Jon Talbot

VNIL at Chester- a Learning Development approach

Outline of process

Initial assessment

Student claim (Certificated/ Experiential)

Tutor assessment

Faculty coordinator

Terminology: Accreditation of Prior Learning (APL)

• Accreditation Prior Certificated Learning (APCL)

• Accreditation of Prior Experiential Learning (APEL)

Regulations

Up to two thirds of a named award can be obtained from APL.

In practice Levels 4 and 5 of a Bachelor degree

Examples of Named Awards (ECTS)

• Professional Certificate (30 credits, level 4)• Certificate in Higher Education (60 credits, level 4)• Diploma in Higher Education (120 credits, 60 at level

4, 60 at level 5)• Bachelor of Arts/ Science (180 credits, 60 each at

levels 4, 5, 6)• Post Graduate Certificate (30 credits, level 7)• Post Graduate Diploma (60 credits , level 7)• Master of Arts/ science (90 credits, level 7)

APCL

• Chester credit= just credit• Current credit from

elsewhere=automatic: no fee• Credit over five years old= given

currency by updating (APCL) or the basis for an APEL claim by demonstrating application in practice.

APEL claims

Can be on the basis of Non-formal (structured, unaccredited) learning or

Informal (experiential) learning

Student is advised by the tutor of any possible claims and helped to make the

claim

Determining the level and volume of claim

Notional learning time= 200 hours per 10 credits ECTS. Can include experiential as

well as formal learning

No precise formula for determining volume and level as levelness is given partly by

the experience but also the level of reflective learning

Making a claim

A single, bound portfolio comprised of a reflective review at the front and evidence in Appendices to back up claim.

Evidence is kept to the essentials only. If Non-formal learning may be a certificate only

The reflective review

• First sentence always says what the claim is for• First element- describe the experience cross

referenced with the evidence• Second element- analyse the experience with

reference to leading literature to determine what has been learned

• Third element- application of learning: what is the student doing differently or will do differently

Student guidance

• Student discusses experience with the tutor- is guided towards relevant literature and has been inducted into the process of reflective learning

• Student submits draft for formative assessment

Summative assessment

• Student assessed against relevant level assessment criteria

• Assessed on Pass/ Fail basis, using standard feedback form

• APL form completed, counter signed by the Faculty APL coordinator

• May be seen by External Examiner

Advantages

• Converts context dependent knowledge into context independent knowledge

• Enables genuine learning (creation of new knowledge)

• Encourages autonomous academic study

• Forward looking, enhances practice

Disadvantages

• May be difficult to integrate into a traditional curriculum

• Academically demanding for students- may inhibit claims

• Changed role of tutor- from expert to faciliatator