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
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
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
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
TAEASS514 Develop and implement plans for recognition of prior learning
About Lesson

Consulting with an individual RPL (Recognition of Prior Learning) candidate is a critical process in ensuring that the candidate’s experience, skills, and knowledge are appropriately recognised and accredited. The consultation process is both informative and collaborative, designed to support the candidate through the RPL assessment. Here’s a step-by-step breakdown of this process.

NOTE: that we cover the entire process here, though you will learn more about some of the individual steps further along in this course.

Initial Contact and Information Sharing

  • Introduction to RPL: The initial consultation often begins with a thorough explanation of the RPL process, including its purpose, benefits, and the specific steps involved. This ensures the candidate has a clear understanding of how RPL works and how it can benefit them.
  • RPL Policies and Procedures: Explain the RTO’s policies and procedures related to RPL, including any fees, timelines, and the appeals process. This transparency helps set clear expectations from the outset.

Candidate’s Background and Goals

  • Understanding the Candidate’s Background: Take time to understand the candidate’s educational background, work experience, and any other relevant learning experiences. This holistic view aids in tailoring the RPL process to the candidate’s specific context.
  • Identifying Goals and Outcomes: The candidate’s goals, such as specific qualifications or units of competency they wish to achieve through RPL, are discussed. This helps in aligning the RPL process with the candidate’s aspirations and career objectives. It also allows you to clearly communicate what the candidate will be enrolling in to the rest of the team at your RTO. 

Evidence Requirements and Collection

  • Explaining Evidence Requirements: Clearly outline the types of evidence the candidate needs to compile to demonstrate their competencies. Examples might include work samples, references, or certificates from previous training.
  • Guidance on Evidence Collection: Provide guidance on how to collect and present evidence, including tips on how to reflect on past experiences to gather pertinent examples of skills and knowledge.

Assessment Plan

  • Developing an Assessment Plan: Together, you and candidate develop a customised assessment plan that outlines the evidence required, methods of assessment, and timelines. This plan serves as a roadmap for the RPL process. Many RTOs use the RPL assessment tool for this purpose rather than a separate planning document. 
  • Clarification and Confirmation: The candidate is given the opportunity to ask questions or seek clarification on any aspect of the process. It’s crucial that the candidate fully understands and agrees to the assessment plan.

Support and Resources

  • Providing Support: Outline the support available to the candidate throughout the RPL process, which may include access to resources, counselling services, or additional training.
  • Setting Communication Expectations: Clear communication channels and expectations are established, ensuring the candidate knows who to contact for assistance and how often they will receive updates.

Continuous Engagement

  • Check-ins and Adjustments: The assessor schedules regular check-ins with the candidate to discuss progress, address any challenges, and make adjustments to the assessment plan as necessary.
  • Feedback and Guidance: Ongoing feedback is provided to the candidate, especially after reviewing pieces of evidence. This feedback is constructive and aimed at guiding the candidate towards successfully demonstrating their competencies.

Final Assessment and Feedback

  • Conducting the Final Assessment: Once all evidence is submitted, the assessor conducts the final assessment, making judgements based on the evidence against the competency standards.
  • Providing Final Feedback: The candidate is given comprehensive feedback on the outcomes, including any gaps identified and suggestions for further development if necessary.


This consultation process ensures that the RPL assessment is candidate-centric, transparent, and aligned with the principles of adult learning, ultimately leading to a fair and valid recognition of the candidate’s prior learning.