Presentation on theme: "Culture & Adult Education Lincolnshire County Council"— Presentation transcript:
1 Culture & Adult Education Lincolnshire County Council Recognising and Recording Progress and Achievement (RARPA) An IntroductionSilvia HanleyContract OfficerCulture & Adult EducationLincolnshire County Council
2 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.
3 What is RARPA? Identifies and records: Learner starting point Achievement of course learning outcomesAchievement of personal learning outcomesProgress made during the course (formative assessment)Progress made at the end of the course (summative assessment)Feedback from learnerFeedback from tutor
4 Where has RARPA come from? National Learning Skills Council (LSC) initiative, developed in conjunction with:NIACE (National Institute of Adult Continuing Education) andLSDA (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 AgencyNIACE = National Institute of Adult Continuing Education
5 Current Policy Links Common Inspection Framework (CIF) Measuring Success (LSC mandate)
6 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.
7 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 AssessmentWhat is my progress? Formative AssessmentWhere am I now? Summative AssessmentWhere do I want to go next? IAG
8 Learner JourneyStart During the course End of course Where did I start? What is my progress? Where am I now?INITIAL ASSESSMENT FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT??? ?!? !!!
9 PCDL? Certificate? NVQ? Diploma? ... Learner Journey Future ProgressionWhat do I want to do next?INFORMATION, ADVICE & GUIDANCE (IAG)What’s next?PCDL? Certificate? NVQ? Diploma? ...
11 Stage 1: APPROPRIATE AIMS ElementEvidenceCourse 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 resourcesScheme of Work (SOW)Session plan
12 Stage 2: INITIAL ASSESSMENT ElementEvidenceINITIAL ASSESSMENT to establish the learner’s starting point.Why has the learner joined the course?Existing knowledge relevant to the courseRecording of outcomes of process of establishing learners’ starting points:Enrolment formPersonal Learning Record (PLR)
13 Stage 3: CHALLENGING LEARNING OBJECTIVES ElementEvidenceIdentification 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 courseRenegotiated and revised: during the programmeClearly stated and suitably challenging objectives (SMART) for all programmes and, wherever feasible, individually for each learner:Scheme of Work (SOW)Session planPersonal Learning Record (PLR)
14 Stage 4: FORMATIVE ASSESSMENT (During the programme) ElementEvidenceFORMATIVE ASSESSMENT:Recognition and recording of progress and achievement DURING PROGRAMME includingTutor feedback to learnersLearner reflectionProgress reviewsExamples of appropriate evidence include records of:Learner self-assessmentGroup and peer assessmentTutor records of assessmentActivities and individual or group progress and achievement.Learners’ files, journals, diaries, portfoliosArtwork, videos, audiotapes, performances, exhibitions and displays, individual or group learner testimony, photographs and other forms of evidence
15 Stage 5: SUMMATIVE ASSESSMENT (At the end of programme) ElementEvidenceSUMMATIVE ASSESSMENT:Recognition and recording of progress and achievement at the END OF PROGRAMME including:Learner self-assessmentTutor review of overall progress and achievementExamples of appropriate evidence include records of:Group and peer assessmentTutor records of assessmentActivities and individual or group progress and achievement.Learners’ files, journals, diaries, portfoliosArtwork, videos, audiotapes, performances, exhibitions and displays, individual or group learner testimony, photographs and other forms of evidence
16 Proposed Stage 6 Information, Advice and Guidance (IAG) Element EvidencePROGRESSION: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 formPersonal Learning Record (PLR)Registernextstep documentation
17 Summary of RARPACompulsory from September 2009 for all non-accredited courses.Currently a five stage process.Identifies and records:Learner starting pointAchievement of course aims and learning outcomesAchievement of personal learning outcomesProgression during the course (formative)Progression at the end of the course (summative)Feedback from learnerFeedback from tutor
18 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 planPersonal Learning Record (PLR) / Individual Learning Plan (ILP)Tutor Records of Learner Achievement (TRLA)Internal moderation proceduresObservation of teaching & learning (OTL) procedures