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Holistic RPL Assessment. Steps for designing the RPL Assessment. The unit(s) of competency is a key source of information on the work activity. It provides answers to questions such as:. What is the work activity? What does the work activity involve?

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The unit(s) of competency is a key source of information on the work activity. It provides answers to questions such as:
  • What is the work activity?
  • What does the work activity involve?
  • What skills are needed to perform the work activity?
  • What level of skill is needed?
  • What are the conditions under which this work activity may be conducted?
  • What evidence is needed to prove that a person is competent?
  • What knowledge and skills are needed to perform the work activity?
  • What generic work skills are needed?
  • Where should evidence of competence be gathered?
  • What resources are required to gather the evidence?
sources of information
Sources of information
  • AQF Levels
  • Employability Skills
  • Possible employability skill levels
  • The Unit – Dimensions of competence – elements, range statement, performance criteria,
an understanding of competence
An understanding of competence
  • can only be developed when the unit of competency is applied in a particular situation. Workplace information provides the procedures and policies as well as the standards for how the work should be completed. For example, the workplace information might specify the speed, the number, the time and the quality measures.
the final picture
The final picture
  • The final picture of competence is developed by bringing together all of the pieces of information discussed in this section. These are:
  • the unit(s) of competency
  • information on the workplace
  • the dimensions of competency
  • the key competencies
  • the AQF descriptor.
questions for assessors dimensions of competence
Questions for assessors – dimensions of competence
  • How would competent workers perform the task represented by this unit or cluster of units of competency?
  • How would they apply their knowledge?
  • What level of performance would be expected?
  • What would they do if something went wrong?
  • How would they handle multiple tasks or pressures?
  • What would the product or service look like?
  • How would they transfer their skills to other contexts?
  • How would they apply generic skills, such as:
  • communication?
  • planning and organising?
  • organising information?
  • problem solving?
  • numeracy?
  • team work?
  • technology?
  • What would a competent person not do?
key questions dimensions of competence
Key Questions - Dimensions of competence
  • What are the key tasks that the competent person would perform?
  • What knowledge would the competent person require and how might this be applied in performing the work activity?
  • What contingencies might arise and how would the competent person deal with them?
  • What level of supervision would the competent person require?
  • How much autonomy would the competent person have?
  • What would the competent person not do?
  • How would the competent person interact with others in the workplace?
  • How would the competent person manage the different tasks associated with this work activity?
  • How much responsibility would the competent person have for the work of others?
  • Select a qualification from a Training Package
  • Identify a key work activity what would be performed by a person with this qualification
  • Use the information to write a description of a work activity


Write a comparison of a competent and not yet competent person

  • What was the activity?
  • Is the activity a single of cluster of units
  • Were there any difficulties in writing the activity?
  • Does the activity incorporate dimensions of competency and employability skills?
  • Are all the qualities of a competent worker included?
establish the evidence requirements
Establish the evidence requirements
  • identify the evidence required to demonstrate competence, including the relevant underpinning skills and knowledge
  • check the prerequisite skill levels in language, literacy and numeracy
  • identify where the evidence will come from (the workplace or off-the-job)
  • ensure that the proposed evidence is directly relevant to the work activity
  • ensure that the evidence complies with the rules of evidence.
select an assessment strategy
Select an assessment strategy
  • How could evidence be gathered?
  • What are the typical forms of evidence available?
  • What are the advantages / disadvantages?
  • What is the most cost efficient way to gather evidence?
  • What resources do we have / need?