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This page contains information, content and resources for the course Assessing for Prior Learning, which is a level 7 elective course within the Graduate Certificate in Tertiary Learning and Teaching - level 7 (GCTLT), delivered by the Educational Development Centre (EDC) at Otago Polytechnic, Aotearoa New Zealand. To find out more about the programme read the GCTLT information sheet 2009

The Assessing for Prior Learning course offers understandings into the principles and practices of the recognition of prior learning (RPL) from the perspective of both an assessor and a candidate. This course explores how evidence can be gathered and presented and how sound assessment decisions are made.

The formal Assessing for Prior Learning course is designed as a self paced independent learning package (of estimated 8 to 10 week duration on average) with facilitated support. The course facilitator will be in regular contact throughout the duration of the course.

Participants can formally enrol by emailing EDCEnquiries@tekotago.ac.nz.

Prior Learning

Course Aims

To enhance participants’ understandings of, and insights into, the principles and practices of prior learning and associated debates in a tertiary context and explore how evidence can be presented and assessed.

To prepare participants for a prior learning assessment process using a model designed to evaluate evidence against predetermined learning outcomes.

Course Learning Outcomes

At the successful completion of this course, participants will be able to:

• 1. consider the role(s) of prior learning in tertiary education
• 2. gain understandings of and insights into the principles and practices underpinning prior learning
• 3. explore culturally sensitive ways in which evidence of prior learning can be presented and assessed
• 4. critically reflect on own significant prior learning and review related evidence against predetermined learning outcomes
• 5. consider assessment strategies and the authenticity of evidence
• 6. demonstrate how professional judgement informs the assessment process

Course Schedule

Welcome and Introductions

Welcome to Assessing for Prior Learning. I'm Heather Day the course facilitator and I hope this course provides you with a deeper insight into the complexities of assessing for prior learning, encouraging you to consider how best you can facilitate or assess a recognition of prior learning process for learners that you work with, where and when appropriate.

The schedule below is for formal learners in the course. Informal learners are welcome to dip into the resources and play with the information shared in the hope that it adds to your own learning.

Attached is a pdf version of the course outline for formal participants.

Overview

This course encourages you to critically reflect on the process and practices of assessing for prior learning. There are 9 modules to work through. Set your own pace and negotiate your timeframe with the course facilitator. The first module will guide you through this process.

Your journey through this course will start with a focus on an overview of RPL considering its place within the tertiary environment. The focus then narrows to specifically explore the place of evidence in the RPL process before expanding again to consider how previous learning and experience can be recognised and valued. At this point you will be encouraged to step back and view the process from the candidate's perspective before moving back to explore assessment tools focusing on the two most commonly used tools in greater detail. Consideration of student diversity and culture in relation to the assessment process helps round out your exploration of this topic concluding with exploration of how professional judgement and context have an influence on the final assessment decisions made.

The assessment activities support the learning process through this course encouraging you to expand your thinking and critically reflect on the practice and process of recognising prior learning, enhancing your own practice in relation to this area.

NB Material in the sections below will increase steadily as the course progresses over the next few weeks and material is transferred and developed from a closed source learning system.

Module 1 : Getting started

Getting started

To Do

Work through the Getting started module which covers:

• Managing your way through the course work
• Read the course outline
• Get started with planning a timeline

and

• Your learning journal

Links and Resources (at a glance)

This is a repeat of the links and resources used in this module to make it easier to access again later if you wish to.

Assessing for Prior Learning course outline

A4PL Course timeline planner

Study skills advice sheet on learning journals

Module 2 : Introduction to RPL

To Do

Work through the Introduction to RPL module which covers:

• What is prior learning?
• What does recognising prior learning mean?
• Acronyms and definitions

and

• Why assess for prior learning?

Once you have completed this module submit to the course facilitator your learning journal excerpt covering the pros and cons of recognising prior learning in tertiary education.

Links and Resources (at a glance)

This is a repeat of the links and resources used in this module to make it easier to access again later if you wish to.

(Career Services), New Zealand - definition of RPL

(Otago Polytechnic) Centre for Assessment of Prior Learing (CAPL) - definition of RPL

(Australian Qualifications Framework Advisory Board, 2002) - definition of RPL

Recognition of Prior Learning (RPL) - Let's Not Get Sidetracked online article by Norma Smith

Module 3 : Evidence

Of course I'm an excellent tennis player!

To Do

Work through the RPL Evidence module which covers:

• Evidence - What is it?
• Two categories of evidence
• Key Principles to determining evidence

and

• the type and nature of evidence

Once you have completed this module submit to the course facilitator your learning journal excerpt covering the types, relevance, and use of evidence in the RPL process (what is assessed).

Links and Resources (at a glance)

This is a repeat of the links and resources used in this module to make it easier to access again later if you wish to.

