Course Content
Determining candidate recognition needs
Covering: 1.1 Consult with individual candidate applying for recognition services and identify assessment needs and overview of candidate’s existing skills, knowledge and experience 1.2 Explain nature and scope of the assessor-led RPL process, evidence requirements and assessor support to be provided, and confirm candidate understanding 1.3 Inform candidate of expected roles of candidate, employer and assessors in collection of evidence for the RPL, and confirm understanding 1.4 Discuss candidate’s suitability for an RPL option and confirm candidate decision to proceed 1.5 Record decision regarding candidate suitability for recognition according to organisational procedures and VET regulatory requirements
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Developing a customised recognition plan
Covering: 2.1 Consult with candidate to identify evidence candidate can provide to meet requirements of nationally recognised training product/s 2.2 Determine opportunities for clustering products, where evidence provided supports more than 1 training product 2.3 Identify and interpret nationally recognised training products to be used as the basis for recognition and map to agreed evidence that candidate will provide 2.4 Identify and document requirements of nationally recognised training product/s that can be met by available evidence and gaps in required evidence 2.5 Document mapping adjustments required for alternative evidence and additional tasks for candidate to complete in order to meet evidence requirements of training products 2.6 Discuss mapping outcomes and agree additional required evidence with candidate 2.7 Determine requirements for reports from other parties, and the other evidence that must be supplied to validate those reports
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Preparing an RPL kit
3.1 Set out options for collecting required evidence that meet the criteria of nationally recognised units of competency and assessment instruments and reflect candidate needs and skills, knowledge and experience 3.2 Develop evidence guides and templates in consultation with assessors who undertake recognition assessments 3.3 Document plain English exemplars and evidence checklists to support candidate in their application for recognition 3.4 Identify and record required support for candidate and any employer/s 3.5 Ensure that recognition tools are validated by peers and industry 3.6 Finalise agreed, tailored and validated RPL assessment kit and seek required approval
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Collecting RPL evidence and making judgements
Covering: 4.1 Provide advice to facilitate collection of evidence 4.2 Confirm that required support for candidate and any employer/s is in place 4.3 Monitor the evidence collection process to ensure that the rules of evidence are met and candidate privacy and confidentiality are maintained 5. Make and record assessment judgement 5.1 Review collected evidence, confirm the rules of evidence and principles of assessment are met 5.2 Make assessment judgement based on the evidence collected to support the candidate’s competence 5.3 Advise candidates of assessment outcome and provide guidance to candidates where competence is not achieved 5.4 Discuss gap assessments and potential active learning projects on the job where relevant with candidate and any required employers 5.5 Record outcome of recognition process and feedback provided to candidate according to organisational procedures
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TAEASS514 Develop and implement plans for recognition of prior learning
About Lesson

Ensuring that evidence collected for Recognition of Prior Learning (RPL) meets the four dimensions of competency — task skills, task management skills, contingency management skills, and job/role environment skills — requires a systematic and comprehensive approach. Here are strategies to ensure evidence aligns with these dimensions:

Task Skills

To assess task skills, focus on evidence that demonstrates the candidate’s ability to perform specific tasks competently. Look for:

  • Work samples and projects: These should directly relate to the tasks within the competency standards. Ensure they showcase the candidate’s hands-on skills and ability to apply knowledge effectively.
  • Demonstrations or simulations: Video recordings or authenticated photographs of the candidate performing tasks can serve as direct evidence of task skills.

Task Management Skills

Task management skills involve the ability to plan, organise, and manage a set of tasks to achieve an objective. To assess this dimension:

  • Project plans and documentation: Look for evidence that the candidate has planned and executed projects or tasks, showing how they organised resources, timelines, and activities.
  • Reflective journals or reports: These can provide insight into the candidate’s ability to review and adjust plans based on ongoing assessments of the task at hand.

Contingency Management Skills

These skills are about dealing with unexpected events and making adjustments to plans when required. Suitable evidence includes:

  • Case studies or problem-solving documents: Evidence where the candidate has documented unexpected challenges they faced in their work and how they resolved them.
  • Testimonials or third-party reports: Statements from supervisors or colleagues that detail instances where the candidate successfully managed unforeseen issues can corroborate the candidate’s contingency management skills.

Job/Role Environment Skills

These skills relate to the candidate’s ability to work within the norms, values, and expectations of the workplace and industry. To assess this dimension:

  • Performance appraisals: Look for appraisals or feedback from supervisors that highlight the candidate’s adherence to workplace culture, practices, and ethics.
  • Professional development records: Evidence of ongoing learning and adaptation to industry changes can demonstrate the candidate’s engagement with the broader job and role environment.

General Strategies

  • Direct Observation: Where possible, direct observation of the candidate performing tasks can provide valuable insight into their competency across all four dimensions.
  • Professional Conversations: Engage in structured interviews or discussions with the candidate to explore their understanding and application of skills in various contexts.
  • Triangulation of Evidence: Use multiple sources of evidence to validate competency across all dimensions. This approach reduces the reliance on any single type of evidence and provides a more holistic assessment.
  • Mapping Evidence to Competencies: Systematically map collected evidence against specific competencies and their dimensions to ensure all aspects are covered. This may involve using checklists or matrices that align evidence types with competency requirements.

 

By carefully selecting and evaluating evidence with these dimensions in mind, you can ensure a comprehensive and fair RPL assessment process that recognises the full scope of a candidate’s abilities and experiences