1. RPL Demystified
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2. Agenda Challenges of RPL Issues of RPL Administration of RPL
Visualising competency
Units of competency
Rules of Evidence
How much is enough evidence?
What about employability skills and dimensions of competency
The importance of good documentation
Developing RPL tools
Welcome guests to the Chisholm awareness Day
Introduce Directors and yourself
Purpose of the session – Raising awareness of Chisholm with all staff
RPL is a Key focus of Chisholm’s 2011 Teaching & Learning Plan
Opportunity for Institute to ensure that everyone is on the same the same time
Acknowledge wealth of experience in the room  support for everyone to further improve what they do

3. RPL Myths It is easier/better to do the course than to RPL
If you haven’t sat in my class you haven’t learnt anything!
RPL dilutes the qualification
You need three pieces of evidence for each performance criteria
All that paperwork!
*MC please insert the Director’s name and don’t forget to include yourself.*
Welcome guests to the Chisholm awareness Day
Introduce Director and yourself
Purpose of the session – Raising awareness of Chisholm with all staff

4. RPL Barriers
Teacher/assessor reluctance, lack of confidence in their judgement of competency through RPL and fear that RPL will reduce class numbers and cause job losses
Over-the-top evidence requirements (massive historical paper-chase)
Invalid, inflexible and unreliable processes and RPL documents
Lack of RPL resources and common understanding of RPL in RTO MC
Read agenda items

5. Worries about compliance requirements
Students not well supported through RPL (high non-completion)
Income or not?
Assessors not given time to manage RPL candidates

6. What are the RPL issues for you and your learners?

7. Credit Transfer and RPL
If a student has completed modules or competencies that are the same or deemed equivalent, either in a different course, or at another registered education provider, locally or internationally, they may be eligible for a credit transfer.
RPL:
A student may be eligible for Recognition of Prior Learning. (RPL), if they meet the requirements for the modules or competencies based on any formal or informal education they have completed together with life and work experience.

8. Visualising Competency
What does a competent person look like in the workplace?
What is in the unit of competency?
Critical evidence criteria
Elements and performance criteria
Required Skills and Knowledge
Range statement
Employability skills
Dimensions of competency

9. Visualising Competency
Rules of Evidence
Valid
Current
Sufficient
Authentic
Principles of Assessment
Valid
Reliable
Flexible
Fair
Employability Skills
Communication
Teamwork
Problem Solving
Initiative and Enterprise
Planning and Organising
Self-management
Learning
Technology
Dimensions of Competency
Task Skills
Task Management Skills
Contingency Management Skills
Job role Environment Skills

10. The RPL Journey So, a student comes to the desk…
Does the frontline staff member have appropriate RPL information about your course/unit?
Is the student a good candidate for RPL? (who decides?)
How much information does the candidate need?
How much support do they need to successfully complete?
What happens if they can’t collect evidence?

11. Seven Questions to Competency
Visualising competency
What does a competent person look like in the workplace?

12. Seven Easy Questions To Competency What do I need as evidence?
What questions capture the essence of the unit?
What benchmarks responses will I need from the candidate? MC
Read agenda items

13. 7 Easy Questions What activities could I ask the candidate to perform?
What behaviours would I need to see demonstrated?
How do I map the full requirements of the unit?******* MC
Read agenda items

14. Mapping Ensure: RPL evidence is mapped to the Unit requirements
That requirements are at the correct AQF level
That evidence adheres to the Rules of Evidence
That documents fulfil the AQTF requirements

15. 4 Evidence Filters - types of evidence
Application
Competency conversation
Third party verification
and/or
Practical demonstration
Application (evidence could be flimsy, so can move to other forms of evidence)
Competency conversation looking at unit of competency and then being able to summarise the essence in one or two questions ‘how did you?’ Not ‘what did you?’
Practical demonstration essential to have the rpl tools to record this
Third party verification

16. What is good evidence? Filter 1 – Application evidence
Evidence can be anything that demonstrates competency:
Documents
Audio files
Videos
Photos
What about:
a picture of a cake?
A piece to taste the cake?
A picture of an engine?

17. Okay, so the application evidence is not quite enough
Filter Number 2 -Competency Conversation
Develop a couple of really broad questions
How did you? (not - what did you?)
Some follow up questions
What responses might you need (some key words/phrases)

18. Competency Conversation
Conversation takes place
Key questions asked and responses given
Assessor leads the interview
Assessor records notes of conversation (or records with permission of candidate) – makes notes on checklist
Results recorded and advised to candidate
Follow up as required                                    
· The assessor and the candidate conduct a competency conversation, which may be face-to-face, by phone or video conference
· The conversation is led by the assessor and is guided by the key questions (and key concepts in responses) prepared beforehand
· The conversation is intended to help the candidate recall examples of their knowledge and skills demonstrated in their work environment
· The assessor should note responses to the questions and probe further when required to gather enough evidence to enable a judgement to be made
· Records of the conversation is essential to aid the assessor making judgement and for audit purposes

19. Still not sure of their competency
Still not sure of their competency? Filter 3 and 4 - Third party and practical demonstration
Can they obtain third-party evidence? (from employers or supervisors)
Yes, it is okay to follow this up
Third party in isolation is not enough evidence
Or maybe it would be best if they just show you how they do it?
Set up a Challenge Test but ensure you have an observation checklist to record the result

20. Documentation Yes, you will need: You should retain:
An RPL application
Information for the candidate on evidence required (make it readable, no jargon and don’t just copy and paste the elements/performance criteria)
You should retain:
Your notes on their evidence and result/feedback
Documents used to gather evidence (such as competency conversation questions, observation checklist, etc)
Mapping to the units/modules
An assessment record sheet
No, you do not retain:
Their evidence portfolio unless local instructions say otherwise

21. Documentation Information for candidates
Evidence requirements
Self assessment tool
RPL process information
Mapping of unit to evidence (LAP)
Assessment Tools
Competency conversation questions
Checklists for observation or challenge tests
Templates for you to keep notes
Contact record
Pathway / training plan for the candidate

22. Resources – Don’t recreate the wheel!

23. What to keep in mind when developing RPL tools

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