workshop 2: ‘supporting building and assessing the rpl evidence’
TRANSCRIPT
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Workshop 2:‘Supporting Building and Assessing the RPL evidence’
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Workshop 1:
‘KEY CONCEPTS, FRAMEWORKS & THE
RPL PROCESS’
Workshop 2:
‘SUPPORTING, BUILDING & ASSESSING
THE RPL EVIDENCE’
Workshop 3:
‘RECRUITING AND COMMUNICATING’
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Background SE Wales HEIs ‘shared services’ development project
[via the HEFCW Strategic Development Fund]
Main Partners
SE WALES CAPITAL NETWORK‘Learning via Employment’ project
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Workshop Objectives
Supporting the RPL ProcessRPL - What is it?Key RolesApplication Process Policies & Support within your Institution
Building the Evidence Getting StartedReflective PracticeDirect Evidence Indirect / Reflective Evidence
Assessing the Evidence Criteria for assessment
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Workshop Outcomes
At the end of this workshop you will be able to:
Explain RPL to a colleague or studentHave an understanding of the application process & your roleIdentify support mechanisms & policies within your InstitutionAssist students with reflection practice and the identification of suitable evidenceUnderstand how to assess the evidence
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‘Learning via Employment’ project
Main Aim:
“To seek to promote a significant growth in ‘non-traditional’ student numbers wanting to study at South East Wales universities in a part-time capacity via an improved and more co-ordinated provision of efficient and user-friendly routes towards HE qualification outcomes”
Proposal document to HEFCW, p2, July 2013
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Task 1:
What is RPL?
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RPLIt is the process of recognising learning that has its source in experience. This can be previous formal learning Certificated Learning (CL) or non formal and informal learning Experiential Learning (EL).
It can be For Entry or For Exemption
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1. CL Certificated Learning -TRADITIONAL
Recognition of Prior Learning
SCHOOL UNIVERSITY WORK WORK
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2. EL Experiential Learning – Informal & Non-Formal
SCHOOL WORK 1
UNIVERSITYWORK
2WORK
3
Recognition of Prior Learning
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Identify some examples of evidence that you could use to take the EL route onto PG Cert for Teaching in HE…
Informal Non-FormalNot structured or
documented, does not lead to any certification
or accreditation
Is structured and linked to learning outcomes and
skills but without any qualification
Task 2:
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What’s the difference between RPL for:
Entry Exemption
Task 3:
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Entry and Exemption?
Entry onto a course Exemption - Advanced Standing (CL)
Exemption - Experiential Learning (EL)
Don’t have prerequisites but have experience and evidence to demonstrate they are capable of entering and benefiting from a HE programme.
Is the granting of part exemption from a programme of study because they have already gained an award from another Institution.
Is the granting of exemption with credit from a module/s or level of study because they have successfully demonstrated they have already acquired the knowledge and learning outcomes of that module/s or level of study.
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Experiential learning for Entry
Expression of interest
Explain RPL process (extended c.v., job description)
Apply for entry onto the course (University application)
Assessment of the evidence (possible interview)
Notification (applicant & E&A)
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RPL Application
FormEvidence applicants’
experience (Part 1a)
Do you have certificates for your
learning?
Certificated Application
Experiential Application (Part 1c)• Identify and gather
relevant evidence with an adviser
• Explain/ reflect on how evidence meets
module /level learning outcomes
Submit application
(Part 1d)
Assessment of evidence Notification
of result & feedback
Yes No
Stages of a RPL claim
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RPL for Exemption (CL & EL)
Expression of interest (Explain RPL process)
Apply for entry onto a course (University application)
RPL application and submission (Enrolment required)
Assessment of the evidence
Notification and award of credit
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TASK 4: Roles and Responsibilities
Who’s involved at what stage?
Applicant Adviser Assessor
Expression of interest
University application
RPL application and submission
Assessment
Notification and award of credit
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Roles and ResponsibilitiesWho’s involved at what stage?
LearnerTo complete RPL form and supply
evidence.Meet deadlinesStage 1, 2, 3, 4?
AdvisorExplain RPL Process. Identify Objectives.
Support the building of the RPL Application.
