Qualifications and standards

NZ Diploma in Business prescription format

The NZDipBus 400-600 prescriptions focus on assessment requirements. General guidance for prescription format follows.

Context – graduate profile

The context for the 400-600 prescriptions is the New Zealand Diploma in Business (Level 6) qualification. The graduate profile is the overall expected outcome for an NZDipBus graduate and should underpin understanding of the prescriptions, especially those at level 6.

Level

NZDipBus prescriptions are developed at levels 4, 5 or 6.

The level of a prescription defines the complexity of learning, which is categorised as the process capability, learning demand and amount of responsibility that could be expected of a learner at that level. Level descriptors are available.

Aim

The aim of a prescription specifies the intent, or overall outcome, of the prescription.

Prerequisites

Sometimes a prescription may specify recommended prerequisites. Although it is not mandatory for students intending to study towards a particular prescription to have prior credit for any prerequisites recommended, having the underpinning knowledge and skills equivalent to those outlined in the prerequisite(s) is deemed important for the achievement of the prescription outcomes.

Assessment notes

Prescriptions may include assessment notes. These may relate to all, or specific, learning outcomes in a prescription. They may specify assessment requirements or provide additional clarification and guidance for assessors regarding aspects of the prescription, so should be heeded by assessors.

Weightings

Each learning outcome in a prescription is given a percentage weighting. A 10% aggregate variance is allowed in assessment weightings. That is, the percentage variation in total across all learning outcomes should not be more than 10%. Refer to the table below for some examples of acceptable variations.

10 % Aggregate variance - examples

Learning outcomes

Assessment weighting %

Variation A

Variation B

Variation C

Variation D

Variation E

1. Students will demonstrate―

10

1
(-9)

5
(-5)

9
(-1)

9
(-1)

10

2.

10

19
(+9)

10

11
(+1)

10

9
(-1)

3.

20

20

25
(+5)

16
(-4)

22
(+2)

19
(-1)

4.

40

40

40

44
(+4)

39
(-1)

43
(+3)

5.

20

20

20

20

20

19
(-1)

Total

100

100

100

100

100

100

Aggregate

 

18

10

10

4

6

Variation A – not acceptable

The difference in the prescription weightings: 9 + 9 = 18%.

Variation B - acceptable

The difference in the prescription weightings: 5 + 5 = 10%.

Variation C - acceptable

The difference in the prescription weightings: 1 + 1 + 4 + 4 = 10%.

Variation D - acceptable

The difference in the prescription weightings: 1 + 2 + 1 = 4%.

Variation E - acceptable

The difference in the prescription weightings: 1 + 1 + 3 + 1 = 6%.

Learning outcomes

Learning outcomes specify what a student needs to know and be able to do. Assessment should be based on the learning outcomes. A particular assessment activity may integrate assessment for more than one learning outcome.

The verbs used in learning outcomes signal to assessors and students the type of assessment required (e.g. theoretical or practical; explanation, application or problem-solving) and, along with the relevant level descriptor, indicate the processes, learning demand and amount of responsibility expected of learners.

Examples

The following learning outcome examples highlight differences in verbs used, and therefore the different types of assessment activity required. Note that the second example uses a phrase (underlined) that also signals application of processes to a particular situation is required.

  • Students will follow academic conventions and create an original document through the process of planning, drafting and editing (469 Academic Skills for Business Studies).
  • Students will understand the purpose of planning and control and apply processes to a given situation (530 Organisation and Management).
  • Students will apply capital budgeting techniques and evaluate investment decisions (603 Business Finance).

Key elements

All learning outcomes must be evidenced in the assessment activities for that prescription.

Key elements indicate assessment coverage and specify how the related learning outcome must be evidenced. Key element assessment evidence must be provided in the context of the learning outcomes, not in isolation.

 
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