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RPL: What’s in a name?

RPL: What’s in a name?. Andrea Bateman Improving teaching for VET practitioners VPN Network. E: andrea@batemangiles.com.au T: 03 5339 4426. Defining RPL. …recognition of competencies currently held, regardless of how, when or where the learning occurred’ (ANTA 2005, p.17) OR

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RPL: What’s in a name?

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  1. RPL: What’s in a name? Andrea Bateman Improving teaching for VET practitioners VPN Network E: andrea@batemangiles.com.au T: 03 5339 4426

  2. Defining RPL • …recognition of competencies currently held, regardless of how, when or where the learning occurred’ (ANTA 2005, p.17) OR • ... involves the assessment of previously unrecognised skills and knowledge an individual has achieved outside the formal education and training system. RPL is an assessment process that assesses the individual’s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes or competency outcomes (AVETMISS Release 6.0 NCVER, 2006)

  3. Where do we experience RPL? • Close to enrolment • Just before training begins or on the cusp of training • Within a training scenario and negotiated with the trainer • As part of a package of units of competency (e.g. EBA agreements) • As part of an individual learning plan

  4. Manifestations of RPL • AVTEMISS data does not capture: • Partial RPL • RPL activity that occurs as part of the learning, such as accelerated learning, fast track, challenge testing • These manifestations of RPL I believe are endemic in the system.

  5. Consideration… • Is it more realistic to view to regard RPL as a form of ‘accelerated progression’? (Bateman & Knight 2003)

  6. How is RPL named? • Depending on the form it takes, it can be called: • Recognition of current competency • Diagnostic or formative assessment • Skills recognition • Early progression • Up-front assessment • Challenge tests • Regardless they are all assessments!

  7. Assessment • ‘Assessment is the purposeful process of gathering appropriate and sufficient evidence of competence and the interpretation of that information to make a judgement.’. (Gillis & Bateman 1999)

  8. So…how is it different? • Context • Purpose and timing • Mix of evidence • Framework established And… • Separate RPL the concept from RPL - an assessment

  9. Enabling features • Promotion of RPL • Process improvement • Enhanced communication strategies • Support for applicants • Support for assessors

  10. Query… • If RPL is just an assessment then does the concern about RPL reflect: • inflexible teaching practice? • ‘poor’ assessment practice? • lack of parity of esteem with other assessment processes and decisions? • lack of confidence in assessor judgements?

  11. Should we just… • Accept RPL in its many manifestations • Accept RPL as just another form of assessment • Acknowledge and accept the parity of esteem of RPL judgements with other assessment judgements • Undertake our assessment judgements with rigour balanced with confidence

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