Recognition

Recognition

The Polytechnic Recognition Process

Acknowledgement: Includes material adapted from the VELG RPL Workshops Jan 2010 and Skillsfirst RPL material

Recognition... a definition

RPL is: “An assessment process that assesses an individual’s non–formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and /or partial or total completion of, a qualification.”

From: User’s guide to the Essential conditions and Standards for Continuing Registration 2010, Page 74.

Recognition – Filling the Bucket

The process is:

•Flexible and user friendly • Interactive

•Streamlined

• Individualised

•Based on a holistic view of competency in the workplace

•Based on assessment methods such as observation, questioning/interviews, practical tasks

Applicants will not...

• Have to gather excessive reams of paper based evidence as a portfolio

• Receive detailed documents such as the qualification/course unit outlines as a guide for evidence collection

• Have to map their evidence to the elements and performance criteria

• Involve language, literacy and analytical skills above that required for the qualification/course.

Polytechnic Recognition Assessment Process

Use Four Filters• Competency Conversation• Practical/scenario• Workplace observationConfirm with…• Third party report

SKILLS First RPL Assessor KitsSee http://www.vetpd.qld.gov.au/teaching_learning_and_assessment/resources/rpl/assessor_kits.html

Filling the BucketSame qualification - 3 different candidates

Application

Conversation

Practical

Third party confirmation

Candidate 1 Candidate 2 Candidate 3

FOUR FILTERS

AQTF 2010 and Recognition Element 1.5

Assessment including RPL:

• meets the requirements of the relevant Training Package or accredited course

• is conducted in accordance with the principles of assessment and the rules of evidence

• meets workplace and, where relevant, regulatory requirements

• is systematically validated

Changing the Recognition Mindset ..

• Concerns we have to deal with...In the past people have had

to have truck loads of records, over long periods of time ... months later nothing

had happened

It’s easier to damn well do the training rather than go through the Recognition

process! Recognition is the easy way out – those people

who get it don’t deserve it. It took me 3 years to get

my qualification!

Build confidence with potential students and industry/business...

Flexible, supported and individualised

process

Decrease reliance on paper based

evidence

Use competency conversation and

practical tasks

Demonstrate how recognition complies

with the principles of assessment

Provide recording tools

Keep good records to underpin final

judgement

Encourage creativity and problem solving

Promote value of Recognition prior to entry to higher level

qualifications

Changing the Recognition mindset...

• Barriers from teachers may include ...

Recognition is too much work for teachers – luckily most students give up because they have to gather up so

much paperwork!I can give them all the assessments we use in

training to see if they are competent or not.

I look at their previous qualifications and talk to them and just know whether or not

they’re competent.

Professional Judgement in Recognition

What makes a good Recognition assessor?

VET knowledge and skills...AQTF, AQF, well developed assessment knowledge and skills

Technical and industry knowledge and skills...Training package, job, industry requirements

Management skills...Making Recognition work for the student and the organisation

Interpersonal skills...Relationship with the student and employers

Manage the risks ...Understand the principles of assessment

Follow the rules of evidence

Record judgement

Consider industry high risk units

Validate with industry

Validate with other assessors

Have confidence in your judgement

Before – check the process meets the requirements:

During assessment be guided by:

Principles of Assessment Rules of Evidence For each piece of evidence:

Validity Valid

Reliable Authentic

Flexibility Current

Fairness Consider for evidence as a whole:Sufficient

Is there evidence across the dimensions of competency?

Task skills Task management skills

Contingency management skills Job role/environment skills

Sound professional judgement comes through ....

Planning and preparation

Consideration of the industry/workplace

Consideration of the student and the best ways of generating

evidence

Making and recording

assessment decisions

Implementing continuous

improvement

Is there a difference between professional judgement...

...when assessment is part of training and when assessment is by Recognition?

The major difference lies in the evidence that is dealt with in Recognition:

There are few predetermined tasks.

The Recognition assessor deals with highly contextualised evidence

Has less control over the evidence supplied