Research results

Julie Collareda 15/9/06

Culture

Education model rather than enhancing workplace performance

• Purpose of recognition Everyone should undertake full training TAFE provider of learning What constitutes appropriate evidence

Processes• Prior to enrolment• OH&S requirements• Audit considerations • Wanting to provide recognition and the

need for compliance • Understatement of recognition • Impact on the size of a section and grading

of jobs

Hidden recognition

Bateman 2006

Bateman (2006)

“…RPL is an assessment and needs to be

included within the broader framework of

assessment, and be bound by the same

principles and rules of evidence and quality

assurance arrangements as other assessments.

As such RPL should have parity of esteem

with other forms of assessment”.

Brian Spencer (2006)

• Recognition is presented as complex, costly and controversial. Attending classes is presented as simple, cheap and popular.

• Recognition: same as job application?– Position description– Application– Interview– Referees

Model

• Briefing

• Planning interview

• Evidence gathering

• Assessment interview

• Optional recording

• Evaluation

Why do it differently

• Teaching practice

• Learning theories

• Experiential learning

• Fits modern business practice– Appreciative inquiry– Behavioural interviews– 360 degree feedback

Appreciative Inquiry

Appreciative Inquiry is an approach … based

on strengths rather than weaknesses, on a

vision of what is possible rather than an

analysis of what is not.

(Cooperrider cited in Mitchell & McKenna

2006)

Professional judgment

What we must never forget is that assessment … is about a judgment of a learners’ knowledgeand skills and ultimately the extent of their learning. Assessment … can be diagnostic, formative and summative. Assessment in its broadest sense needs to be part of the teaching and learning program/plan and should be integrated to provide critical information and feedback to the trainers and the Learners (Bateman 2005).

Assessors

Assessors involved in RPL need to be:– Accepting of the concept of RPL

– Be highly skilled in their vocational field

– Have industry ‘currency’ and be conversant with the Training Package

– Be highly skilled assessors and assessment tool developers

– Have confidence in their judgements.

(Bateman 2006)

Conclusions?

• Model?

• What do we have to change?

• Recognising professional practice

• Skills of assessors