Workshop 2: ‘Supporting Building and Assessing the RPL evidence’

Workshop 2:‘Supporting Building and Assessing the RPL evidence’

Workshop 1:

‘KEY CONCEPTS, FRAMEWORKS & THE

RPL PROCESS’

Workshop 2:

‘SUPPORTING, BUILDING & ASSESSING

THE RPL EVIDENCE’

Workshop 3:

‘RECRUITING AND COMMUNICATING’

Background SE Wales HEIs ‘shared services’ development project

[via the HEFCW Strategic Development Fund]

Main Partners

SE WALES CAPITAL NETWORK‘Learning via Employment’ project

Workshop Objectives

Supporting the RPL ProcessRPL - What is it?Key RolesApplication Process Policies & Support within your Institution

Building the Evidence Getting StartedReflective PracticeDirect Evidence Indirect / Reflective Evidence

Assessing the Evidence Criteria for assessment

Workshop Outcomes

At the end of this workshop you will be able to:

Explain RPL to a colleague or studentHave an understanding of the application process & your roleIdentify support mechanisms & policies within your InstitutionAssist students with reflection practice and the identification of suitable evidenceUnderstand how to assess the evidence

‘Learning via Employment’ project

Main Aim:

“To seek to promote a significant growth in ‘non-traditional’ student numbers wanting to study at South East Wales universities in a part-time capacity via an improved and more co-ordinated provision of efficient and user-friendly routes towards HE qualification outcomes”

Proposal document to HEFCW, p2, July 2013

Task 1:

What is RPL?

RPLIt is the process of recognising learning that has its source in experience. This can be previous formal learning Certificated Learning (CL) or non formal and informal learning Experiential Learning (EL).

It can be For Entry or For Exemption

1. CL Certificated Learning -TRADITIONAL

Recognition of Prior Learning

SCHOOL UNIVERSITY WORK WORK

2. EL Experiential Learning – Informal & Non-Formal

SCHOOL WORK 1

UNIVERSITYWORK

2WORK

3

Recognition of Prior Learning

Identify some examples of evidence that you could use to take the EL route onto PG Cert for Teaching in HE…

Informal Non-FormalNot structured or

documented, does not lead to any certification

or accreditation

Is structured and linked to learning outcomes and

skills but without any qualification

Task 2:

What’s the difference between RPL for:

Entry Exemption

Task 3:

Entry and Exemption?

Entry onto a course Exemption - Advanced Standing (CL)

Exemption - Experiential Learning (EL)

Don’t have prerequisites but have experience and evidence to demonstrate they are capable of entering and benefiting from a HE programme.

Is the granting of part exemption from a programme of study because they have already gained an award from another Institution.

Is the granting of exemption with credit from a module/s or level of study because they have successfully demonstrated they have already acquired the knowledge and learning outcomes of that module/s or level of study.

Experiential learning for Entry

Expression of interest

Explain RPL process (extended c.v., job description)

Apply for entry onto the course (University application)

Assessment of the evidence (possible interview)

Notification (applicant & E&A)

RPL Application

FormEvidence applicants’

experience (Part 1a)

Do you have certificates for your

learning?

Certificated Application

Experiential Application (Part 1c)• Identify and gather

relevant evidence with an adviser

• Explain/ reflect on how evidence meets

module /level learning outcomes

Submit application

(Part 1d)

Assessment of evidence Notification

of result & feedback

Yes No

Stages of a RPL claim

RPL for Exemption (CL & EL)

Expression of interest (Explain RPL process)

Apply for entry onto a course (University application)

RPL application and submission (Enrolment required)

Assessment of the evidence

Notification and award of credit

TASK 4: Roles and Responsibilities

Who’s involved at what stage?

Applicant Adviser Assessor

Expression of interest

University application

RPL application and submission

Assessment

Notification and award of credit

Roles and ResponsibilitiesWho’s involved at what stage?

LearnerTo complete RPL form and supply

evidence.Meet deadlinesStage 1, 2, 3, 4?

AdvisorExplain RPL Process. Identify Objectives.

Support the building of the RPL Application.

Stage 1, 2, 3, 5

AssessorEnsure quality

standards.Measure

performance.Stage 1, 4, 5

Expression of interest

University application

RPL application and submission

Assessment

Notification and award of credit

RPL Process -Expression of interest

ApplicantCommunicates an Expression

of Interest(Extended c.v. job

description/s)

Course Leader + Module Leader/s

Decide whether there is a possible RPL claim

Course LeaderExperiential L earning - Appoint a RPL

Adviser to support processCertificated Learning - provide them

with the RPL application form

Course LeaderFeedback to Applicant in writing explaining why RPL application

not suitable

Yes No

RPL Applications

ApplicantRPL Advisor

Contact Learner to arrange meeting to advise on preparation of evidence

2 Reflect on Prior Learning(Relevant, Current & Sufficient)

4 Review application against module / level learning outcomes

1 Review academic / professional needs

(Module / Level Learning Outcomes)

3 Discuss /Suggest Appropriate types of evidence at correct level

(Sufficient & Current)

Submission of claim

Course Leader (CL)Receives RPL claim

ApplicantSubmission of

RPL claim (Complete RPL Form)

Assessment of Evidence

Yes CL & EL claim awarded

NoCL & EL claim not awarded(Assessor to provide feedback identifying shortfalls)

Assess RPL Evidence Portfolio against(Learning Outcomes / course content)

Course Leader (CL) + Module Leader/s (Double marking)Decide whether there is a CL / EL claim

