Advanced Diploma in Mechanical Engineering in Renewable Energy

Associated Assessment Criteria for Exit Level Outcome 1:

• Analyse and define the problem and identify criteria for an acceptable solution.
• Identify and use relevant information and engineering knowledge and skills for solving the problem.
• Consider and formulate various approaches that would lead to workable solutions.
• Model and analyse solutions analysed.
• Evaluate solutions and select the best solution.
• Formulate and present the solution is formulated and presented in an appropriate form.

Associated Assessment Criteria for Exit Level Outcome 2:

• Bring to bear an appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural science, and engineering science at a fundamental level and in a specialist area on the solution of broadly-defined engineering problems.
• Use theories, principles, and laws.
• Perform formal analysis and modelling on engineering materials, components, systems, or processes.
• Communicate concepts, ideas, and theories.
• Perform reasoning about and conceptualising engineering materials, components, systems, or processes.
• Handle uncertainty and risk through the use of probability and statistics.
• Perform work within the boundaries of the practice area.

Associated Assessment Criteria for Exit Level Outcome 3:

• Formulate the design problem to satisfy user needs, applicable standards, codes of practice, and legislation.
• Plan and manage the design process to focus on important issues and recognises and deals with constraints.
• Acquire and evaluate knowledge, information, and resources to apply appropriate principles and design tools.
• Perform design tasks including analysis, quantitative modelling, and optimisation of the product, system, or process.
• Evaluate alternatives for implementation and a preferred solution based on techno-economic analysis and judgement.
• Assess the selected design in terms of social, economic, legal, health, safety, and environmental impact and benefits.
• Communicate the design logic and relevant information in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4:

• Plan, design, and conduct investigations and experiments within an appropriate discipline.
• Search relevant literature including codes and is critically evaluate material for suitability to the investigation.
• Perform analysis as necessary to the investigation.
• Select and use equipment or software as appropriate in the investigations.
• Derive, analyse and interpret information from relevant data.
• Draw conclusions from an analysis of all relevant evidence.
• Record the purpose, process, and outcomes of the investigation in a technical report.

Associated Assessment Criteria for Exit Level Outcome 5:

• Select and assess the method, skill, or tool for applicability and limitations against the required result.
• Apply the method, skill, or tool correctly to achieve the required result.
• Critically test and assess results produced by the method, skill, or tool against required results.
• Create, select and use computer applications as required by the discipline.

Associated Assessment Criteria for Exit Level Outcome 6:

• Use the appropriate the structure, style, and language of written and oral communication for the purpose of the communication and the target audience.
• Use graphics appropriate and effective in enhancing the meaning of text.
• Use visual materials to enhance oral communications.
• Use accepted methods for providing information to others involved in the engineering activity.
• Deliver oral communication fluently with the intended meaning being apparent.
• Written communications meet the requirement of the intended audience.

Associated Assessment Criteria for Exit Level Outcome 7:

• Identify and deal with the impact of technology in terms of the benefits and limitations to society.
• Analyse the engineering activity in terms of the impact on occupational and public health and safety.
• Analyse the engineering activity in terms of the impact on the physical environment.
• Consider personal, social, economic, cultural values and requirements of those who are affected by the engineering activity are taken into consideration.
• Consider engineering activity in terms of the impact on the natural environment.

Associated Assessment Criteria for Exit Level Outcome 8:

• Explain the principles of planning, organising, leading, and controlling.
• Carry out individual work effectively and on time.
• Contribute to team activities that support the output of the team.
• Organise and manage a design or research project.
• Carry out effective communication in the context of individual or team work.
• Perform critical functions in the team and complete work on time.

Associated Assessment Criteria for Exit Level Outcome 9:

• Manage learning tasks autonomously and ethically, individually and in learning groups.
• Reflect on learning undertaken and individual learning determine requirements and strategies determined to suit personal learning style and preferences.
• Source, organize and evaluate relevant information, organized.
• Comprehend and apply knowledge acquired outside of formal instruction.
• Challenge assumptions critically and embrace new thinking.

Associated Assessment Criteria for Exit Level Outcome 10:

• Describe the nature and complexity of ethical dilemmas.
• Describe the ethical implications of decisions made.
• Apply ethical reasoning to evaluate engineering solutions.
• Display awareness of the need to maintain continued competence through keeping abreast of up to date tools and techniques available in the workplace.
• Understand and embrace the system of continuing professional development as an on-going process.
• Accept responsibility for consequences stemming from own actions.
• Make judgements in decision making during problem solving and design.

Integrated Assessment:

• A variety of Teaching and Learning (T and L) methods will be used and will include a blend of class room teaching, tutorials and small group teaching, practicals, computer laboratory work, field work, peer learning groups, independent learning (self-study), and independent research.
• Different modalities of work-integrated learning such as work-directed theoretical learning, problem-based learning and project-based learning are staggered throughout the qualification.
• The methods of delivery have been designed so that learners operate at different cognitive levels as they progress through the qualification, with more sophisticated or deeper levels of learning being stimulated as more knowledge is gained.
• The teaching and learning methods are appropriate for an engineering or science qualification.
• There will be constructive alignment between the T and L strategy and the assessment strategy to achieve the intended exit level outcomes.
• An effective integrated assessment strategy will be used.
• The qualification will combine formative and summative assessment methodologies.
• There will be multiple assessment opportunities for learners to demonstrate the exit level outcomes as specified in Section 8 of this document.
• All assessment and moderation procedures will conform to the Institution's Policy Procedures and Rules for Assessment.