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 learners 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 |
5 |
9 |
9 |
10 |
|
2. |
10 |
19 |
10 |
11 |
10 |
9 |
|
3. |
20 |
20 |
25 |
16 |
22 |
19 |
|
4. |
40 |
40 |
40 |
44 |
39 |
43 |
|
5. |
20 |
20 |
20 |
20 |
20 |
19 |
|
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 learner 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 learners 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.