Hitting the Mark: Teaching to CredentialLevelsTeaching and Learning DayFebruary 26, 2018

What credentials are offered at Seneca?

Ontario Certificate

Diploma

Advanced Diploma

Graduate Certificate

Honours Bachelor’s Degree

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How can we differentiate learning at the various credentiallevels?

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(Wikimedia commons)

Where do we set the bar?

What are the three types of “benchmarks”

Credential Levels

- specify the level of knowledge and skills that a student must demonstrate upon graduation

- Credentials Framework

- Degree Level Standards

Program Descriptions/ Standards- specify the knowledge

and skills a student must demonstrate in order to graduate from a program.

- include Program Learning Outcomes, Essential Employability Skills and General Education requirements

- Seneca’s program page

Course Learning Outcomes

- specify what the students will be able to do upon successful completion of a course.

- map onto the Program Learning Outcomes

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Who sets the “benchmarks”?

Credential Levels

MAESD- All college level

credentials

PEQAB- Honours

baccalaureate degrees

Program Descriptions/ Standards

MAESD- College level

credentials*

PEQABSeneca

Course Learning Outcomes

Seneca- Program areas

- Faculty + Program Coordinators

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Colleges must demonstrate that standards and benchmarks are being met

How do credential levels apply to course development?

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Complex iTy

B r e a d t h

Keep in mind Core Literacies

Meet by graduation

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Breadth

Depth

Complexity

low high

low high

low high

Certificate Diploma Advanced Diploma

Graduate Certificate Honours Degree

Element Certificate Diploma Advanced Diploma

GraduateCertificate

HonoursDegree

Length in Semesters 2 4 6 2 8

Breadth,depth and complexity of knowledge

Knowledge required to complete a list of tasks with clear instructions.

Knowledge required to complete a variety of tasks and specializein a few areas.

Be able to plan and choose between tasks.

Knowledge required to complete a wide variety of specialized tasks, with an emphasison depth.

Be able to plan, coordinate, design and troubleshoot tasks and provide guidance to others.

Knowledge required to complete a specialized set of complex tasks.

Be able to evaluate, analyze and develop practices and provide leadership in problem solving and planning.

In-depthknowledge of an entire field and a specialized area of the field, including: theories, methods, current advances and research.

Be able to critically evaluate and compare theories and concepts in order to apply the most appropriate methods, develop solutions to a problem, or create new work.

Comparison of Credentials Offered at Seneca 8

Certificate Diploma Advanced Diploma

Graduate Certificate

Honours Degree

Sample program/ ¥job title

¥Lab supportworker

Chemical LaboratoryTechnician

Chemical Laboratory Technology

Cosmetic Science

Bachelor of Science -Chemistry

Sample skills/ duties

- routine material preparation

- assist in lab maintenance

- perform qualitycontrol methods and other routine analyses

- conduct complex chemical analyses;

- provide technical support;

- manage laboratory inventory, training etc.

- formulate, manufacture and evaluate cosmetics;

- provideleadership in marketing and regulatory affairs in the cosmetics industry.

- develop and conduct complex chemical analyses;

- take part in research;

- organize and manage laboratory operations

Activity: What would credential requirements look like in your field?

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Example: Chemistry

Certificate Diploma Advanced Diploma

Graduate Certificate

Honours Degree

Sample program/ job title

Sample skills/ duties

Activity: What would credential requirements look like in your field?

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How do we construct Course Learning Outcomes at the appropriate credential level?

Mapping Position in program Content Breadth, depth and

complexity

Bloom’s Taxonomy cognitive,

psychomotor, affective domains

3–part CLOs

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12Course Learning Outcomes

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Upon completion of this course, the student will be able to:

compare three separation methods that may be used to

isolate proteins from a complex biological extract.

Action Verb – identifies the level of learning

Content – specifies the knowledge / skills to be demonstrated

Context – provides context within the discipline and the intent of the learning

compare three separation methods that may be used to

isolate proteins from a complex biological extract.

How do we design assessments at the appropriate credential level?

Measure achievement of Course Learning Outcomes Linking Learning

Outcomes to Assessments

Question Stems

Rubrics

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15Upon completion of this course, students will be able to:

distinguish between three different separation methods

that may be used to isolate proteins from a complex

biological extract.

Name three different protein separation methods.

AND

How are these methods similar? How are they different?

Activity: How would you convert this diploma level CLO and its assessment to a degree level?

Diploma Level Identify children’s

developmental levels to select preschool learning activities.

What are the levels in child development?

What activities are suitable for each level?

Degree Level

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Reflection: Do your CLOs and assessments hit the appropriate credential level?

Do they achieve the appropriate breadth, depth and complexity? for the credential level

for the position of your course in the program

What modifications would you make to adapt to a different credential level?

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To learn more visit the Teaching and Learning website at:

senecacollege.ca/teaching

Presented by: Linda Facchini, Faculty, Teaching and Learning and

Jean Choi, Dean, Acadmic Quality

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