Assessing for Prior Learning/A4PL Course Modules/Getting started
Assessing for Prior Learning
Recognising and valuing prior learning and experience
Contents
Overview
This course encourages you to critically reflect on the process and practices of assessing for prior learning. There are 8 modules to work through. Set your own pace and negotiate your timeframe with the course coordinator. This orientation will guide you through the process.
Your journey through this course will move through the following stages:
- start with an overview of RPL considering its place within the tertiary environment
- then focus in on exploring the place of evidence in the RPL process
- expand again to consider how previous learning and experience can be recognised and valued
- encourage you to step back and view the process from the candidate's perspective
- move back to an assesor's perspective to explore assessment tools
- you will consider how student diversity and culture relates to the assessment process
- and conclude with exploration of how professional judgement and context influence the final assessment decisions made.
The assessment activities are designed to support the learning process, expanding your thinking and critically reflecting on practice.
Managing your way through the course work
This is all manageable
(even though it may look a lot at first glance!)
Nibble at this course in bite size chunks.
Remember that Heather is available to support you through this course. She will stay in regular contact to help keep you progressing through the course.
Getting started involves:
- Becoming familiar with finding your way around this course on WikiEducator. The course work is laid out in modules.
- Reading the course outline
- Planning a timeline
- Choosing a learning journal format that suits you
- For detailed information on how to achieve the above steps - Keep reading below
Read the Course Outline
Assessing for Prior Learning course outline Reading this is the first step so that you can familiarise yourself with the expectations and requirements of the course.
Get started by planning a timeline
If you haven’t already done so it is a good idea to bookmark the main page for this course as it makes it so much easier to go back to each time.
| Your first activity is to plan your timeline for the course.
On average it would be reasonable to cover one module per week but you may plan to allow for more or less time depending upon other demands. (Ask Heather for a word version of the timeline planner if she hasn’t already sent one.)
|
Your Learning Journal
To help keep track of your learning throughout this course you are asked to maintain a learning journal. This is your personal learning record.
The form that this takes is entirely up to you. Some people prefer to keep a written record which may be a word document or perhaps you may wish to use a blog and encourage some feedback from others, some may prefer a research notebook or to use voice or video recordings.
- If you need more ideas or information click on the attached study skills advice sheet on learning journals.
Whatever form you choose, you do need to make excerpts of your journal available to the course facilitator. Refer back to the first assessment: Assessment Activities and Criteria - 1). The Process of Assessing for Prior Learning. Guidance is provided in terms of the focus and marking criteria for each journal submission.
So choose the format for your learning journal, gather any resources you need to do this and make a start.
Now What?
Time to explore and play
Have a look at the next module – Introduction to RPL and start exploring the topic.
Remember Heather is there for any queries, support and back up.
