Introduction to Glossary
Crossfields Institute uses a number of terms to describe particular elements of the validation process.
Arrangements that are approved in advance of an examination or assessment to allow achievement to be demonstrated by candidates with a disability, special learning needs (including where the candidate’s first language is not English, Welsh or Irish) or to avoid unlawful discrimination.
The process through which a qualifications regulator (Ofqual, QAA) confirm that a qualification conforms to a specific set of requirements. Higher Education programmes developed and delivered by Crossfields Institute are accredited by the University of the West of England.
The process through which an approved centre may be challenged on the outcome of an enquiry about results or, where appropriate, other procedural decisions affecting a centre or an individual learner.
The process of making judgements about the extent to which a learner’s work meets the assessment criteria of a unit, or any additional assessment requirements of a qualification.
Descriptions of the requirements a learner is expected to meet to demonstrate that a learning outcome has been achieved.
A person who assesses a learner’s work.
A body recognised by the qualifications regulators against the requirements set out in the regulatory arrangements to award credits and qualifications. Crossfields Institute is approved by Pearson Qualifications, the UK’s largest recognized awarding organisation.
An organisation accountable to an awarding organisation or body for assessment arrangements leading to the award of qualifications.
A process through which a centre wishing to offer a qualification is confirmed as being able to maintain the required quality and consistency of assessment, and comply with other requirements of the awarding organisation.
The facility for a learner to claim exemption from some of the achievement requirements of a qualification, using evidence of certificated, non-assessed achievement deemed to be of equivalent value.
Guided Learning Hours
The number of hours of teacher/tutor-supervised or directed study time required to teach a qualification or unit of a qualification.
An authoritative record of all qualification achievements made by an individual learner.
A statement of what a learner can be expected to know, understand or do as a result of a process of learning.
The amount of time a learner at the level of the unit is expected to take, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.
An indication of the relative demand, complexity and/or depth of achievement, and/or the autonomy of the learner in demonstrating that achievement.
Units in a set of rules of combination that must be achieved for the qualification to be awarded.
National Occupational Standards (NOS)
National Occupational Standards (NOS) are statements of the standards of performance individuals must achieve when carrying out functions in the workplace, together with specifications of the underpinning knowledge and understanding. National Occupational Standards (NOS) describe what an individual needs to do, know and understand in order to carry out a particular job role or function.
Notional Learning Hours
The total number of hours estimated for a learner on average to complete all of the learning relevant to achievement of the learning outcomes. to complete the unit or qualification. This includes directed study time and independent study time. Learning time is not an ‘exact, scientific measure’, but a ‘best estimate’. This estimate includes instructed learning (classroom) and independent study time.
A unit named in a set of rules of combination that a learner may choose to complete to achieve the required number of units for award of the qualification.
A route to the achievement of a qualification that requires a particular combination of units and is identified by an endorsement to a qualification title.
An award made to a learner for the achievement of the specified combination of units required for that award.
An indication of the relative demand, complexity and/or depth of achievement, and/or the autonomy of the learner, represented by a qualification.
Government-designated statutory organisations required to establish national standards for credits and qualifications and secure consistent compliance with them.
Recognition of Prior Learning (RPL)
A method of assessment that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and do not need to develop through a course of learning.
Sector Skills Council
A body responsible for formulating and reviewing occupational standards for a specific sector across the UK, and for supporting the development of units and qualifications based on these standards. Each SSC is an employer-led, independent organisation and is licensed by government.
Standardisation Of Assessment
A process to ensure that assessment leading to the award of credits and qualifications is applied consistently by individuals, centres and awarding organisations.
Unique Learner Number (ULN)
The unique number that is used to identify an individual learner.
A coherent and explicit set of learning outcomes and assessment criteria, with a title, value and level.
The value assigned to Crossfields Institute units is a measure of the average time required to achieve the learning outcomes of a unit to the standard determined by the assessment criteria. In the Crossfields Institute value scheme the value ’1′ denotes 10 notional learning hours.