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This document explores the rationale and technical issues underlying the proposal for a common credit framework in Great Britain. This volume, aimed at senior institutional managers, curriculum managers, and practitioners, offers advice on levels, credit value, and award of credit within the framework proposal. A list of terminology is found at the front of the publication. An introduction provides an overview of the approach used throughout the guidelines. It addresses these topics: learning outcomes, units, mechanisms for ascribing size and level to units, size and credit value, national qualifications and locally developed units, awarding credits, and aggregation of credit values. Discussed in section 2 are the following: the rationale for levels for units, numbers of levels prior to higher education, names for levels, provisional level descriptors, National Curriculum Key Stages, and qualifications beyond level 3 and higher education credit accumulation and transfer systems. Section 3 focuses on ascribing level to a unit, including the use of the progressive strands. Section 4 addresses ascribing size and credit value to a unit. Focus of section 5 is on awarding credits. It covers who awards credits, criteria for awarding credits, and further development. Contains a list of nine key Further Education Unit (FEU) publications.

Descriptors: Academic Achievement, British National Curriculum, Competency Based Education, Credits, Educational Certificates, Foreign Countries, Postsecondary Education, Student Certification, Student Evaluation, Vocational Education











Autor: Further Education Unit, London England.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9069&id=ED383921



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