Decision making & feedback

Applicant informed by RPL adviser of decision in writing and informed of additional

credit requirement

Course Leader

Yes RPL claim awarded

Institutional Admin Update Student Records

RPL form completed signed and sent to Student Administration Manager/ Officers

RPL Advisor to contact applicant to:• Explain decision• Review material• Consider resubmission• Offer Academic Guidance

PD/ CL

No RPL claim not awarded Applicant informed of decision in writing

Decision making & feedback

RPL Limits within your institutionAward Transferred

credit /APEL(maximum)

University of South Wales taught credit (minimum) Total credits required for award

CertHE 60 60 at level 4 120DipHE 120 120 with a minimum of 100 at level 5 240

Bachelors degree 240 60 at level 6 300

Bachelors degree with honours

240 120 with a minimum of 100 at level 6 360

BMus(RWCMD only)

300 180 at level 6 480

HNC 60 60 at level 4 120HND 120 120 with a minimum of 100 at level 5 240

Foundation Degree 120 120 with a minimum of 100 at level 5 240

PcET 60 60 level 5 120

Integrated masters 240 240 with a minimum of 100 at level 6 and 120 at level 7 480

PgCert 20 40 at level 7 60PgDip 60 60 at level 7 120Masters 120 60 at level 7 180Taught doctoral awards 180 360 540

(University of South Wales RPL limits 2014)

USW - Academic Regulations Section A2.3.10

USW - Accredited Prior Learning Guidance

USW- Advisory Document on Assessment Design

Institutional frameworks and guidance?

Stage 2 Building the Evidence

Getting Started - Initial Meeting

Points for discussion

The evidence structure & content

Identifying and listing the evidence

Written summary against learning outcomes

Final reflective statement

What is relevant evidence for an RPL claim?

TASK 5:

RPL formAdvanced C.V.

Reflective statement List of evidence

Actual evidenceReferences

Structuring Evidence

1

2

3

Identifies the claim for credit

Puts the claim into context

RPL form Advanced C.V.1

Demonstrates how their prior experiences have resulted in high

level learning, mapped to module/level

learning outcome(s).

Ensures that the Assessor is able to

identify the supporting

evidence for each learning outcome.

Reflective statement

List of evidence2

General advice - up to 2000 words per 20 credit module and / or no more than 50% written assessment tariff at relevant level

Reflection

Questions to identify prior learning and begin reflection process.

• What did you do in that role? • How long did you take to do it?• What were your main responsibilities and tasks?• How easy or difficult did you find that role?• What were the challenges you faced?• How did you overcome them?• What have you learnt from that role and have you

applied that knowledge?

?

Complete the reflective exercise?

TASK 6:

TASK 7: What evidence can be

included?

TASK 6:

What evidence can be included?

Presentations

What evidence can be included?

Client Testimony

VideosReports

Minutes of Meetings

Relevant

Sufficient

Current

Authentic

Indexed

How much evidence?

Direct Evidence-demonstrates your practice

or is something you have produced

Indirect Evidence - is something written / recorded about you by someone else

This lists any reference

materials that the learner used as

part of their learning or reflection

Actual evidenceReferenced

material3

Practical Tip

Learning Outcome 1

Learning Outcome 2

Stage 3 Assessing the Evidence

Relevant

Sufficient

Current

Authentic

Valid

Level

Steps to Assess the Evidence

Relevant

This means itmust be at a similar level.must meet similar learning outcomes.must cover similar knowledge and skills.

Is the learning demonstrated relevant to the programme of study?

Sufficient

This means:-there should be breadth of evidence.it should include evidence of reflection.it should fully demonstrate achievement of learning outcomes claimed.

Is there sufficient evidence to support the claim?

Current

This means:-the evidence provided should ideally be within the last 5 years.

Is the evidence current, or if not is there evidence of updating?

Authentic

This means:-the evidence should show without doubt that the submitter is responsible for the work submitted.the evidence should include examples of indirect evidence e.g. Client testimonies.

Is the evidence genuine and clearly own achievement?

Valid

This means:-the evidence should be mapped against the module / level learning outcomes and support the claim.

Does the evidence support the claim?

Level

This means:-the evidence should demonstrate the appropriate CQFW level characteristics.

(Usually led by the verb/s for the levels )

Is the learning, knowledge, skills and achievements demonstrated by the evidence at the appropriate level?

Plenary

Areas covered: • Supporting the RPL Process• Building the Evidence • Assessing the Evidence

Next steps:

Recruiting and Communication (Workshop 3)

USW Learning Through Employment (LTE) Framework

Provides a flexible framework of validated shell modules which can be integrated into existing courses, allowing learners to integrate work based learning into existing programmes.

https://celt.southwales.ac.uk/lte

Complementary Processes

Any Questions?

SUPPORThttps://rplwales.org

Handouts

2.1 Oxford Brookes Pg. Certificate for Teaching in HE2.2 Cork Institute Handout 2.3 RPL Wales Application Flowchart*2.4 RPL Wales Application Form*2.5 CWBL Learning Through Work Matrix2.6 USW Assessment Tariff2.7 How do you write about your learning?2.8 of Reflective Exercise 12.9 SCQF + and – aspects of Learning 2.10 RPL Evidence Types*2.11 Kingston University –Identifying evidence in the workplace2.12 Use Cardiff Met WBL Guidance for Evidence2.13 Kingston University identifying learning through projects2.14 from New South Wales ‘How do I prove what I can do?’2.15 Complete RPL Portfolio created as part of WBL2.16 CQFW Key Characteristics for the levels*