Introduction to RPL

The Australian VET system has been designed to recognise a person’s competency without prescribing how a person should learn and develop their competence.

This is the fundamental difference between a competency-based training system and a curriculum-based training system. The current competency-based training system was implemented in 1993 to replace the previous curriculum-based training system. And a focus on outcome, or demonstrating competence regardless on how it has been attained, has continued to be a feature of Australia’s VET system.

Some people can learn from performing work. They have learnt from their own work experience rather than attending formal or structured training. The Australian VET system allows a person to have their competence assessed before commencing a training program. We know this assessment-only pathway as Recognition of Prior Learning (RPL).

What is RPL?

The following is the ‘official definition’ of RPL: [1]

RPL is an assessment process that involves assessment of an individual’s relevant prior learning (including formal, informal and non-formal learning) to determine the credit outcomes of an individual application for credit.

An RTO should offer RPL at enrolment or prior to the commencement of training. [2]

Many people report that their experience with RPL has been unsatisfactory. It can be time-consuming. It can be frustrating. Often RPL assessments are poorly conducted. And many RTOs seem to be reluctant to offer RPL.

Fair and flexible assessment process

Two of the four principles of assessment are fairness and flexibility. RPL is an important process that contributes to an RTO’s service being fair and flexible. And the principles of fairness and flexibility must be used to guide the RPL process that is implemented by an RTO.

Fairness

The RTO must fully inform the learner, or RPL candidate, about the assessment process before the assessment process begins. And this includes types of evidence and performance standards expected. [3]

Flexibility

The RTO must ensure that assessment is flexible to the individual learner, or RPL candidate, by assessing competencies. It does not matter how or where competency has been acquired. [4]

The RPL assessment tool

You may be required to design and develop an RPL assessment tool.

If you work for an RTO, the RTO will probably have a template for you to complete. And the RTO should have an RPL assessment tool for other qualifications, skill sets or stand-alone units that it has on it’s scope of registration. Therefore, the RTO should have existing examples of RPL assessment tools for you to refer to.

Often the RPL assessment tool will be known as the ‘RPL Kit’. An RPL Kit will usually consist of:

• Information
• Ideas for evidence
• Instruments
• Instructions.

Information

The RPL Kit should give clear and concise information about the RPL assessment process. Relevant RTO’s policies and procedure will need to be communicated to the RPL applicant, including appeals and complaints processes.

A range of general information must be provided.

For example (from the RPL applicant’s perspective):

• What is competency-based assessment?
• What do I need to do to be assessed?
• How do I submit evidence?
• When do I need submit evidence?
• Who do I contact if I need support?
• How much does RPL assessment cost?
• What happens if I cannot provide evidence?
• What happens if I cannot provide enough evidence?

An RPL applicant may have many questions about the RPL assessment process before they commence. Giving information to prospective RPL applicants aims to provide answers to frequently asked questions.

Ideas for evidence

Specific information must also be provided. An RPL applicant needs to clearly understand the type and amount of evidence that required to be provided. This information may be descriptive rather than prescriptive, and when possible, it is useful to give a range of typical evidence that may support a person’s application for RPL.

Sometimes a single item of evidence may have multiple descriptions because there may not be a single or standard term used in industry or workplaces. For example:

It is only fair that an RPL applicant is informed that evidence is required for every performance criteria. The following example is an extension from the above example for the BSBPEF202 Plan and apply time management unit of competency.

A comprehensive list of evidence has to be communicated to the RPL applicant, otherwise they will not know what to do. They need to know the type and amount of evidence needed to be gathered. This is important information to help the RPL applicant focus on gathering evidence that must comply with the four rules of evidence: valid, current, authentic, and sufficient.

The RPL applicant needs to be provided with specific information relating to the required evidence for the unit or units of competency being assessed, such as:

• What specific evidence do I need to submit?
• What is current evidence? How can I prove that the evidence is current?
• What is authentic evidence? How can I prove that the evidence is authentic?
• How much evidence is sufficient evidence?

Volume or frequency of performance evidence

Some units of competency specify a volume or frequency of performance evidence. The specified amount of evidence to be provided must be communicated to the RPL applicant. The following are some examples.

The specified quantity of evidence is still required when a person is seeking RPL.

Instruments

Assessment instruments are required to gather knowledge evidence and gather performance evidence. Also, these instruments are used by the assessor to conduct the assessment and make their decisions about competence.

Gathering knowledge evidence

A common method for gathering knowledge evidence is asking questions. Questions can be written, verbal, or combination of both.

