit, you will be required to undertake an assessment in controlled conditions. It will last for two and a half hours and you will be required to produce a report or reports and to answer questions on the three areas above. (If the lecturer or trainer delivering this Unit decides to break down the assessment into three separate events, this paragraph would need amendment to reflect the chosen assessment strategy.)

If you do not have relevant workplace experience, the report will be based on a case study of a team in an organisation. It will cover a task which the team has to do and will include information on team members and the organisation of which the team is a part. You will be given a copy a few days before the assessment event. However, if you do have relevant work experience, your report will be based on this experience and you will be given full details of how to make use of this in your assessment.

You will be allowed to bring a copy of any case study to the assessment event. You may also bring notes which you have made personally for your own use. You will not be permitted to bring textbooks, handouts or other material which you have not prepared yourself.


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Appendix 7

Higher National Integrative Assessment Specification (Bold size 14)

General Information for centres (Bold size 14)

This Integrative Assessment has been validated as part of the (insert name of HNC and/or HND). Centres are required to develop the assessment instrument in accordance with this validated specification. Centres wishing to use another method of integrative assessment or assessment instrument are required to submit proposals detailing the justification for change for validation.

Title: (*insert subject area or name of HNC/D, and either 1 or 2,). Eg:


Text Initial Capitals, Not Bold, Size 14

Code: (supplied by SQA) Text Not Bold Size 14

Method: Project

Assessment Instrument: (insert Case Study, Investigation or Practical Assignment) – Size 14

Credit Value: 1 HN credit at SCQF level (insert 7 or 8) (8 SCQF credit points at SCQF level (insert 7 OR 8)* - Text size 12

*SCQF (the Scottish Credit and Qualifications Framework) brings all Scottish qualifications into a single framework of 12 levels. The SCQF includes degrees, HNC/Ds, SQA National Qualifications and SVQs. Each SQA Unit is allocated a number of SCQF credit points at a specific level.

SCQF level 1 = SQA Access 1 and SCQF level 12 = Doctorates; 1 SCQF point = 10 hours of learning.

Purpose: This Integrative Assessment is designed to provide evidence that the candidate has achieved the following aims of the (insert name of HNC or HND): (Insert aims covered by this Integrative Assessment)

*


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* Text not bold, Size 12Higher National Integrative Assessment Specification – general information for centres (cont)

Recommended Prior Knowledge and Skills: It is recommended that the candidate should have completed or be in the process of completing the following Units relating to these specific aims prior to undertaking this Integrative Assessment:

(Insert units below):

**(Text not bold, Size 12)

Core Skills: The core skill of Problem Solving at Higher is embedded in this Integrative Assessment specification. (Insert any other core skills or core skill components and level that the Integrative Assessment is designed to cover). Text not bold, Size 12

Assessment: This project-based Integrative Assessment is in the form of a (insert Case Study, Investigation or Practical Assignment). Since the core skill of Problem Solving is embedded in this specification (and insert any other core skills or core skill components and level that the Integrative Assessment is designed to cover), you must follow the assessment instructions and evidence requirements given. The “fleshed-out” (insert Case Study, Investigation or Practical Assignment) should provide the candidate with the opportunity to produce evidence which demonstrates s/he has met the aims of the group award which this Integrative Assessment covers.

(*Delete following paragraph if inappropriate)

An exemplar instrument of assessment and marking guidelines have been produced to provide examples of the kind of evidence required to demonstrate achievement of the aims of the group award covered by this Integrative Assessment and to indicate the national standard of achievement required at SCQF level (*insert level 7 or 8). Text not bold, Size 12


Code: (supplied by SQA)

Title:

Superclass category:

Date of publication:


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Source:

Higher National Integrative Assessment Specification – Administrative Information (cont)

Special Needs:

