Bachelor of Engineering Technology in Chemical Engineering

Associated Assessment Criteria for Exit Level Outcome 1

• The problem is analysed and defined, and criteria are identified for an acceptable solution.
• Relevant information and engineering knowledge and skills are identified for solving the problem.
• Possible approaches are generated and formulated for a workable solution.
• Possible solutions are modelled and analysed.
• Possible solutions are evaluated, and the best solution is selected.
• The solution is formulated and presented appropriately.

Associated Assessment Criteria for Exit Level Outcome 2

• An appropriate mix of knowledge of Mathematics, Numerical Analysis, Statistics, Natural Science, and Engineering science at a fundamental level and in a specialist area is utilized to solve broadly-defined engineering problems.
• Theories, principles, and laws are applied.
• Formal analysis and modelling are performed on engineering materials, components, systems, or processes.
• Concepts, ideas, and theories are effectively communicated.
• Reasoning about and conceptualising engineering materials, components, systems, or processes is carried out.
• Uncertainty and risk are managed within the practice area.

Range Statement:

• Design problems used in assessment must conform to the definition of broadly-defined engineering problems.
• A major design project must be used to provide evidence for this outcome.
• The project should be typical of what a graduate would engage in shortly after graduation.
• A major design project should have impacts such as social, economic, legal, health, safety, and environmental.

Associated Assessment Criteria for Exit Level Outcome 3

• The design problem is formulated to meet user needs, applicable standards, codes of practice, and legislation.
• The design process is planned and managed to focus on important issues and constraints.
• Knowledge, information, and resources are acquired and evaluated to apply appropriate principles and design tools for a workable solution.
• Design tasks are performed, including analysis, quantitative modelling, and optimization subject to relevant premises, assumptions, constraints, and restrictions.
• Alternatives are evaluated for implementation, and a preferred solution is selected based on techno-economic analysis and judgement.
• The selected design is assessed for social, economic, legal, health, safety, and environmental impacts and benefits.
• The design logic and relevant information are communicated in a technical report.

Associated Assessment Criteria for Exit Level Outcome 4

• Investigations and experiments relevant to chemical engineering are planned.
• Available literature is searched and critically evaluated for suitability.
• Analysis is performed as necessary for the investigation.
• Equipment or software is selected and used appropriately in the investigations.
• Information is analyzed, interpreted, and derived from available data.
• Conclusions are drawn from an analysis of all available evidence.
• The purpose, process, and outcomes of the investigation are recorded in a technical report.

Range Statement:

• A range of methods, skills, and tools appropriate to the program.
• Sub-discipline-specific tools, processes, or procedures.
• Computer packages for computation, modeling, simulation, and information handling.
• Techniques from economics, management, health, safety, and environmental protection.

Associated Assessment Criteria for Exit Level Outcome 5

• The method, skill, or tool is assessed for applicability and limitations.
• The method, skill, or tool is correctly applied to achieve the required result.
• Results produced are tested and assessed against required results.
• Computer applications are created, selected, and used as required.

Associated Assessment Criteria for Exit Level Outcome 6

• The structure, style, and language of written and oral communication are appropriate for the purpose and audience.
• Graphics used enhance the meaning of text.
• Visual materials enhance oral communications.
• Accepted methods are used for providing information, including engineering drawings.
• Oral communication is delivered fluently with clear meaning.

Associated Assessment Criteria for Exit Level Outcome 7

• The impact of technology on society is explained in terms of benefits and limitations.
• The impact on occupational and public health and safety is analyzed.
• The impact on the physical environment is assessed.
• Personal, social, economic, cultural values and requirements of those affected by the engineering activity are considered.

Associated Assessment Criteria for Exit Level Outcome 8

• The principles of planning, organizing, leading, and controlling are explained.
• Individual work is carried out effectively, strategically, and on time.
• Contributions to team activities support the team output.
• Functioning as a team leader is demonstrated.
• Effective communication is carried out in individual and team contexts.

Associated Assessment Criteria for Exit Level Outcome 9

• Learning tasks are managed autonomously and ethically.
• Learning undertaken is reflected on, and own learning requirements and strategies are determined.
• Relevant information is sourced, organized, and evaluated.
• Knowledge acquired outside of formal instruction is comprehended and applied.
• Assumptions are challenged critically, and new thinking is embraced.

Associated Assessment Criteria for Exit Level Outcome 10

• Ethical dilemmas are described in terms of nature and complexity.
• The ethical implications of decisions made are described.
• Ethical reasoning is applied to evaluate engineering solutions.
• Continued competence is maintained through keeping up-to-date with tools and techniques.
• Responsibility is accepted for consequences arising from own actions.
• Judgements are made in decision-making during problem-solving and design.

Integrated Assessment

• Formative, summative, and diagnostic assessment methodologies are combined.
• Multiple assessment opportunities are provided for learners to demonstrate the exit level outcomes.
• Constructive alignment is ensured between intended outcomes, learning activities, and assessment activities.
• Assessment methodologies include tests, assignments, practical tasks, exams, projects, portfolios, oral assessments, presentations, and tutorials.
• The Design Module evaluates multiple outcomes and critical cross-field outcomes in an integrated manner.
• Summative assessments are internally moderated, and NQF Level 7 modules are externally moderated according to institutional policy.