New Zealand Qualifications Authority, comments on use of evidence in RPL.

Module 4 : Valuing experience and learning

(module information coming soon)

Module 5 : The candidates perspective

(module information coming soon)

Once you have completed this module prepare for submission/presentation of assessment 2 Presenting Evidence for Assessment of Prior Learning to your course facilitator

Module 6 : Assessment tools - Portfolios

(module information coming soon)

Module 7 : Assessment tools - Professional assessment conversations

(module information coming soon)

Once you have completed this module submit to the course facilitator your learning journal excerpt covering assessment tools and process in recognising prior learning (how the evidence is assessed).

Module 8 : Diversity and cultural sensitivity

(module information coming soon)

Once you have completed this module submit to the course facilitator your learning journal excerpt covering consideration of student diversity and culture in the RPL process (acknowledging difference).

Module 9 : Assessments and professional judgements

(module information coming soon)

Once you have completed this module submit to the course facilitator your learning journal excerpt covering making RPL judgements and the impact of the context in which it occurs (decision making process).

Course Assessment

To pass this course:

Participants must - undertake and successfully complete two assessments

1. The Process of Assessing for Prior Learning (from an assessors perspective) - excerpts from your learning journal
2. Presenting Evidence for Assessment of Prior Learning (from a candidates perspective) - written or oral assessment

Assessment Activities and Criteria

1). The Process of Assessing for Prior Learning

Throughout your engagement with this course you are asked to maintain a learning journal, you can do this in whatever format is most useful to you. A blog, a written document, or voice recordings are some examples, but you need to be able to share excerpts of your learning progress with the course facilitator.

Whilst exploring this course, critically consider the process of assessing for prior learning from the perspective of a lecturer in an assessor or facilitator role, exploring the following areas:

1. the advantages and disadvantages of recognising prior learning in tertiary education (overview) - (due end of 2nd module)
2. the range and authenticity of evidence to be assessed (what is assessed) - (due end of 3rd module)
3. the process, practices and possible tools for assessment (how the evidence is assessed) - (due end of 7th module)
4. how consideration of student diversity and culture can be acknowledged (acknowledging difference) - (due end of 8th module)
5. how professional judgement on the part of the assessor informs the assessment process (decision making process) - (due end of 9th module)

As you progress through the course, submit excerpts from your learning journal that demonstrate critical discussion of the 5 areas identified above. You can choose the size of your excerpt; some will be smaller/larger than others depending upon the focus. Discuss any queries with your course facilitator. You will receive feedback on each submission.

NB: Critical discussion involves a depth of thought that considers a variety of perspectives including your own. Critical in this sense refers to reviewing or analysing in depth, it does not mean focusing on negativity.

Marking criteria

Achievement of the following criteria will result in a successful pass for this assessment:

Critical discussion:

• a) of the pros and cons of recognising prior learning in tertiary education (overview)
• b) of the types, relevance, and use of evidence in the RPL process (what is assessed)
• c) of assessment tools and process in recognising prior learning (how the evidence is assessed)
• d) of consideration of student diversity and culture in the RPL process (acknowledging difference)
• e) on making RPL judgements and the impact of the context in which it occurs (decision making process)
• f) All discussion is referenced and supported by literature sources (applies to each area above)

Due Dates: confirmed dates of end of identified modules to be negotiated with course facilitator.

.

2). Presenting Evidence for Assessment of Prior Learning

Activity

• Choose a minimum of 2 learning outcomes from a course you have not formally studied that you believe you have already achieved.
• Gather evidence to demonstrate how you have achieved these learning outcomes.
• Reflect on both:
  • the process of gathering evidence
  • and your rationale for choice of evidence;

to demonstrate how your prior learning relates to the learning outcomes.

Assessment

Demonstrate in either a written form or through a professional conversation process how you have met your chosen learning outcomes through your prior learning.

Include both your supporting evidence and a reflection on the process and rationale for choosing that evidence.

Marking criteria

Achievement of the following criteria will result in a successful pass for this assessment:

a) identification of learning outcomes in a recognised qualification/course

b) presentation of a relevant collection of own prior learning evidence for comparison against the learning outcomes

c) critical reflection upon own evidence gathered

Due Date: Assessment to be presented at a negotiated time and date

Submit or present to the Course Facilitator

Grading: As the emphasis is on learning process rather than outcome there are 2 grades only in this course: passed or not passed

Referencing

The assessment requires you to include references to some of the extra material you have been reading.

The following links take you to some useful resources to help with referencing.

Citation Machine is a great website that takes you through all the steps of adding the information required for a reference then produces the formatted reference for you. You can then cut and paste it into your document. Very handy.

APA Referencing Guide is a great website that clearly describes all the information you would need to produce APA references. I'd particularly recommend the sections on in-text citations and the reference list sections. Quick access buttons for these can be found at the bottom of the first web page.