This Integrative Assessment specification is intended to ensure that there are no artificial barriers to learning or assessment. Special needs of individual candidates should be taken into account when planning learning experiences, selecting assessment instruments or considering special alternative assessment arrangements. For information on these, please refer to the SQA document Guidance on Special Assessment and Certification arrangements for Candidates with Special Needs/ Candidates for whom English is an additional language (SQA, 2000). (2nd edition Publication code: A0645/2)

©Scottish Qualifications Authority

This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged

Additional copies of this Integrative Assessment specification if sourced by the Scottish Qualifications Authority can be purchased from the Scottish Qualifications Authority. The cost for each specification is £2.50 (minimum order £5.00)

(If an Assessment Exemplar has been produced – add the following paragraph)

Additional copies of the Assessment Exemplar, (if sourced by the Scottish Qualifications Authority), can be purchased from the Scottish Qualifications Authority. The cost for each Assessment Exemplar is £15.00


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Higher National Integrative Assessment specification: Instructions for designing the assessment task and assessing candidates

Title:

Code:


The candidate should be given a date for completion of the (insert Case Study, Investigation or Practical Assignment). However, the instructions for the assessment task should be distributed to allow the candidate sufficient time to assimilate the details and carry out the assessment task. During the time between the distribution of the assessment task instructions and the completion date, assessors may answer questions, provide clarification, guidance and reasonable assistance. The assessment task should be marked as soon as possible after the completion date. The final grading given should reflect the quality of the candidate’s evidence at the time of the completion date. Reassessment of this Integrative Assessment should be based on a significantly different assessment task.

At this level, candidates should work independently. It is up to centres to take reasonable steps to ensure that the project is the work of the candidate. For example, centres may wish to informally question candidates at various stages on their knowledge and understanding of the project on which they have embarked. Centres should ensure that where research etc is carried out in other establishments or under the supervision of others that the candidate does not receive undue assistance.

(Text not bold, Size 12).


The assessment task is a project. The project undertaken by the candidate must be a complex task which involves:

variables which are complex or unfamiliar relationships which need to be clarified a context which may be familiar or unfamiliar to the candidate.

The assessment task must require the candidate to:

analyse the task and decide on a course of action for undertaking the project plan and organise work and carry it though to completion reflect on what has been done and draw conclusions for the future produce evidence of meeting the aims which this Integrative Assessment has been

designed to cover.


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Higher National Integrative Assessment specification: Instructions for designing the assessment task and assessing candidates (cont)

If appropriate, add further subject specific related information on what the project should involve.

Evidence requirements and marking instructions

If appropriate, add any subject specific related evidence which will be generated by the candidate undertaking the project should.

The project consists of three stages: planning; developing; and evaluating. The following table specifies the minimum evidence required to pass each stage and the maximum marks which each stage carries.

The project will be marked out of 100. Assessors will aggregate the marks achieved by the candidate for each stage to arrive at an overall mark for the project. Assessors will then assign a grade to the candidate for this Integrative Assessment based on the following grade boundaries:

A = 70% - 100% B = 60% - 69% C = 50% - 59%.

Note: The candidate must achieve all of the minimum evidence specified below for each stage of the project in order to pass the Integrative Assessment.


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Project Stage

Minimum Evidence Requirements Maximum mark allocation

Stage 1 –Planning

Evidence of analysing what is involved in the project, ie identification of the key factors influencing the project, how they relate to one another and their relative importance

Evidence of developing an approach to deal with the project, eg the candidate may select a new approach to the project or modify an existing approach

Justification for selecting this approach, eg by referring to the key factors, the resources and time available, comparison with other possible approaches

Evidence of developing a plan to carry out the project based on the analysis undertaken

Identification of the resources required to carry out the project, eg sources of information, procedures to be followed, people, equipment and other physical resources; resources should be wide ranging and some should be unfamiliar to the candidate

Evidence of obtaining these resources – the candidate may need to do some searching

Insert any evidence related to the subject/group award area. (Text not bold, Size 12)

The candidate must achieve all of the minimum evidence specified above in order to pass the Planning stage.

