The Credit Accumulation and Transfer Scheme (CATS) is a system that awards academic credits for achievement. Credits are awarded at different levels: 1, 2 and 3 (associated with the three full-time years of study on an undergraduate course in Britain) and level M (associated with British Master's qualifications). This paper will scrutinise two of the assumptions upon which CATS is based: (1) there are comparable notions of levels 1, 2, 3 and M across both institutions and disciplines, and (2) there is linear progression through these levels.For these assumptions to hold, educators must agree on progressive/hierarchical level descriptors. The results of a national study in the field of healthcare showed that educators agreed on some descriptors and that some descriptors described non-progressive characteristics of learning. Therefore, there is some comparability between institutions and disciplines in higher education (which is a requirement for transfer in CATS). The non-progressive descriptors undermine the assumption that student progression is necessarily linear.
LevelsThe Credit Accumulation and Transfer Scheme (CATS) is a system used by British higher education institutions to award academic credits for achievement. Credits are awarded at different levels: 1, 2 and 3 are associated with the three full-time years of study in an undergraduate course, and level M is associated with Master's qualifications. CATS is based on the assumptions that there are broadly similar standards at each level and that there are comparable notions of levels 1, 2, 3 and M across both institutions and disciplines, assumptions that were inherited from the Council for National Academic Awards (CNAA) (CNAA, 1989;Robertson, 1996). Robertson (1996) argued that when CNAA was operational it could formally claim that institutions had mutual confidence in one another's standards. However, he questioned the assumption behind CATS and argued that there was a lack of mutual recognition and a lack of confidence in mutual standards.CNAA was the first British higher educational organisation to define levels:Level 1: the standard of a course unit in the first year of a full-time, three-year degree or honours degree. Level 2: a course unit will be assigned to level 2 if it is of the standard normally encountered in the second year of a full-time, three-year degree or honours degree. Level 3: corresponds to the standards of course units normally encountered in the final year of a three-year, full-time degree course.