RPL Demystified Click to enter text only

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 RPL @ 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 page @ the same time Acknowledge wealth of experience in the room  support for everyone to further improve what they do

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 RPL @ Chisholm with all staff

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

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

What are the RPL issues for you and your learners?

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.

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

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

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?

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

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

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

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

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

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?

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)

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

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

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

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

Resources – Don’t recreate the wheel!

What to keep in mind when developing RPL tools

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