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Learning level descriptors

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Learning level descriptors are statements that provide a broad indication of learning appropriate to attainment at a particular level, describing the characteristics and context of learning expected at that level. They are designed to support the reviewing of specified learning outcomes and assessment criteria in order to develop particular modules and units and to assign credits at the appropriate level.[1][2]

In this context, level refers to the level at which the outcomes of learning are allocated through the use of descriptors which constitute an integral component of qualifications frameworks internationally. Learning level descriptors are an integral part of qualifications frameworks regionally, nationally, and globally, but also consider how the level of learning is determined in other contexts, such as longitudinal studies, international competence assessments and diagnostic reviews.[2]

Learning level descriptors vary across qualifications frameworks, and understanding the similarities and differences is the first step in establishing world reference levels for learning.[2]

Formulation

Descriptors are formulated using learning outcomes language, yet they are divided into different domains based on specific contextual decisions. These domains are mostly referred to as sets of like competences which describe progression across the levels.[2] 

Sources

 This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century​, 10-16, 33, Keevey, James; Chakroun, Borhene, UNESCO. UNESCO.

References

  1. ^ Vlasceanu, L., Grünberg, L. and Pârlea, D. 2007. Quality assurance and accreditation: a glossary of basic terms and de nitions. Bucharest, UNESCO Centre Européen pour l’Enseignement Supérieur (CEPES). http://unesdoc.unesco.org/images/0013/001346/134621e.pdf 
  2. ^ a b c d Keevy, James; Chakroun, Borhene (2015). Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century (PDF). Paris, UNESCO. pp. 10–16, 33. ISBN 978-92-3-100138-3.