Parts of a unit standard
Titles
The title of a unit standard describes the outcomes that someone credited with the unit standard has demonstrated they know, can do, or both.
Outcomes (elements)
Outcome statements describe the knowledge, skills and attributes a learner has demonstrated, and the context in which these were assessed.
To be awarded the unit standard, a learner must achieve all the outcomes described in the outcome statements.
Performance criteria (evidence requirements)
Performance criteria state the critical evidence to meet the outcomes. Together, performance criteria provide the standard that outcomes are assessed against.
For each outcome, the performance criteria state what learners are expected to do or demonstrate to a particular quality, quantity, level or standard.
Range statements
Range statements may be included in unit standards. Range statements make sure that the same factors are considered for the assessment of each learner.
They are also used to clarify evidence requirements, assessment conditions or both.
Assessors should note the placement of range statements.
- If written in the Guidance Information (Explanatory Notes) section, the range statement applies to all outcomes in the unit standard.
- If written immediately below an outcome statement, it applies to all performance criteria in that outcome.
- If written immediately below a specific performance criterion, it applies to that performance criteria only.
The wording of range statements can help assessors decide what evidence is required.
Below are some range statements that show a number of possible variations.
Variation 1:
If there is no wording that indicates otherwise, evidence from all items in the range must be considered when deciding if the learner has met the outcome.
Example
Written texts demonstrate sufficient technical accuracy to communicate the purpose to the intended audience.
Range technical accuracy – verb tense, subject-verb agreement, spelling, punctuation.
Variation 2:
The wording 'includes but is not limited to' followed by a list means that evidence for all the listed items must be considered. Assessors can consider evidence from unlisted items as well.
The main reasons for this sort of range are to future-proof the standard as much as possible, and to allow for different assessment contexts.
Example
User interface of a word processing application is navigated effectively using good practice.
Range includes but is not limited to – shortcuts, screen display options, finding help.
Variation 3:
A list beginning with 'may include but is not limited to' provides suggested factors for consideration.
Assessors can consider evidence from the listed items or evidence from a different list, the learner’s context may indicate what evidence is useful.
Example
Colour is selected and used according to the supplied specifications.
Range may include but is not limited to – font colour, fill colour, background colour, image colour.
Variation 4:
The range indicates the minimum number of factors that assessors must consider from the list.
Example
Text is evaluated in terms of reader’s purpose.
Range one of – usefulness, interest, validity, credibility.
Guidance Information (Explanatory Notes/Special Notes)
Guidance Information helps assessors interpret the standard. It also supports consistent assessment judgements.
Guidance Information may also indicate any special assessment requirements or conditions, or include additional information that helps assessors and trainers.
Examples include information about education and training, specific licensing, Consent and Moderation Requirements (CMR) and other things.
Levels
Unit standards are registered at an approved level on the New Zealand Qualifications and Credentials Framework (NZQCF).
Credits
A unit standard’s credits indicate the notional learning time learners are expected to need to meet the standard’s outcomes.
Actual learning time varies from learner to learner.
One credit represents 10 notional hours of learning, practice, and assessment time.
Notional learning time includes:
- time spent in structured tuition and self-paced learning and practice
- time taken to gather and provide evidence for assessment purposes
- time taken to be assessed in all the outcomes and contexts.
Purpose statements
Purpose statements describe why a standard is needed, including its use and relevance to learners, employers and communities in a context.
Often, outcomes may be used in similar ways across more than 1 industry, community or sector.
The standard must differentiate between the outcomes the standard recognises and the context in which these may be used. This encourages use by more than one education organisation or standard-setting body (SSB).
Purpose statements may note who the unit standard is intended for. This may or may not exclude some people from being assessed against the standard, the wording should make that clear.
Example
The purpose statement for Unit 15007 (version 5) is 'This unit standard is for people for whom English is not their first language.'
Entry information
Unit standards may contain entry information. Entry information relates to critical prerequisites (health, safety or legislative requirements), or to recommended skills and knowledge.
Assessors must make sure that learners meet any requirements specified in the entry information before awarding credit.
Versions
Each time a unit standard changes, a new version is created. Minor changes to standards may not affect outcomes.
Assessors should always check their assessment tasks or evidence guides, and evidence and judgement statements, carefully against the new version. This makes sure that material reflects the standard’s new requirements as adjustments may be required.
When a version of a unit standard is replaced, the responsible SSB may specify a last date of assessment against the superseded version.
Assessing organisations should check the table in the current standard's document to find status information and last date for assessment of superseded versions.
Grades
One grade is available for every unit standard: Achieved. Some unit standards may also include Merit and Excellence grades.
These are used to recognise performance in the unit standard outcomes.
Successful learners need to demonstrate a higher-quality performance in the same outcomes to achieve a higher grade of Merit or Excellence.
Expiry date
When a unit standard is designated as 'expiring', the unit standard document remains available on our website, with an 'expiring' watermark.
The unit standard can still be assessed against until its date of expiry (as specified in the standard document and the change report).
Once a unit standard’s status changes to 'expired', it can no longer be assessed against.
More information
On this page
Other explanations
Change reports
Every time a unit standard changes, a change report is published on our website at the same time as the new versions.
Change reports summarise the main changes to the standards, the rationale, and standard expiry dates, among other things.
Change reports (external link)
Review
All unit standards must be periodically reviewed to make sure they are fit for purpose. How often reviews happen is determined by factors such as:
- the responsible SSB’s strategic plan
- the level and type of industry change
- legislative requirements
- moderation feedback.
A review involves full industry and stakeholder consultation.
Rollover
The purpose of a unit standard rollover is to extend its registration period. If a standard is nearing its planned review date and there is insufficient information to inform a review, the standard is rolled over to maintain currency.
The unit standard is issued as a new version but contains the same content.
Revision
Revisions happen when unit standards need to be amended before a review. The revision focuses on fixing a known issue in the unit standard, such as:
- wording that needs correction
- out-of-date legislation or prerequisites
- assessability issues.
The unit standard is issued as a new version.