The candidates perspective module

Assessing for Prior Learning

Recognising and valuing prior learning and experience

Welcome  |  Getting Started  |  Course Modules  |  Assessments  |  Resources  |  Glossary

1. Introduction to RPL  | 2. Evidence  |  3. Valuing experience and learning  | 4. Candidates perspective  | 5. Portfolios  | 6. Professional assessment conversations  | 7. Diversity and cultural sensitivity  | 8. Professional Judgements

The Candidates Perspective

A candidate can undertake an RPL process for a variety of reasons including

• identifying learning gained to then build on this learning in order to meet future goals
• demonstrating prior learning for entry into into courses where the required entry qualifications are not held
• to demonstrate that the skills and knowledge required to achieve a course or components of a course within a programme have previously been achieved
• to gain a full qualification based on prior and current knowledge, skills and learning

In the previous module you were asked to consider:

What questions could you ask someone to help them reflect on their own experience?

Some possibilities could include:

• What did the experience involve?
• What happened?
• What were your thoughts and feelings?
• How did it affect you and others?
• What skills did you use?
• Did you have those skills before or are they new?
• What knowledge did you need? Was this new or previously held?
• What did you learn from the experience?
• What can you take from this experience and use in other ways?

The learning that comes from any experience is individualized to the learner.

Two people may have done the same job but it is the learning gained through that job that is important and may be quite different for each person. This is where reflecting on your previous experience is important and exploring what you have learnt from that experience including how you will use your learning in similar or more challenging situations.

Recognising skills and learning

Sometimes because we take things for granted it can be difficult to recognize the skills and learning within the experiences we have.

Activity

Identify a job that you have done or a role that you have held? What skills did you need for this? What knowledge did you need for this? What did you learn? What evidence can you provide of your learning and experience?

Example

The Scottish Credit and Qualifications Framework Partnership (2010) provide an example of this that is expanded upon here

Identify a job that you have down or a role that you have held?

Working in a pub

What skills did you need for this ?

negotiating skills, verbal and non-verbal communication, written communication, planning, prioritizing, team work, managing conflict, money handling, using eft-pos and electronic tills

What knowledge did you need for this?

knowledge of various drinks and appropriate serving glasses, recipes and cocktail mixes, currency and mathematics, legal requirements and expectations in relation to alcohol, effects of alcohol, factors that can affect communication,

What did you learn?

This may include: How to mix and serve drinks, how to diffuse potentially volatile situations, how to listen to customers, how to prioritize and provide effective customer service in a busy environment,

What evidence can you provide of your learning and experience?

This may include: Letters of reference from Manager or colleagues, testimony or feedback from customers, exemplars from practice, willingness to undertake practical demonstration, video of practice

The scenario above provides a useful process to uncovering the learning involved.

RPL Profiling Tools

RPL profiling tools utilize this process and develop this further by identifying courses or learning outcomes that the learning relates to and then explore whether further action or learning is required.

An RPL profiling tool adapted from The Scottish Credit and Qualifications Framework Partnership (2010)

RPL Profile Tool

This is a useful tool when exploring previous experience leading to a qualification.

Matching Evidence to Learning Outcomes

The same areas can be explored in a different sequence when investigating whether you already have the skills and knowledge identified as the learning outcomes for a specific course.

In this situation you might start with the learning outcomes and use the following sequence

RPL Evidence of achieving learning outcomes

Activity

Choose a learning outcome from a course that you teach. Apply the sequence above to that outcome thinking about your own knowledge and skills Consider the following questions: How difficult was it to find find the evidence to show that you meet the learning outcome? Why did you choose the evidence you did? Is your evidence relevant, current, sufficient and authentic?

Assignment

Approach this assessment from the perspective of the candidate. 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 Submit this assessment directly to Heather or contact her to arrange a time for a professional assessment conversation. NB: Critical reflection involves a depth of thought that considers and debates a variety of perspectives including your own. Critical in this sense refers to reviewing, analysing and evaluating in depth; it does not mean focusing on negativity. It is possible to critically reflect and still totally agree with a particular perspective.

Reference

Scottish Credit and Qualifications Framework. (2010.) Facilitating the Recognition of Prior Learning: Toolkit. Retrieved from http://www.scqf.org.uk/content/files/rpl/RPL_Toolkit_FINAL_-_May_2010.pdf