Insert maximum mark allocation


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Project Stage

Minimum Evidence Requirements Maximum Mark Allocation

Stage 2 - Developing

Evidence of the candidate carrying out the project, meeting the requirements of the plan and managing the project in the form of (select one of the following):

A report which contains: (specify as a series of bullet points, the type, amount and standard of evidence related to the subject/group award area - guidance on length of report/ word counts may be included here if appropriate): (Text not bold, Size 12)

OR

Evidence arising from the practical activity in the form of: (specify – as a series of bullet points the type, amount and standard of evidence to be produced related to the subject/group award area. (Text not bold, Size 12)

AND

A report documenting the underpinning processes (guidance on the amount and/or type of documentation to be included in the report may be included here if appropriate): (Text not bold, Size 12)

Insert any further evidence related to the subject/group award area. (Text not bold, Size 12)

The candidate must achieve all of the minimum evidence specified above in order to pass the Developing stage.

Insert maximum mark allocation


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Project Stage

Minimum Evidence Requirements Maximum mark allocation

Stage 3 - Evaluating

An evaluation of the effectiveness of the approach taken which includes all stages of the activity, ie analysis of the task, the planning and organisation of the project, carrying the plan through to completion and the outcome of the project.

The evaluation should include:

identification of the criteria on which to base the evaluation

identification and gathering of appropriate evidence to decide whether the criteria have been met

evaluation of the effectiveness of the project, explaining the relevance of the evidence - the evaluation should be related to the original analysis of the project

reference to any modifications to the approach during the course of the project or to alternative approaches considered

conclusions as to how the process of carrying out the project could be improved, with evidence to support the conclusions drawn

recommendations (with justifications) for the future which are relevant to the project

The candidate must achieve all of the minimum evidence specified above in order to pass the Evaluating stage.

Insert marks


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Appendix 8

Higher National Integrative Assessment Specification (Bold size 14)

General Information for centres (Bold size 14)

This Integrative Assessment has been validated as part of the (insert name of HNC and/or HND). Centres are required to develop the assessment instrument in accordance with this validated specification. Centres wishing to use another method of integrative assessment or assessment instrument are required to submit proposals detailing the justification for change for validation.

Title: (*insert subject area or name of HNC/D, and either 1 or 2,). Eg:




Method: Examination

Assessment Instrument: (insert Closed-book or Open-book) – Size 14

Credit Value: 1 HN credit at SCQF level (insert 7 or 8) (8 SCQF credit points at SCQF level (insert 7 OR 8 )* - Text size 12

*SCQF (the Scottish Credit and Qualifications Framework) brings all Scottish qualifications into a single framework of 12 levels. The SCQF includes degrees, HNC/Ds, SQA National Qualifications and SVQs. Each SQA Unit is allocated a number of SCQF credit points at a specific level.

SCQF level 1 = SQA Access 1 and SCQF level 12 = Doctorates; 1 SCQF point = 10 hours of learning.

Purpose: This Integrative Assessment is designed to provide evidence that the candidate has achieved the following aims of the (insert name of HNC or HND): (Insert aims covered by this Integrative Assessment)

**


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* Text not bold, Size 12

Higher National Integrative Assessment Specification – general information for centres (cont)

Recommended Prior Knowledge and Skills: It is recommended that the candidate should have completed or be in the process of completing the following Units relating to these specific aims prior to undertaking this Integrative Assessment:(Insert units below):

**

(Text not bold, Size 12)

Core Skills: There are no core skills embedded in this Integrative Assessment specification.

Assessment: This examination-based Integrative Assessment is (insert Closed-book or Open-book). It will consist of a written examination of three hours

(*Delete following paragraph if inappropriate).An exemplar instrument of assessment and marking guidelines have been produced to provide examples of the specific evidence required to demonstrate achievement of the aims of the group award which this Integrative Assessment is designed to cover and to indicate the national standard of achievement required at SCQF (*insert level 7 or 8).

