CMI Standardisation expectations

Highlands CMI Tutors Standardisation Workshop

Standardisation expectations

1.      Purpose of document

To set out for the purpose of standardisation expectations on tutors delivering CMI modules at Highlands College.  

2.      Standardisation elements

2.1 Pre-course work

Firm requirements:
1.	Must be provided for all CMI Level 5 and Level 7 courses and be linked to the workshop learning experiences.
2	Uploaded to Moodle a minimum two-weeks before the workshop date and sent at the same time to Highlands CMI administrator, who will notify students.
Tutor’s discretion:
1.	Approach to pre-course work: examples -       Set reading on subject relevant to the module -       Prepare report on subject relevant to the module -       Investigate workplace practices associated with the module.
2.	Provision of pre-course work for other CMI levels is not required but can be provided if considered appropriate. In this case, send at the same time to Highlands CMI administrator, who will notify students.

2.2 Workshop materials

Firm requirements:
1.	Slides and handouts used in workshop formatted using agreed Highlands branding.
2.	Must be available to the students on Moodle.
Tutor’s discretion:
1.	While all materials should have agreed Highlands branding, tutors have some discretion over amount and positioning when creating materials. The overriding expectation is for professional materials with a clear Highlands College identity.
1.	Can be uploaded prior to or subsequent to the workshop, or a mix of the two options.

2.3 Assignment structure, formatting and quality

Firm requirements:
1	Learners must provide their assignments in electronic format using a commonly available application – i.e. Microsoft Word or equivalent. Learners must not submit in PDF format document – any that do should be asked to resubmit in a format that can be annotated.
2	Learners must upload a ‘Statement of Authenticity’ with each submitted assignment – Highlands CMI administrator will contact all students that do not upload one. (Note: when passing an assignment that does not have an associated Statement of Authenticity, tutors should award a ‘Borderline Pass’, pending the submission of a Statement of Authenticity)
3	Learners should be encouraged to include a cover sheet or header section with each assignment, setting out: -       Their name -       Their PO Number -       The unit title -       The date
Tutor’s discretion:
1	Learners should be encouraged to produce assignments that are well-laid out with minimal spelling or grammatical errors. Tutors should offer development points on improvement.

2.4 Assignment questions, reference criteria and word count

Firm requirements:
1	Tutors must always use the ‘bank’ assignments obtained from CMI and available in the latest version from Highlands CMI administrator.
2	‘Bank’ assignments consist of Tasks, with a related number of questions and associated reference criteria. Students should primarily address the questions, fully answering them as posed, and in so doing ensure that their answers meet the assessment criteria expectations.
Tutor’s discretion:
1	To accept and pass assignments in which the learner has answered the assessment criteria rather that the Task question.
2	Learners should keep their answer length within the CMI provided maximum and minimum word count expectation per Task, with the total relating to the information provided in the answer only and not including any ancillary items such as stated questions or information provided in an appendix.
3	The word count should never be less than the CMI stated minimum expectation, but can be over providing any additional information is reasonable in length and adds support to the learner’s answer. As a guide, 10 percent more is considered reasonable.
4	Tutors can consider the word count applying per Task or as cumulatively applying to the whole assignment, but encourage learners to consider the individual word counts as a guiding to weighting per question.

2.5 References and citations

Firm requirements:
1	Learners must acknowledge the work of others included directly as quotes within their assignments through a recognised referencing system that includes a bibliography showing sources at the back of the assignment.
2	Any references or citations included in the learner’s work must be complete, correct and consistent.
3	Learners must use the Harvard system of referencing. (see Moodle or www.managers.org.uk/~/media/Files/PDF/Study%20Support/References-and-Citations.pdf) for more information on the correct use of this system.)
Tutor’s discretion:
1	There is no minimum number of reference required for each level of CMI. As a guide, however, the requirements of each level are as follows: -  CMI Level 2: An awareness of current published academic work desirable but not essential -  CMI Level 3: Learners should be aware of current published academic work relating to the unit’s subject matter and aim to include at least one supporting academic reference with each task -  CMI Level 5: Learners should be conversant with current published academic work relating the unit’s subject matter and aim to support most answers with at least one academic reference -  CMI Level 7: Learners should be conversant with current published academic work relating the unit’s subject matter and aim to support each answers with at least one academic reference
2	Tutors should aim to achieve the above standards for all assignments, but can use discretion in cases where students clearly demonstrate full understanding the unit’s subject matter.

