RPL Done Well

Recognition of Prior Learning (RPL)
Assessment Tool Guide

 

Introduction

The purpose of this guide is to provide developers with guidelines for producing quality, holistic assessment tools to support an ‘all of qualification’ approach to Recognition of Prior Learning assessments which will streamline and simplify recognition processes for students and existing workers.

RPL assessment tool requirements

RPL tools supplied (ie already existing products) or produced (developed through this contract) must be:

RPL tools supplied or produced may be:

New streamlined RPL assessment processes

The new streamlined approach to Recognition of Prior Learning provides a model of assessment that reduces the reliance on paper-based evidence and provides opportunity for candidates to demonstrate evidence through self-assessment, the interview process and direct observation either on the job in the workplace or in a simulated environment.

The focus of this assessment model is about identifying the skills and knowledge required to complete job tasks and involves the assessor mapping those identified skills back to the units of competency. This will often require the clustering of units of competency.

There are four basic steps in the process. The order of these steps may vary.

General information

Tools developed need to meet the assessment principles of validity, reliability, fairness and flexibility. It is strongly recommended that developers read Maximising confidence in assessment decision-making: Resource kit for assessors, (particularly pp 15–17) (http://www.ncver.edu.au/publications/790.html) before they begin their development of assessment materials

Sound knowledge and understanding of the competencies and qualification/s is essential to the development of the assessment tools. Assessing a single unit of competency may not be cost or time effective. An approach that clusters units of competency where there is commonality in content prevents duplication of assessment. This requires looking at a whole picture of a particular job role as it happens in industry and assessing it holistically. This approach saves valuable time in the assessment process. There may, however, be some instances in which assessment of single units is desirable.

RPL assessment tools must be compliant with AQTF 2007 Standard 1.5. Please refer to www.training.com.au.

Industry consultation and validation

RPL tools are required to be developed in consultation with the relevant industry. A validation process involving workplace trainers and assessors will need to be conducted to ensure that assessment tools are compliant with AQTF guidelines, rules of evidence and the relevant Training Package requirements.

Employability skills

The Employability Skills: From Framework to Practice – An Introductory guide for Trainers and Assessors states:

‘Where employability skills exist within a Training Package and are explicitly embedded within a unit, they should be assessed within the context of that unit – not assessed separately. This holistic approach of combining technical and Employability Skills is more relevant and closely aligned to real job expectations and practices. Employability skills are most appropriately assessed in direct relation to the criteria, knowledge and skills described in units of competency.’

 

Generic RPL assessment tool templates

The templates provided in this guide have been designed to ensure consistency of approach and appearance. They provide examples using the RPL assessment tool developed for Certificate lll in Automotive Mechanical Technology as well as blank templates for input by the developer. It is recognised that some customisation of the tool may be required to meet specific industries. The following generic RPL assessment tool templates are provided.

RPL assessment tool components

Each RPL assessment tool should comprise the following components:

1. Front page

The front page comprises:

(See Appendix 1.)

2. Instructions for assessors

This component provides information for assessors and outlines:

3. Information for candidates

Information about the assessment process is to be provided to candidates. It will give particular advice regarding how candidates can demonstrate competence and any documentary evidence they may wish to gather to support their application. Each industry has unique documents which can provide evidence of experience and competence.

However, the focus of the new streamlined holistic assessment process is to focus on demonstrated skills and knowledge and not to rely on documentary evidence as the main source of evidence.

Some examples of documentary evidence that can support the process include:

4. Self-assessment checklists

The self-assessment tool provides an opportunity for candidates to determine their own level of experience and knowledge in the relevant industry. It also provides an overview of the level of each candidate’s background experience to assist the assessor to determine if the candidate is likely to be a successful applicant for RPL. Furthermore, it is an important first step in identifying where the candidate may have gaps in training skills and knowledge. This component of the tool should be developed from the critical aspects of evidence within the relevant Training Package.

Self-assessment questions should be written in plain English (not Training Package language) and relate to real job tasks. Within the streamlined process, the self-assessment tool should be the only document given to candidates.

5. Interview question/topic bank

This component of the RPL assessment tool provides an opportunity for the candidate and the assessor to have a professional conversation about the candidate’s underpinning knowledge and skills. It may comprise a series of direct questions or could be a list of topics. Topics may provide an opportunity for the candidate to demonstrate a broader area of knowledge and experience and may elicit more information than direct questioning. Appropriate responses to questions or topics that should be covered in the conversation should be included as these will support the assessor in probing for more specific information.

Instructions for assessors should indicate which questions/topics are critical to the assessment. An appropriate recording mechanism should be included. This may include suggestions such as the use of a digital recorder.

6. Practical tasks

Practical tasks provide an opportunity for candidates to demonstrate the application of skills and knowledge in a qualification. These practical assessments must be designed to reflect job tasks and be developed using the elements of the Training Package. The practical tasks should take place in the work environment or in another suitable location, for example a simulated workshop environment. Developers will need to refer to the Training Package for specific industry requirements. Reference will need to be made to the requirement for assessors to gain permission before entering the workplace. A list of resources required for the practical tasks needs to be included.

Observation and questioning on the job will speed up and streamline the assessment process.

7. Observation checklists

Observation checklists provide a record of the practical assessment. Checklists must present opportunities for sufficient detail of the on-the-job assessment to be recorded. This documentary evidence provides sources of evidence to external sources, for example auditors or fellow assessors, which support the judgement of the assessor.

8. Third party verification report

A third party verification report provided by referees, for example the supervisor, will confirm the candidate’s skills and experience in the qualification/occupation. This is particularly useful for meeting Employability Skills requirements. It should be noted in the Instructions for assessors that third party reports are not always available and that assessors are recommended to use their professional judgement to determine if this is a requirement.

9. Assessment matrix

The assessment matrix should be developed to demonstrate how units/elements of a qualification are assessed within the RPL assessment tool. All the units and elements are to be crossmatched in this table with the corresponding component of the assessment tool (self-assessment, interview questions and practical tasks). The assessment matrix validates the assessment process against the qualification. It is recommended that TAFEWA colleges use the ASRI Assessment Plan.

10. Recording documents

Developers are to include recording documents as required to provide evidence of the assessment process.

11. Evidence of industry consultation

12. Record of validation

Make sure you have included the following.

Developers’ checklist
  Tick
1. Front page  
2. Instructions for assessors  
3. Information for candidates  
4. Self-assessment checklists  
5. Interview question/topic bank  
6. Practical tasks  
7. Observation checklists  
8. Third party verification report  
9. Assessment matrix  
10. Recording documents  
11. Evidence of industry consultation  
12. Record of validation