Text not bold, Size 12


Code: (supplied by SQA)

Title:

Superclass category: (supplied by SQA)

Date of publication:

Source:

Special Needs:

This Integrative Assessment specification is intended to ensure that there are no artificial barriers to learning or assessment.


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Higher National Integrative Assessment Specification – administrative information (cont)

Special needs of individual candidates should be taken into account when planning learning experiences, selecting assessment instruments or considering special alternative assessment arrangements. For information on these, please refer to the SQA document Guidance on Special Assessment and Certification arrangements for Candidates with Special Needs/Candidates for whom English is an additional language (SQA, 2000 . (2nd edition Publication code: A0645/2).

©Scottish Qualifications Authority

This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged

Additional copies of this Integrative Assessment specification (if sourced by the Scottish Qualifications Authority), can be purchased from the Scottish Qualifications Authority. The cost for each specification is £2.50 (minimum order £5.00)

(If an Assessment Exemplar has been produced – add the following paragraph)

Additional copies of the Assessment Exemplar, (if sourced by the Scottish Qualifications Authority), can be purchased from the Scottish Qualifications Authority. The cost for each Assessment Exemplar is £15.00


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Higher National Integrative Assessment specification: Instructions for designing the assessment task and assessing candidates

Title:




The assessment is based on a (insert Closed-book or Open-book) written examination, lasting three hours. The grade given will reflect the candidate’s achievement on the first assessment event. A candidate may wish to retake the Integrative Assessment but this should be based on a significantly different examination.

The examination should be unseen and the assessment should be conducted in controlled and invigilated conditions.

CHOOSE ONE OF THE TWO FOLLOWING PARAGRAPHS.

(for Closed-book examinations):The candidate will be expected to answer examination questions without the aid of reference and/or source materials.

OR

(for Open-book examinations):The candidate will be expected to answer examination questions and will be allowed access to the following reference and/or source materials: (insert as bullet points the reference and/or source materials to which the candidate is allowed access):

*

*

*

Instructions for designing the assessment task:

The examination should be designed to assess the candidate’s critical knowledge and understanding of the topics relating to the specific aims of the (insert name of HNC or HND) which this Integrative Assessment is designed to cover. The questions and corresponding


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marks should be designed in accordance with the ranges indicated below/which follows. However, the overall total mark for the examination is 100.


Topic Level of knowledge/ understanding

Weighting/Mark Allocation

Insert each topic Define level eg explanation, analysis, evaluation

Insert percentage range – set at validation

(Text not bold, Size 12).


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Appendix 9

SQA Contacts

Revised HNQ Design Rules Anne Mearns – HNQ Project Manager 0141 242 2073

Validation of pilot HNC/Ds Anne Mearns – HNQ Project Manager 0141 242 2073

HN Integrative Assessments Anne Mearns – HNQ Project Manager 0141 242 2073

Revised HNU specification Liz Block – Project Manager, QSU 0141 242 2313

Core Skills within HNC/Ds Liz Block – Project Manager, QSU 0141 242 2313

Core Skills within HNUs Liz Block – Project Manager, QSU 0141 242 2313


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FEEDBACK FORM

Validation of Pilot Higher National Certificates and Diplomas

using the revised design rules for Higher National Qualifications:

Guidelines for panel members

Your name:

Job Title:

Address:

Tel no:

How useful do you find this guide?

Can you highlight any particular benefits to you in having access to this guide?


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Is there any way(s) in which you would like to see this guide improved?

General points you would like to make

Thank you for taking the time to provide us with your comments.

Please return this form to:

Anne Mearns, Project Manager: Higher National QualificationsDevelopment Co-ordinationScottish Qualifications AuthorityHanover House24 Douglas StreetGLASGOWG2 7NQ

or e-mail comments to [email protected]


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mailto:[email protected]

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