The agreed definitions of terms and principles for NICATS are set out below:
1. Definitions
1. Accreditation
the formal recognition of the achievement of specified learning outcomes
at a particular level. Normally accreditation is given by an awarding body
which is recognised by QAA, QCA/NICCEA, the regulatory bodies for England,
Wales and Northern Ireland.
[Top]
2. Ascribing credit equivalence
the process of determining the credit equivalence of qualifications and
units.
[Top]
3. Assessment criteria
a description of what the learner is expected to do, in order to demonstrate
that a learning outcome has been achieved.
[Top]
4. Course
is a well-defined package of study, that may consist of distinct components
or modules (some of which may be optional), which leads to a clear and coherent
educational or training objective and is very often accredited as a qualification.
[Top]
5. Credit
an award made to a learner in recognition of the verified achievement of
designated learning outcomes at a specified level.
[Top]
6. Credit accumulation
a process of achieving credits over time in relation to a planned programme
of study.
[Top]
7. Credit Accumulation and Transfer System (CATS)
a system based on a set of agreed specifications and procedures, which facilitates
learners to accumulate and transfer the credit they have gained within and
beyond the providing institution.
[Top]
8. Credit equivalence
estimated values for (national) qualifications and unit components derived
from credit framework specifications and taking account of design specifications
of qualifications in the NQF.
[Top]
9. Credit framework
a set of minimal specifications for valuing, measuring, describing and comparing
achievement in a common way.
[Top]
10. Credit transcript
a summary of individual learner achievement expressed in terms of credit
equivalence or credit value and level.
[Top]
11. Credit value
the amount of credit attached to a unit of assessment based on its notional
learning time and level. Currently a 10 hour and 30 hour unit of credit are
both used.
[Top]
12. Curriculum
is the content of the components or modules which the learner will follow.
[Top]
13. General credit
the total amount of credit attributed to specified learning outcomes at
validation or accreditation.
[Top]
14. Learning outcomes
statements of what a learner can be expected to know, understand and/or
do. [Top]
15. Learning programme (pathway)
is a well-defined package of study, that consists of distinct components
or modules, where the emphasis is on the tailoring of the package to the individual's
needs. There may be a wide choice of options, or the opportunity to acquire
modules from more than one discipline or level, so that the overall educational
goal is matched to the specific learning needs of the individual and/or external
requirements. The programme should be coherent as a whole, but may be accredited
either at module level or as a qualification.
[Top]
16. Level
an indicator of the relative demand, complexity and depth of learning and
of learner autonomy derived from agreed level descriptors.
[Top]
17. Module
a subset of a programme of delivery which specifies teaching and learning
requirements. A module refers to the delivered curriculum experienced by the
learner and includes the syllabus, modes of learning, assessment strategy,
modes of assessment and units of assessment.
[Top]
18. Notional Learning Time
the number of hours, which it is expected a learner (at a particular level)
will spend, on average, to achieve the specified learning outcomes at that
level. It includes all learning relevant to achievement of the learning outcomes
e.g. directed study, essential practical work, project work, private study
and assessment.
[Top]
19. Qualification
a certificate of achievement or competence specifying awarding body, qualification
type and title which makes a learner eligible for consideration for entry,
advancement or progression in an academic, vocational or professional context.
[Top]
20. Qualification unit
the smallest part of a qualification that can be separately certificated.
[Top]
21. Specific credit
the number of credits at specified levels which a receiving institution
is prepared to accept for recognition of prior learning on a specific programme.
[Top]
22. Transcript
A record of the credits achieved by an individual learner.
[Top]
23. Unitisation
the process of describing the potential achievement of learners in terms
of units of assessment. The Units describe what the learner will be expected
to know, do and understand and the value of that learning expressed in credits
and levels.
[Top]
24. Unit of assessment
a coherent and explicit set of learning outcomes with their associated
assessment criteria, having a title, credit value and level. A unit of assessment
may be of any size.
