Analytic Quality Glossary
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Citation reference: Harvey, L., 2004, Analytic
Quality Glossary,
Quality Research International, http://www.qualityresearchinternational.com/glossary/
This is a
dynamic glossary and the author would welcome any e-mail
suggestions for amendments or additions.
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Recognition
of a unit of learning, usually measured in hours of study or achievement of
threshold standard or both.
explanatory context
analytical review
The
UNESCO definition is:
A credit is a generally agreed-upon value used to
measure a student workload in terms of learning time required to complete
course units, resulting in learning outcomes. Generally, once gained, credit
cannot be lost. (Vl‹sceanu, et
al., 2004, p. 31)
The Scottish Qualification Authority
defines credit as:
the
amount of time that an ÒaverageÓ learner at a specified level might expect to
take to achieve the outcomes regardless of the mode of delivery or assessmentÕ
(SQA, 2002, p. 1).
The European
Credit Transfer and Accumulation System (EU, 2004) similarly defines ECTS credits as:
The
currency to measure student workload in terms of notional learning time
required to achieve specified learning outcomes..
The New Zealand Qualification
Authority and the South Africa Qualification
Authority (SAQA, 2000, p. 9). also both define
credit on Ônotional learning hoursÕ but are more explicit in including the time
spent Ôin doing assignmentsÉand time spent in assessmentÕ (NZQA, 2003b, p. 7).
Despite
referring specifically to equivalence of learning and standards, the University
of Exeter (2004) also utilises a time-based definition:
A
quantified means of expressing equivalence of learning. Credit is awarded to a
learner in recognition of the verified achievement of learning outcomes at a
specified level. One credit equates to 10 notional hours of learning
successfully achieved and works on the basis of achievement at threshold
standard.
The
Irish Higher Education Authority defines credit thus:
Credit:
Certification that part or all of a course has been completed successfully
(HEA, 2004)
Credit Common
Accord for Wales adds explanation of what can an cannot be awarded:
Credit:
An award made to a learner in recognition of the achievement of designated
learning outcomes at a specified credit level. Credit is only awarded following
quality assured assessment of achievement.
No
additional credit can be awarded for achievement over the threshold level
(established by the learning outcomes and assessment criteria) although such
achievement can be recognised through the award of marks or grades.
No credit should be awarded for units where the learning outcomes have not been achieved.(QCA/LSC, 2004)
In the US,
credit equates with study classes. The Northeast Texas Network Consortium
(NTNC,2002) define credit as:
A
credit is the value assigned to a course. Usually one credit equals one 50
minute class period per week. Many courses carry 3 credits and meet for three
50 minute periods a week.
The ICN (2003)
and NTNC (2002) identify credit-bearing and non-credit-bearing programmes,
using identical definitions:
creditcoursecredit
course: a class with specified learning goals which the student is required to
meet in order to pass the course and that may be applied toward the fulfilment
of degree requirements at a college or university
non-credit: a class that typically meets only once
or just a few times and that contributes toward personal or occupational
development rather than being applicable toward a college degree.
AEC (2004) refers to credit point system:
Credit Point System: A system in
which the total volume of study carried out by a student during the year
(taught time plus independent study time) is given a numerical value. This
value is then sub-divided to correspond to the various subjects, units or
modules which the student takes. The number of credit points gained is not
itself a measure of the standard achieved. If a student fails the unit, he or
she gets no credits; if they pass, they get all the credits for the unit.
Credits can be useful in course design in that they offer a measure of relative
volume of the various elements of the course. Increasingly, they are used to enable learning in one
institution to be recognised by another. This facilitates mobility.
related terms
See also
sources
Association europeenne des conservatoires
[Academies de musique et musikhochschulen] (AEC), 2004, Glossary of terms
used in relation to the Bologna Declaration http://www.aecinfo.org/glossary%20and%20faq%20english.pdf, undated, accessed September 2004.
European Union (EU), 2004, ECTS UsersÕ Guide Ð
European Credit Transfer and Accumulation System for Lifelong Learning, European Commission. Published summer 2004.
Higher Education Authority (HEA) [of
Ireland] 2004, Glossary http://www.hea.ie/index.cfm/page/sub/id/519
Indiana College Network (ICN), 2003,
ÔGlossaryÕ http://www.icn.org/about/glossary.html,
last modified 14 October, 2003
New Zealand Qualifications Authority
(NZQA), 2003a, National Qualifications Framework, http://www.nzqa.govt.nz
Northeast Texas Network Consortium
(NTNC), 2002, Distance Learning College Glossary. http://www.netnet.org/students/student%20glossary.htm
Qualifications and Curriculum Authority
and Learning + Skills Council (QCA /LSC) 2004, Principles for a credit
framework for England: Terms
and definitions, pp. 11Ð13. March (London: QCA /LSC). Uses definitions from the
Credit Common Accord for Wales published in July 2003.
Scottish Qualifications Authority (SQA),
2001, An Introduction to the Scottish Credit and Qualifications Framework, http://www.sqa.org.uk
South African Qualifications Authority,
(SAQA), 2000, The National Qualifications Framework and Standards Setting, (Pretoria, SAQA).
University of Exeter, 2004, TQA Manual, Learning and Teaching
Definitions, http://www.ex.ac.uk/admin/academic/tls/tqa/modapp1.htm
Last updated 31 August 2004
Vl‹sceanu, L., GrŸnberg, L., and P‰rlea, D.,
2004, Quality Assurance and
Accreditation: A Glossary of Basic Terms and Definitions (Bucharest, UNESCO-CEPES)
Papers on Higher
Education, ISBN 92-9069-178-6. http://www.cepes.ro/publications/Default.htm