Validation and Recognition of Prior Learning how to get it right! IVETA International Conference Helsinki (Finland) St. Petersburg (Russian Federation) August 2014 Presenter: Lesley Wemyss – Compliance Manager, EVOCCA College Version

Evocca College Version

Evocca College Version

Validation and Recognition of Prior Learning (RPL)…how to get right!! The Australian perspective…….. Validation is a key quality review process, it involves checking that the assessment process to ensure that the assessment tool produces valid, reliable, sufficient, current and authentic evidence to allow a judgement of competence to be made. It is a requirement of our quality standards that as a deliverer of TVET we validate all our assessments annually in Australia. Version

Validation and Recognition of Prior Learning (RPL)…how to get right!! The Australian perspective…….. RPL is a process for giving learners credit for skills, knowledge and experience gained through work and/or learning so that they may gain credit in a qualification they have enrolled in. It is a requirement of our quality standards that as a deliverer of TVET we offer all enrolled learners the opportunity to apply for RPL at anytime during their enrolment. Version

Validation process at EVOCCA College. Step 1: Resources development department receives new unit of competency to develop Step 2: Resource department develops; assessment tools, learning materials, marking guides and mapping tool. Step 3: Internal validation is carried out Step 4: Material released from Resources area to Compliance team. Step 5: Compliance send all materials to external validation team. Step 6: External validation report returns: - minor changes may be required before release - major changes required sent back through to resources for re- work and re-validation. Step 7: Learning and assessment materials are released for use across the business. Version

Assessment are not valid when: They don’t cover all the required components of the unit They don’t reflect workplace performance They lack appropriate instructions to the learner about how and when assessment will take place, and what is required to be deemed competent They are not appropriate for the level of the unit, either too simple or too complex Not enough evidence is gained to make a judgement Marking guides don’t allow consistency of marking by assessors in a range of different contexts. Finally the assessment tool does not allow the learner to demonstrate a consistent application of their knowledge and skills for the unit of competency? Version

Key to successful validation(IBSA: Why all the fuss about validation ) We use validation not only as a quality check process, but an opportunity to get key stakeholders together and conduct professional conversations around the adequacy of assessment and learning resources for the learner, benchmarked against the competence to be achieved We ensure that all stakeholders don’t just see this as a compliance activity that has to be done. We promote it as an opportunity to professionally develop themselves with an even greater understanding of their courses they are delivering as well as a forum for input into the best practice delivery and assessment. Our emphasis is on Continuous Improvement. Version

EVOCCA challenges to validating assessments and solutions. Version ChallengesSolutions Getting the right people together to validate. We develop a schedule across our campus's for each faculty we have delivery in and ensure that the team is a good mix of trainers with industry experience. The knowledge and skills of assessors to conduct a thorough validation of a unit. An experienced validator from the compliance department leads validations across the business. The validation process can be an inconsistent process. We have a clear policy and procedure, and detailed checklist that has to be used and signed by all parties in the process. Time it takes after the validation to implement any changes required. A compliance team member has responsibility for this work.

The benefits of well conducted validation at EVOCCA. Driving continuous improvement in assessment and resource development Raising the skills and knowledge of trainers in recognising best practice in quality assessments Promoting collegiality, and reviving passion for unit delivery Improving the confidence of assessors MOST importantly driving to the mission of EVOCAA of providing all are learners with an exceptional learning experience. Version

NCVER study put forward a ‘Professional Code of Practice for Validation’ Transparent – systematic ope process Confidential – the evidence must not be used for any other purpose Representative – a sample that is not bias in anyway Educative – inform the validation participants and lead to continuous improvement Equitable –fair to all Tolerable – reduces margins of errors within and without the organisation. Version

RPL the EVOCCA College Australian perspective. RPL is a form of assessment, conducted by a qualified assessor. RPL Is the gathering of evidence that the student has learnt, from prior study, work or life experience.  Australian Qualifications Framework Council Recognition of Prior Learning; An Explanation Explanation.pdf) Explanation.pdf

EVOCCA would process at least 50 to 200 RPL applications per month! We consider RPL to be a high risk activity It is a lengthy process, requiring good RPL tools and excellent assessment skills to process the RPL request RPL is not automatic it is always the assessors decision whether RPL will proceed All RPL evidence must map back to the unit of competency. The aim with a rigorous RPL process is to remove any subjective judgement in the final decision to award competence. Version

RPL has Rules of Evidence RPL assessment still requires the student to meet the rules of evidence Valid- address the unit of competence requirements Current- demonstrates current skills and knowledge Sufficient – enough to make a judgement of consistent performance Authentic – be the work of the student

EVOCCA has a new RPL Kit  It is live across all our vocation courses that we offer,  It is designed to streamline and simplify the RPL process for both learner and assessor.  It is an example of good practice  The process aims for consistency in the RPL process across our business  It is designed to provide a high quality assessment outcome for all stakeholders

EVOCCA Ten Step RPL process outlined. Version Step 1: Tutor conducts the pre-RPL interview, to determine students’ readiness for RPL. – If not ready for RPL the student would be provided with training options – If ready for RPL sent/given RPL application Part A. Step 2: Part A. RPL tool is prepared for the RPL interview and assessment. Step 3: Part B. Student is given RPL application for unit(s) that they are applying for RPL assessment having been successful in completing Part A. Step 4: Student prepares their evidence for the RPL assessment. Step 5: Part C. Tutor/Trainer conducts RPL interview/competency conversation. Step 6: Part D. Demonstration/Observation of any practical tasks. Gap training/assessment may be required here at this point. Step 7: Part E. Third Party report and supporting information gathering. Step 8: Part F. Mapping of final evidence. Step 9. Notify student of RPL application outcome. Step 10: Issuing of Qualification –Statement of Attainment.

In conclusion. Validation is vital to maintaining a quality learning and assessment process and to continuous improvement. RPL can be a systematic assessment process and can remove any ambiguity in what is required by the person applying for RPL and the assessor conducting the RPL. Version

References Validation s/publications/assessment RPL Australian Images Supplied By; Image Creator: "Sydney Harbour Bridge" by Troy FaulderCable Beach, WA” by Alexis "Melbourne At Night" by Worakit SirijindaTwelve Apostles” by Worakit Sirijinda "Brisbane" by Troy Faulder