Following
on from the previous post, we will consider the final stages of the RPL
process. This is where the evidence is checked against the appropriate
benchmark to determine if it meets the Rules
of Evidence for the scope of the RPL application, while as a process
maintaining its integrity in the relevant aspects of the Principles
of Assessment.
As you
consider the decisions being made within the process at these points, it is
easier to see how a clear and informed understanding of not just the process,
but the intended outcome have a very real impact upon the effectiveness of how
RPL is conducted and an accurate determination of competence made. So after
collecting the evidence, the next stage is to assess.
Assess...
•
Does the evidence
meet the standard(s) within the Unit of Competence/industry?
•
Are the Rules
of Evidence upheld/maintained in the presented evidence?
•
Is the evidence
presented appropriate for the AQF level being assessed?
•
Are
regulations/legislative requirements included in the context?
The determine stage can at times be somewhat fluid, with its
boundaries not being consistently defined within fixed conclusive parameters.
While working through the collect and assess stages, there may be aspects of
the process that are more accurately defined as being a part of the determine
stage. This overlapping approach is able to be applied effectively by Assessors
who have a well-rounded understanding of the requirements of the Unit of
Competence, associated regulations, legislation, industry/enterprise standards
and practices, and Client’s needs. The purpose of this stage is to ensure all
of the ‘i’s are dotted and the ‘t’s are crossed within the evidence as measured
against the requirements of the Unit of Competence before making a decision on
the competence of the Client. Once these points have been covered and the
evidence is deemed to meet the requirements of the Unit of Competence and
dimensions of the rules of evidence, a determination that is consistent with
the principles of assessment can be made. Competent, or not yet competent? That
is the question.
Determination
processes can be supported through moderation (professional judgement), where
the submissions of evidence and any recorded demonstrations are able to be
considered by other experienced Assessors to ensure a fair and accurate
determination is provided.
During the determination stage, feedback to and from the Client is
an extremely valuable and important part of the process. The provision of
feedback to the Client will establish the foundation for the following stages.
The receipt and analysis of feedback from the Client needs to be recorded and
considered in future validation processes.
Gap..?
•
Are there any
specific points that were not able to be met?
•
Is targeted
'gap training' needed to meet the requirements of competency?
•
Is further
support required in the process for the Client?
If the
determination is made that the Client is ‘not yet competent’, then the points
that were the catalyst for this decision will require gap training in order to
work towards achieving a ‘competent’ outcome. This situation can generally be
planned for if the previous stages are well structured and the strategy devised
is robust. The identification of gaps that require training may be difficult to
spot at times, but once identified these must be addressed before a
determination of competence is made.
Where gap training is identified as being required, appropriate
strategies need to be developed to support the process in consultation with the
Client.
Outcome....
•
Are
referrals/further support required to facilitate future development?
•
Documentation
processes are completed.
•
Statement of
Attainment or Qualification issued.
If a
determination of ‘competent’ is made, the finalisation of documentation related
to the completion of the RPL process is completed, followed by the issuing of a
Statement of Attainment or a Qualification. Documentation relating to assessment
decisions must be retained by the RTO.
RPL as
a process is not bound by any single correct approach. There are many different
ways to conduct RPL which is added to in complexity by the many different Units
of Competence and Qualifications available.
By
working within strategies for conducting RPL, as an Assessor you are also able
to support required aspects of SNRs 15.2 and 15.5 (Elements 1.2 and 1.5 in the
AQTF). The strategy must ensure that the process of RPL is able to support the
principles of assessment and gather evidence that is consistent with the rules
of evidence to support the outcomes, including meeting any workplace and
regulatory requirements.
RPL processes and RPL assessment tools require validation just as
much as any other processes or tools used in any assessment strategy to ensure
they are able to meet the requirements in delivering an assessment result that
is consistent with the principles of assessment, the rules of evidence and the
requirements of the Training Package in line with industry standards and
practices.
After
RPL processes have been completed, feedback collected from the Client that
proves to be ‘sufficient’ will support the judgment of how effective the
service provided really is. Using this data to drive continuous improvement and
develop a more effective service will support compliance with SNR 16.2 (Element
2.2 of the AQTF).
RPL processes are further explained
within the NSW Department of Education and Training (State Training Services)
publication ‘Recognition Guide for Registered Training
Organisations.’
Some helpful websites with more information on RPL
processes and tools may include;
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