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
0/4
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
0/4
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
0/2
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
0/2
TAEASS514 Develop and implement plans for recognition of prior learning
About Lesson

To maintain the integrity of assessments and comply with regulatory requirements, RTOs must have comprehensive policies and procedures in place for various aspects of the RPL process.

Preparing Candidates and Employers for the RPL Process

RTOs need to provide clear information and guidance to both candidates and employers about the RPL process. This involves explaining the purpose, benefits, and requirements of RPL, and how it can be used to gain formal qualifications. Preparation might include informational sessions, RPL guides, and advisory services to help candidates gather evidence and prepare for the assessment.

Applying Reasonable Adjustment

RTOs must have policies to apply reasonable adjustments for candidates with special needs, ensuring the assessment process is equitable. Adjustments must not compromise the integrity of the outcome and may include alterations to the assessment environment, methods, and materials. These adjustments should be documented and agreed upon with the candidate before the assessment.

Contextualising Assessments

RTOs should have procedures to contextualise RPL assessments to reflect the candidate’s work context, allowing for alternative forms of evidence. This ensures the assessment is relevant and meaningful, providing a more accurate reflection of the candidate’s competencies. Assessors need to be skilled in adapting assessment tools and criteria to different work situations while maintaining the standards of the qualification.

Support Systems Relating to RPL Process

RTOs must offer support systems for candidates undergoing RPL, such as access to qualified assessors for guidance, resources for evidence compilation, and counselling services if required. These support systems help candidates navigate the RPL process more effectively and reduce any barriers they might face.

Gathering, Organising, and Recording RPL Assessment Evidence

Clear procedures for collecting, organising, and documenting evidence are essential. RTOs need systems for securely storing evidence and maintaining confidentiality. Evidence must be categorised and mapped against the relevant units of competency to facilitate the assessment process.

Applying the Principles of Assessment

RTOs must ensure assessments are conducted according to the principles of assessment: fairness, flexibility, validity, and reliability. Policies should outline how these principles are applied in practice, ensuring that assessments are equitable, adaptable to individual needs, accurately measure competency, and produce consistent outcomes.

Applying the Rules of Evidence

Policies must detail how evidence collected through the RPL process adheres to the rules of evidence: validity, sufficiency, authenticity, and currency. This ensures that the evidence is directly related to the competency standards, is adequate to make a judgment, is the work of the candidate, and reflects the candidate’s current skills and knowledge.

Making and Recording Assessment Judgements

  1. Assessment Criteria and Standards: RTOs must have clearly documented criteria and standards for each unit of competency, against which the candidates’ evidence is evaluated. These standards should reflect the requirements of the relevant training package or accredited course.
  2. Assessor Competency: Assessors must be qualified and competent, meeting the standards outlined in the Standards for Registered Training Organisations (RTOs) 2015. They should possess relevant vocational competencies, current industry knowledge, and the TAE40116 Certificate IV in Training and Assessment or its equivalent.
  3. Evidence Collection and Verification: There should be systematic procedures for collecting, verifying, and evaluating evidence of candidates’ prior learning. This includes guidelines on the types of evidence accepted, how it should be authenticated, and how it can be used to demonstrate competency.
  4. Assessment Records: RTOs must maintain comprehensive records of RPL assessments, including evidence submitted by candidates, assessment instruments used, assessment decisions made, and the rationale for those decisions. These records should be secure, confidential, and accessible for auditing purposes.
  5. Appeals Process: There should be a clear and accessible process for candidates to appeal assessment decisions. This process must be fair, transparent, and timely, allowing for reassessment or review by an independent party if necessary.

Communicating Assessment Judgements and Feedback to the Candidate

  1. Timely Communication: RTOs must ensure that assessment outcomes and feedback are communicated to candidates promptly, allowing them to understand their results and any next steps they may need to take.
  2. Constructive Feedback: Feedback should be constructive and detailed, explaining how the judgement was made, highlighting the strengths of the candidate’s submission, and providing guidance on areas for improvement or further learning opportunities.
  3. Confidentiality: Communication of assessment outcomes and feedback should respect the confidentiality of the candidate’s information. Feedback should be given directly to the candidate, unless they have given permission for it to be shared with employers or other parties.
  4. Formal Documentation: Candidates should receive formal documentation of their RPL assessment outcomes, such as a statement of attainment or a record of results, which recognises their achieved competencies.
  5. Information on Further Opportunities: Feedback should also include information on further learning opportunities, pathways for further education or training, and advice on how to address any gaps in competencies, if applicable.

 

By having robust policies and procedures in place for each of these areas, RTOs can ensure the RPL process is conducted with integrity, transparency, and fairness, ultimately upholding the quality and reputation of the VET sector in Australia.