2.6 The use of appendices

Firm requirements:
1	Answers must always be fully included in the body of the assignment and never fully or partly contained in an appendix.
Tutor’s discretion:
1	Learners should be discouraged from adding appendices or documents to their assignment unless they are essential for including information that supports or enhances an answer.

2.7 Marking

Firm requirements:
1	Tutors should award either a ‘Pass’ or ‘Refer’ for each question, appropriate to the assessed outcome.
Tutor’s discretion:
1	Tutors can award a ‘borderline Pass’ for a question, if they believe the student is just short of meeting the expectations of the question, but clearly demonstrating an understanding of the question’s subject matter.

2.8 Tutor comments and feedback

Firm requirements:
1	Tutors must complete and provide a CMI formatted Assessment Sheet for each marked assignment, which includes an overall pass / borderline pass / refer against each assessment criteria along with directly relating comments stating why the choice has been made.
2	Tutors must sign and date each Assessment Sheet before submission (electronic or inserted facsimile signature).
Tutor’s discretion:
1	Tutors should add further constructive comments directly to learner’s assignments, which include clarification information, developmental advice and feedback on how to approach referred questions. This annotated version should be provided to the learner along with the Assessment Sheet.

2.8 Assignment referrals

Firm requirements:
1	When referring an assignment, tutors must provide a specific date by when the learner should resubmit their work. Typically, this is one work calendar week from the date of referral.
2	Comments relating to the resubmitted assignment must be added to the previous Assessment Sheet using a different colour to highlight the additions.
Tutor’s discretion:
1	Tutors should provide sufficient feedback to allow the learner to re-attempt the assignment question.

2.9 Addressing CMI expectations

Firm requirements:
1	Tutors are expected to ensure that learners address the specific assessment criteria associated with each unit. This must be demonstrable in each assignment. In addition, tutors must ensure that learner’s work is: -       Accurate, current and authentic -       Relevant in depth and breadth They must also assess assignments on the basis that the learner is showing: -       Clear grasp of concepts -       Ability to link theory to practice -       Ability to communicate clearly in the relevant discipline at the expected level for the qualification
2	Tutors must ensure that learners address the specific CMI ‘Command Word’ expectations of each assessment criteria, i.e.: -       ‘Assess’ means: provide a reasoned judgement or rational of the standard, quality, value or importance of something -       ’Analyse’ means: break the subject into separate parts and examine each part in detail -       ‘Compare’ means: to set two items side by side and show their similarities and differences -       ‘Describe’ means: identify and outline the attributes or characteristics of a subject -       ‘Develop’ means: progress/expand/initialise from a starting point -       ‘Discuss’ means: explain the item or concept, and then give details about it with supporting information, examples, points for and against, and explanations for the facts put forward from various points of view. -       ‘Explain’ means: offer a detailed and exact rationale behind an idea or principle, or a set of reasons for a situation or attitude -       ‘Identify’ means: determine the origin, nature or definitive characteristics of a subject Learners that do not clearly address the ‘Command Word’ should have their answer referred.
Tutor’s discretion:
1	Learners should be encouraged to achieve a good balance of academic concepts to workplace practice within their answers, with a general guide to expectations shown below: CMI Course Concepts / Theory Workplace Practice Level 2 20% 80% Level 3 40% 60% Level 5 60% 40% Level 7 80% 20%