Stage 1, 2, 3, 5
AssessorEnsure quality
standards.Measure
performance.Stage 1, 4, 5
Expression of interest
University application
RPL application and submission
Assessment
Notification and award of credit
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RPL Process -Expression of interest
ApplicantCommunicates an Expression
of Interest(Extended c.v. job
description/s)
Course Leader + Module Leader/s
Decide whether there is a possible RPL claim
Course LeaderExperiential L earning - Appoint a RPL
Adviser to support processCertificated Learning - provide them
with the RPL application form
Course LeaderFeedback to Applicant in writing explaining why RPL application
not suitable
Yes No
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RPL Applications
ApplicantRPL Advisor
Contact Learner to arrange meeting to advise on preparation of evidence
2 Reflect on Prior Learning(Relevant, Current & Sufficient)
4 Review application against module / level learning outcomes
1 Review academic / professional needs
(Module / Level Learning Outcomes)
3 Discuss /Suggest Appropriate types of evidence at correct level
(Sufficient & Current)
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Submission of claim
Course Leader (CL)Receives RPL claim
ApplicantSubmission of
RPL claim (Complete RPL Form)
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Assessment of Evidence
Yes CL & EL claim awarded
NoCL & EL claim not awarded(Assessor to provide feedback identifying shortfalls)
Assess RPL Evidence Portfolio against(Learning Outcomes / course content)
Course Leader (CL) + Module Leader/s (Double marking)Decide whether there is a CL / EL claim
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Decision making & feedback
Applicant informed by RPL adviser of decision in writing and informed of additional
credit requirement
Course Leader
Yes RPL claim awarded
Institutional Admin Update Student Records
RPL form completed signed and sent to Student Administration Manager/ Officers
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RPL Advisor to contact applicant to:• Explain decision• Review material• Consider resubmission• Offer Academic Guidance
PD/ CL
No RPL claim not awarded Applicant informed of decision in writing
Decision making & feedback
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RPL Limits within your institutionAward Transferred
credit /APEL(maximum)
University of South Wales taught credit (minimum) Total credits required for award
CertHE 60 60 at level 4 120DipHE 120 120 with a minimum of 100 at level 5 240
Bachelors degree 240 60 at level 6 300
Bachelors degree with honours
240 120 with a minimum of 100 at level 6 360
BMus(RWCMD only)
300 180 at level 6 480
HNC 60 60 at level 4 120HND 120 120 with a minimum of 100 at level 5 240
Foundation Degree 120 120 with a minimum of 100 at level 5 240
PcET 60 60 level 5 120
Integrated masters 240 240 with a minimum of 100 at level 6 and 120 at level 7 480
PgCert 20 40 at level 7 60PgDip 60 60 at level 7 120Masters 120 60 at level 7 180Taught doctoral awards 180 360 540
(University of South Wales RPL limits 2014)
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USW - Academic Regulations Section A2.3.10
USW - Accredited Prior Learning Guidance
USW- Advisory Document on Assessment Design
Institutional frameworks and guidance?
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Stage 2 Building the Evidence
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Getting Started - Initial Meeting
Points for discussion
The evidence structure & content
Identifying and listing the evidence
Written summary against learning outcomes
Final reflective statement
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What is relevant evidence for an RPL claim?
TASK 5:
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RPL formAdvanced C.V.
Reflective statement List of evidence
Actual evidenceReferences
Structuring Evidence
1
2
3
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Identifies the claim for credit
Puts the claim into context
RPL form Advanced C.V.1
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Demonstrates how their prior experiences have resulted in high
level learning, mapped to module/level
learning outcome(s).
Ensures that the Assessor is able to
identify the supporting
evidence for each learning outcome.
Reflective statement
List of evidence2
General advice - up to 2000 words per 20 credit module and / or no more than 50% written assessment tariff at relevant level
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Reflection
Questions to identify prior learning and begin reflection process.
• What did you do in that role? • How long did you take to do it?• What were your main responsibilities and tasks?• How easy or difficult did you find that role?• What were the challenges you faced?• How did you overcome them?• What have you learnt from that role and have you
applied that knowledge?
?
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Complete the reflective exercise?
TASK 6:
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TASK 7: What evidence can be
included?
TASK 6:
What evidence can be included?
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Presentations
What evidence can be included?
Client Testimony
VideosReports
Minutes of Meetings
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Relevant
Sufficient
Current
Authentic
Indexed
How much evidence?
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Direct Evidence-demonstrates your practice
or is something you have produced
Indirect Evidence - is something written / recorded about you by someone else
This lists any reference
materials that the learner used as
part of their learning or reflection
Actual evidenceReferenced
material3
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Practical Tip
Learning Outcome 1
Learning Outcome 2
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Stage 3 Assessing the Evidence
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Relevant
Sufficient
Current
Authentic
Valid
Level
Steps to Assess the Evidence
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Relevant
This means itmust be at a similar level.must meet similar learning outcomes.must cover similar knowledge and skills.
Is the learning demonstrated relevant to the programme of study?
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Sufficient
This means:-there should be breadth of evidence.it should include evidence of reflection.it should fully demonstrate achievement of learning outcomes claimed.
Is there sufficient evidence to support the claim?
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Current
This means:-the evidence provided should ideally be within the last 5 years.
Is the evidence current, or if not is there evidence of updating?
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Authentic
This means:-the evidence should show without doubt that the submitter is responsible for the work submitted.the evidence should include examples of indirect evidence e.g. Client testimonies.
Is the evidence genuine and clearly own achievement?
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Valid
This means:-the evidence should be mapped against the module / level learning outcomes and support the claim.
Does the evidence support the claim?
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Level
This means:-the evidence should demonstrate the appropriate CQFW level characteristics.
(Usually led by the verb/s for the levels )
Is the learning, knowledge, skills and achievements demonstrated by the evidence at the appropriate level?
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Plenary
Areas covered: • Supporting the RPL Process• Building the Evidence • Assessing the Evidence
Next steps:
Recruiting and Communication (Workshop 3)
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USW Learning Through Employment (LTE) Framework
Provides a flexible framework of validated shell modules which can be integrated into existing courses, allowing learners to integrate work based learning into existing programmes.
https://celt.southwales.ac.uk/lte
Complementary Processes
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Any Questions?
SUPPORThttps://rplwales.org
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Handouts
2.1 Oxford Brookes Pg. Certificate for Teaching in HE2.2 Cork Institute Handout 2.3 RPL Wales Application Flowchart*2.4 RPL Wales Application Form*2.5 CWBL Learning Through Work Matrix2.6 USW Assessment Tariff2.7 How do you write about your learning?2.8 of Reflective Exercise 12.9 SCQF + and – aspects of Learning 2.10 RPL Evidence Types*2.11 Kingston University –Identifying evidence in the workplace2.12 Use Cardiff Met WBL Guidance for Evidence2.13 Kingston University identifying learning through projects2.14 from New South Wales ‘How do I prove what I can do?’2.15 Complete RPL Portfolio created as part of WBL2.16 CQFW Key Characteristics for the levels*