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Appendix 4: NZQA National Qualifications Framework

Level

Process

Learning demand

Responsibility

1

Carry out processes that:

are limited in range

are repetitive and familiar

are employed within closely defined contexts

Employing:

recall

a narrow range of knowledge and cognitive skills

no generation of new ideas

Applied:

in directed activity

under close supervision

with no responsibility for the work or learning of others

2

Carry out processes that:

are moderate in range

are established and familiar

offer a clear choice of routine responses

Employing:

basic operational knowledge

readily available information

known solutions to familiar problems

little generation of new ideas

Applied:

in directed activity

under general supervision and quality control

with some responsibility for quantity and quality

with possible responsibility for guiding others

3

Carry out processes that:

require a range of well developed skills

offer a significant choice of procedures

are employed within a range of familiar contexts

Employing:

some relevant theoretical knowledge

interpretation of available information

discretion and judgement

a range of known responses to familiar problems

Applied:

in directed activity with some autonomy

under general supervision and quality checking

with significant responsibility for the quantity and quality of output

with possible responsibility for the output of others

4

Carry out processes that:

require a wide range of technical or scholastic skills

offer a considerable choice of procedures

are employed in a variety of familiar and unfamiliar contexts

 

Employing:

a broad knowledge base incorporating some theoretical concepts

analytical interpretation of information

informed judgement

a range of sometimes innovative responses to concrete but often unfamiliar problems

Applied:

in self-directed activity

under broad guidance and evaluation

with complete responsibility for quantity and quality of output

with possible responsibility for the quantity and quality of the output of others

5

Carry out processes that:

require a wide range of specialised technical or scholastic skills

involve a wide choice of standard and non-standard procedures

are employed in a variety of routine and non-routine contexts

Employing:

a broad knowledge base with substantial depth in some areas

analytical interpretation of a wide range of data

the determination of appropriate methods and procedures in response to a range of concrete problems with some theoretical elements

Applied:

in self-directed and sometimes directive activity

within broad general guidelines or functions

with full responsibility for the nature, quantity and quality of outcomes

with possible responsibility for the achievement of group outcome.

6

Carry out processes that:

require a command of wide-ranging highly specialised technical or scholastic skills

involve a wide choice of standard and non-standard procedures, often in non-standard combinations

are employed in highly variable routine and non-routine contexts

Employing:

specialised knowledge with depth in more than one area

the analysis, reformatting and evaluation of a wide range of information

the formulation of appropriate responses to resolve both concrete and abstract problems

Applied:

in managing processes

within broad parameters for defined activities

with complete accountability for determining and achieving personal and/or group outcomes

7

Carry out processes that:

require a command of highly specialised technical or scholastic and basic research skills across a major discipline

involve the full range of procedures in a major discipline

are applied in complex, variable and specialised contexts

Requiring:

knowledge of a major discipline with areas of specialisation in depth

the analysis, transformation and evaluation of abstract data and concepts

the creation of appropriate responses to resolve given or contextual abstract problems

Applied:

in planning, resourcing and managing processes

within broad parameters and functions

with complete accountability for determining, achieving and evaluating personal and/or group outcomes

8

Involves skills and knowledge that enable a learner to:

provide a systematic and coherent account of the key principles of a subject area; and

undertake self-directed study, research and scholarship in a subject area, demonstrating intellectual independence, analytic rigour and sound communication

9

Involves knowledge and skills that enable a learner to:

demonstrate mastery of a subject area; and

plan and carry out - to internationally recognised standards - an original scholarship or research project.

Demonstrated by:

The completion of a substantial research paper, dissertation or in some cases a series of papers.

10

Involves knowledge and skill that enable a learner to:

Provide an original contribution to knowledge through research or scholarship, as judged by independent experts, applying international standards.

Source: NZQA http://www.nzqa.govt.nz/framework/levels.html

 

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