Policy Procedure

Topics: Assessment, Appeal, Educational psychology Pages: 9 (2347 words) Published: December 21, 2014
Policy on RPL
Future Award and Qualifications
Policy on RPL:
RPL is a method of assessment leading to the award of credit that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so not need to develop through a course of learning. Regulatory arrangements for the Qualifications and Credit Framework (Ofqual/08/3726) RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be:






valid
reliable.
Safe
Fair

What is ‘the recognition of prior learning’?
In recent years, there has been an increasing interest within qualifications frameworks across the world in how to recognise individuals’ previous achievements.1 There are several different ways in which this process is described. Terms like ‘the accreditation of prior learning’, ‘the recognition of experiential learning’ or ‘the validation of informal

learning’ are all used in different frameworks in different countries. In the Qualifications and Credit Framework (QCF) the term ‘recognition of prior learning’ has been adopted and abbreviated to RPL.

Principle of RPL
Principle 1
RPL is a valid method of enabling individuals to claim credit for units and qualifications in the QCF, irrespective of how the learning took place and the assessments undertaken. There is no difference between the of the required standards through prior learning and through a formal programme of study.

Principle 2

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RPL must comply with all regulatory requirements for assessment. RPL policies, processes, procedures, practices and decisions should be transparent, rigorous, reliable, fair and accessible to individuals and stakeholders to ensure that users can be confident of the decisions and outcomes of RPL. Principle 3

RPL is a learner-centred, voluntary process. The individual should be offered advice on the nature and range of evidence considered appropriate to support a claim for assessing RPL, and be given guidance and support to make his or her claim.

Principle 4
The process of RPL is subject to the same standard of quality assurance and monitoring processes as any other form of learning and assessment.
Principle 5
Assessment methods for RPL must be of equal rigour as other assessment methods, be fit for purpose and relate to the evidence of learning. An individual can claim RPL against any whole unit unless the assessment criteria of the unit states otherwise. For example if an external assessment sets the standard of the learning outcome that the learner must achieve, then the learner must pass the external assessment to achieve the unit and gain the credit. (Claiming credit. Guidance on the recognition or prior learning within the Qualifications and Credit Framework, QCA 2008)

A learner has worked in Health and Social for the last five years. They would like to achieve a level 2
Award in Moving & Handling knowledge.

Learner and learning provider to establish opportunities for RPL. This is done in two ways
Training & experience

Learning provider to conduct own research as to which QCF unit may be appropriate to RPL. Also make contact with awarding organisation to identify methods to assess this experience and follow a quality assurance RPL process implemented by awarding organisation.

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Unit recognised for RPL = Understanding customer service in the retail sector.

Learning provider to assess learner’s experience against the assessment criteria and learning outcomes through a recognised approach recommended by awarding organisation. This could be a one-to-one discussion or a witness...
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