Culture & Adult Education Lincolnshire County Council Recognising and Recording Progress and Achievement (RARPA) An Introduction Silvia Hanley Contract Officer Culture & Adult Education Lincolnshire County Council

What is RARPA? Process that assists learners and tutors to recognize and record the progress and achievement of the learner. Focused on the learner. Evidences the learner journey. Helps to monitor the quality of learning and teaching in non-accredited learning.

What is RARPA? Identifies and records: Learner starting point Achievement of course learning outcomes Achievement of personal learning outcomes Progress made during the course (formative assessment) Progress made at the end of the course (summative assessment) Feedback from learner Feedback from tutor

Where has RARPA come from? National Learning Skills Council (LSC) initiative, developed in conjunction with: NIACE (National Institute of Adult Continuing Education) and LSDA (Learning and Skills Development Agency). Addresses perceived shortcomings in non-accredited provision. Piloted throughout the country in a range of settings (since 2004). Reporting to LSC against achievement of Learning Outcomes compulsory from Sept 2009. LSDA = Learning and Skills Development Agency NIACE = National Institute of Adult Continuing Education

Current Policy Links Common Inspection Framework (CIF) Measuring Success (LSC mandate)

What does RARPA mean in practice? For Tutors: Provides an educationally sound framework for planning and delivery of courses. Provides an opportunity to check that provision is learner-centred. Ensures learners’ goals are recognised and counted towards learners’ achievement. NOT meant to introduce new layers of bureaucratic paperwork.

What does RARPA mean in practice? For Learners: Ensures well-planned sessions and clear aims and learning outcomes. Provides learners with identifiable learning journeys. Where did I start? Initial Assessment What is my progress? Formative Assessment Where am I now? Summative Assessment Where do I want to go next?  IAG

Learner Journey Start  During the course  End of course  Where did I start? What is my progress? Where am I now? INITIAL ASSESSMENT FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT ??? ?!? !!!

PCDL? Certificate? NVQ? Diploma? ... Learner Journey  Future Progression What do I want to do next? INFORMATION, ADVICE & GUIDANCE (IAG) What’s next? PCDL? Certificate? NVQ? Diploma? ...

RARPA: 5-staged Process Appropriate Aims Initial Assessment Summative Assessment Challenging Learning Objectives Formative Assessment

Stage 1: APPROPRIATE AIMS Element Evidence Course AIM(S): Broad statements of overall goals, ends or intentions of teaching. Must be appropriate to an individual learner or groups of learners. What is the course aiming at? Who is the course aimed at? What is the expected level of learning. What are the required pre-requisites? Aim(s) must be stated clearly for all programmes on: Pre-course information, e.g. course information sheet (CIS) Information about pre- requisites and resources Scheme of Work (SOW) Session plan

Stage 2: INITIAL ASSESSMENT Element Evidence INITIAL ASSESSMENT to establish the learner’s starting point. Why has the learner joined the course? Existing knowledge relevant to the course Recording of outcomes of process of establishing learners’ starting points: Enrolment form Personal Learning Record (PLR)

Stage 3: CHALLENGING LEARNING OBJECTIVES Element Evidence Identification of appropriately CHALLENGING LEARNING OBJECTIVES (SMART) Statements describing what learners will be able to do as a result of learning. Initial: Set at the beginning of course Renegotiated and revised: during the programme Clearly stated and suitably challenging objectives (SMART) for all programmes and, wherever feasible, individually for each learner: Scheme of Work (SOW) Session plan Personal Learning Record (PLR)

Stage 4: FORMATIVE ASSESSMENT (During the programme) Element Evidence FORMATIVE ASSESSMENT: Recognition and recording of progress and achievement DURING PROGRAMME including Tutor feedback to learners Learner reflection Progress reviews Examples of appropriate evidence include records of: Learner self-assessment Group and peer assessment Tutor records of assessment Activities and individual or group progress and achievement. Learners’ files, journals, diaries, portfolios Artwork, videos, audiotapes, performances, exhibitions and displays, individual or group learner testimony, photographs and other forms of evidence

Stage 5: SUMMATIVE ASSESSMENT (At the end of programme) Element Evidence SUMMATIVE ASSESSMENT: Recognition and recording of progress and achievement at the END OF PROGRAMME including: Learner self-assessment Tutor review of overall progress and achievement Examples of appropriate evidence include records of: Group and peer assessment Tutor records of assessment Activities and individual or group progress and achievement. Learners’ files, journals, diaries, portfolios Artwork, videos, audiotapes, performances, exhibitions and displays, individual or group learner testimony, photographs and other forms of evidence

Proposed Stage 6 Information, Advice and Guidance (IAG) Element Evidence PROGRESSION: Information, Advice and Guidance (IAG) To ensure that learners receive professional information, advice and guidance relating to their future progression. Record of progress intentions to establishing learners’ progression route: Enrolment form Personal Learning Record (PLR) Register nextstep documentation

Summary of RARPA Compulsory from September 2009 for all non-accredited courses. Currently a five stage process. Identifies and records: Learner starting point Achievement of course aims and learning outcomes Achievement of personal learning outcomes Progression during the course (formative) Progression at the end of the course (summative) Feedback from learner Feedback from tutor

Summary of supporting evidence Learner charter and learner handbook (Induction) Course agreement/rationale (Induction) Initial assessment / Course Information Sheet (CIS) Scheme of work (SOW) Generic lesson plan Personal Learning Record (PLR) / Individual Learning Plan (ILP) Tutor Records of Learner Achievement (TRLA) Internal moderation procedures Observation of teaching & learning (OTL) procedures

ANY QUESTIONS?

Examples of Documentation Supporting RARPA

Personal Learning Record (PLR)

Tutor Record of Learner Achievement (TRLA)