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

When gathering evidence for Recognition of Prior Learning (RPL), the suitability of each method depends on various factors such as the context of the candidate’s work, the nature of the competencies being assessed, and the availability of evidence. Let’s discuss each method:

1.Product-Based Methods

Product-based methods involve reviewing the actual work products or outputs produced by the candidate. This approach is highly suitable for assessing practical, tangible skills and outcomes where the quality and efficacy of the work can be directly observed and measured. It’s particularly effective in fields like design, construction, and manufacturing, where the end product is a direct result of the candidate’s skill set. However, it may be less applicable in service-oriented or knowledge-based professions where tangible outputs are less defined.

2.Workplace Evidence Gathering

Workplace evidence gathering, including the use of employer templates and adherence to policies and procedures, is a comprehensive approach. This method is suitable for a wide range of professions, particularly those where standard operating procedures are crucial, such as healthcare, finance, and education. It allows for a holistic view of the candidate’s ability to perform in a real-world setting, ensuring that their skills are not only theoretical but also practical and consistent with industry standards. However, this method requires the cooperation of the employer and may not be feasible for candidates who are self-employed or in transitional employment.

3.Questioning as Part of Professional Conversations

Incorporating questioning into professional conversations is an excellent method for assessing candidates’ understanding, reasoning, and depth of knowledge. This method is suitable for roles where decision-making, problem-solving, and theoretical knowledge are paramount. It allows assessors to delve into the candidate’s thought processes and adaptability to hypothetical situations. While highly effective for intellectual and decision-making competencies, it may not fully capture practical skills without accompanying practical demonstrations or evidence.

4. Evidence from Other Parties

Collecting evidence from other parties, such as testimonials, peer reviews, and reports from supervisors, provides a multi-faceted view of the candidate’s capabilities, especially in terms of teamwork, leadership, and interpersonal skills. This method is suitable across various professions, particularly where soft skills and collaborative work are essential. However, it’s important to ensure that such evidence is objective and verifiable, as subjective opinions may introduce bias into the assessment process.

Each of these methods has its strengths and is best used in conjunction with others to provide a comprehensive assessment of a candidate’s skills and competencies for RPL. The choice of methods should be tailored to the specific requirements of the competencies being assessed, the nature of the candidate’s industry, and the availability of verifiable evidence.