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Click to enter text only RPL Dem y stified. Challenges of RPL Issues of RPL Administration of RPL Visualising competency – Units of competency – Rules.

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Presentation on theme: "Click to enter text only RPL Dem y stified. Challenges of RPL Issues of RPL Administration of RPL Visualising competency – Units of competency – Rules."— Presentation transcript:

1 Click to enter text only RPL Dem y stified

2 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 Agenda

3 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! RPL Myths

4 RPL Barriers 1.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 2.Over-the-top evidence requirements (massive historical paper-chase) 3.Invalid, inflexible and unreliable processes and RPL documents 4.Lack of RPL resources and common understanding of RPL in RTO

5 1.Worries about compliance requirements 2.Students not well supported through RPL (high non-completion) 3.Income or not? 4.Assessors not given time to manage RPL candidates

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

7 Credit Transfer 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. Credit Transfer and RPL

8 What does a competent person look like in the workplace? 1.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 Visualising Competency

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

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 Visualising competency 1. What does a competent person look like in the workplace?

12 2. What do I need as evidence? 3. What questions capture the essence of the unit? 4. What benchmarks responses will I need from the candidate?

13 4. What activities could I ask the candidate to perform? 5. What behaviours would I need to see demonstrated? 6. How do I map the full requirements of the unit?******* 7 Easy Questions

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  Application  Competency conversation  Third party verification and/or  Practical demonstration 4 Evidence Filters - types of evidence

16 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? What is good evidence? Filter 1 – Application evidence

17 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) Okay, so the application evidence is not quite enough

18 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 Competency Conversation

19 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 Still not sure of their competency? Filter 3 and 4 - Third party and practical demonstration

20 Yes, you will need: – 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 Documentation

21 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 Documentation

22 Resources – Don’t recreate the wheel!

23 What to keep in mind when developing RPL tools Tools

24 Click to enter text only CLICK TO EDIT TITLE


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