[Top]
25. Validation
the formal process of approval of learning provision (by Awarding Body/Bodies
and the accompanying regulatory framework), the successful completion of which
will lead to an award.
[Top]
2. Principles
The key principles of NICATS may be summarised as follows:
The building blocks of NICATS are credits which are awarded for the achievement
of learning outcomes at a specified level. This requires that the curriculum
incorporates blocks of assessed learning called units of assessment which
prescribe the information (i.e. learning outcomes and associated assessment
criteria) necessary to make judgements about the level (intellectual depth)
and volume (number of credits) of learning.
The number of credits assigned to a specified unit of assessment is based
on the notional learning hours, which it is expected a learner (at a particular
level) will spend, on average, to achieve the specified learning outcomes
at that level. One credit equates to outcomes achievable within 10 notional
hours of learning time. Credit is, however, awarded for learning achieved
and not 'time served'.
In terms of ascribing level to learning (via its learning outcomes and associated
assessment criteria), this is achieved by using the NICATS level descriptors
which act as a guide to the curriculum designer to the kinds of demands it
is appropriate to make of learners at each of the designated levels. Only
one level can be assigned to any unit of assessment. When the unit of assessment
forms part of a larger learning programme it should be located at its correct
level, irrespective of the overall level of the ultimate award.
1) Credit
Credit provides a means of quantifying learning outcomes achievable in notional
learning hours at a given level.
One credit is awarded for 10 notional hours of successful learning activity.
Notwithstanding the link between credit and notional learning time, the
emphasis of assessment should be upon learning achieved and not time served.
Credit is awarded for the achievement of specified learning outcomes. No
additional credit can be awarded for achievement above the threshold level
(although such achievement can be recognised through the award of marks or
grades).
[Top]
2) Learning outcomes
Learning outcomes must be accompanied by assessment criteria.
Learning outcomes, together with assessment criteria, specify the minimum
requirements for the award of credit. Grading is based on degrees of attainment
above the minimum requirements for the award of credit. Decisions about grading
systems, schemes and criteria are a matter for individual institutional policy.
The credit framework does not encompass a grading scheme.
Statements of competence may be used as, and equate to, learning outcomes.
Learning outcomes do not, however, always define competencies.
[Top]
3) Notional learning time
Taught or contact time will vary according to the mode of delivery, but
notional learning time will not. All learning relevant to the learning outcomes
should be considered when notional learning time is being estimated. Consideration
should also be given to the level at which the learning is being offered.
Notional learning time is not equivalent to the actual time that any particular
learner needs to spend in order to achieve the learning outcomes. The real
time will vary according to the individual's capability, degree of prior experiential
or other learning and the mode of learning, for example, in the case of work
based learning the actual time spent in the workplace may greatly exceed the
notional time required to achieve the specified learning outcomes.
Any prior skill or knowledge required of the learner should not be included
in an estimate of notional learning time.
[Top]
4)Levels
The NICATS levels span the full spectrum of post-compulsory learning.
The levels encompass all forms of assessed learning offered across all
awards hierarchies, delivered by whatever means and in whatever context.
As defined above, levels are indicative of relative demand, complexity,
depth of learning and learner autonomy. They are thus different from the specific
learning outcomes and associated assessment criteria which indicate the threshold
standards required for the award of credit for any specific unit of assessment
(please see section 6.1.7. on the role of credit in defining standards).
Levels are not intrinsically related to years of full-time study or to
the previous learning achieved and/or experience of the learner: Thus:
Units of assessment undertaken following the award of a first degree
are not necessarily postgraduate in level. For example, an introductory
unit to a different discipline may be at a lower level than other units
within a given programme.
Units undertaken following work experience may be at any level.
Credit levels relate to units of assessment rather than whole awards.
Only one level can be attributed to any given unit of assessment.
An award or qualification may be composed of units at different levels.
Units should be located at the correct level (through relation of the learning
outcomes and assessment criteria to level descriptors) irrespective of the
programme of which they may form a part.
[Top]
