(c) Reference to level of achievement must not be in the unit Yes No title. Is this the case? N/A (d) Do the learning outcomes set out what learners are Yes No expected to know, understand or be able to do as the result of the process of learning? N/A (e) Do the learning outcomes address individual learners in the Yes No third person and make sense to a learner both before a unit is achieved and after the learning outcomes have been N/A achieved? (f) Are the learning outcomes capable of assessment, in Yes No conjunction with the assessment criteria, and set a clear assessment standard for the unit? N/A (g) Do the assessment criteria specify the standard that Yes No learners need to meet to demonstrate the learning outcomes have been achieved? N/A (h) Do the assessment criteria relate to an individual learning Yes No outcome in language consistent with it? N/A (i) Are the assessment criteria sufficiently detailed to support Yes No reliable, valid and consistent judgements that a learning outcome has been achieved, without creating an undue N/A assessment burden for learners or assessors? (j) The assessment criteria must not include any explicit Yes No references to the methods or instruments of assessment to be used. Is this the case? N/A (k) All units must identify a single level. Is this the case and Yes No does the level represent the complexity, autonomy and/or range of achievement expressed within that unit? N/A (l) Does the credit value reflect the learning time required to Yes No achieve the unit and does it remain constant regardless of the method of assessment? N/A (m) Are the assigned grading descriptors appropriate? Yes No N/A Can you confirm that the content of the unit does not overlap with any other unit?
(c) Reference to level of achievement must not be in the unit title. Is this the case? Yes No N/A (d) Do the learning outcomes set out what learners are expected to know, understand or be able to do as the result of the process of learning? Yes No N/A (e) Do the learning outcomes address individual learners in the third person and make sense to a learner both before a unit is achieved and after the learning outcomes have been achieved? Yes No N/A (f) Are the learning outcomes capable of assessment, in conjunction with the assessment criteria, and set a clear assessment standard for the unit? Yes No N/A (g) Do the assessment criteria specify the standard that learners need to meet to demonstrate the learning outcomes have been achieved? Yes No N/A (h) Do the assessment criteria relate to an individual learning outcome in language consistent with it? Yes No N/A (i) Are the assessment criteria sufficiently detailed to support reliable, valid and consistent judgements that a learning outcome has been achieved, without creating an undue assessment burden for learners or assessors? Yes No N/A (j) The assessment criteria must not include any explicit references to the methods or instruments of assessment to be used. Is this the case? Yes No N/A (k) All units must identify a single level. Is this the case and does the level represent the complexity, autonomy and/or range of achievement expressed within that unit? Yes No N/A (l) Does the credit value reflect the learning time required to achieve the unit and does it remain constant regardless of the method of assessment? Yes No N/A (m) Are the assigned grading descriptors appropriate? Yes No N/A Can you confirm that the content of the unit does not overlap with any other unit?