Written questions are often used because it can be a cost effective methods for the RTO. Using verbal questions help to explore a person’s breath and depth of knowledge. Having a ‘competency conversation’ is a useful approach. Verbal questions can be to tailored to specifically relate to an individual’s Portfolio of Evidence. Many people will find it easier to talk from their own experience rather than talking theoretically or hypothetically.

A verbal questioning approach has the additional benefit of helping to verify the authenticity of items from a Portfolio of Evidence.

Gathering performance evidence

A common method for gathering performance evidence during an RPL assessment process are:

• Portfolio of Evidence
• Third Party Reports.

Often indirect evidence is extensively used during an RPL assessment. And a favourable assessment result can not be made based solely on supplementary evidence.

Many people do not keep documents when they are performing their everyday work. Therefore, many people will not have ready access to document evidence. An RTO should be prepared to offer assessment tasks to the RPL applicant. This may include gathering direct evidence if an assessor can observe the RPL applicant performing tasks.

Assessment conditions

The assessment conditions specified for a unit of competency must be complied with. For example, the assessment conditions for the BSBPEF202 Plan and apply time management unit of competency states:

Skills in this unit must be demonstrated in a workplace or simulated environment where the conditions are typical of those in a working environment in this industry.

Basically, evidence for the BSBPEF202 unit must be from a workplace.

Assessment matrix

An assessment matrix gives an outline of the various assessment methods that can be used for gathering evidence. The following is an example for the BSBPEF202 Plan and apply time management unit of competency.

The above assessment matrix is incomplete. The matrix should also include:

• Performance Evidence
• Knowledge Evidence
• Assessment Conditions.

Some units of competency may also require evidence for the specified Foundation Skills. For examples units from:

• BSB Business Services Training Package
• FNS Financial Services Training Package
• ICT Information and Communications Technology Training Package.

Instructions

Clear and concise instructions will be required:

• Instructions for the RPL assessor
• Instructions for the RPL applicant.

The RPL assessor needs instruction about conducting the RPL assessment process. And the RPL applicant needs instructions to guide them through the RPL assessment process, in particular the gathering of evidence.

Non-evidence

It is common for RPL applicants to be asked to submit a resume, position descriptions, and job descriptions. And some RPL applicants are asked to complete a self-assessment. These documents may be useful background about a person’s previous work experience but:

• A resume or CV is not evidence
• Position or job description is not evidence
• Self-assessment is not evidence.

Asking ‘how-to’ questions

Asking ‘how-to’ questions should not be used as a method for gathering performance evidence. A person may not be able to describe how to perform a task, but they might have the ability to do it. And a person may have the words to describe how to perform a task, but they don’t have the ability to do it. Asking questions can gather knowledge evidence but not used to gather performance evidence.

How to develop an RPL Kit

It is common for the RPL assessment tool to be called an ‘RPL Kit’.

ASQA’s Guide to developing assessment tools is a document that is worthwhile reading before creating any assessment tool. It is brief, easy-to-read, and it covers essential information.

However, ASQA’s Guide does not go into the details about how to develop an RPL assessment tool.

• Step 1. Get your RTO’s RPL assessment tool template
• Step 2. Check that the general information about the RPL assessment process is clear, concise, and current (if not, re-write)
• Step 3. List ideas for evidence and add this specific information to the RPL Kit
• Step 4. Develop assessment instruments for the unit or units of competency that are covered by the RPL Kit
• Step 5. Write clear and concise instructions for assessors and RPL applicants.

Usually, an RPL Kit will be developed for an entire qualification. Hence, it will cover many units of competency. The RPL Kit can become a very big document. It will be important to organise and structure the RPL Kit to make it easier to read, navigate and use. This includes:

• Using headings, sub-headings, and a Table of Contents
• Using language that is clear, concise, and written in plain English.

In summary

The walnut has a hard shell. The effort to crack open the hard shell is rewarded by the tasty nut. RPL seems to be a hard nut to crack in the Australian VET system.

In this article, I have covered some key considerations when developing an RPL assessment tool, and I have listed a 5-step process for developing an RPL Kit.

An RPL assessment tool, also commonly known as an RPL Kit, should consist of the following four things:

The conduct of RPL assessment is another topic.

References

[1] https://www.asqa.gov.au/resources/glossary/r accessed 20 August 2021

[2] https://www.asqa.gov.au/standards/training-assessment/clauses-1.8-to-1.12 accessed 20 August 2021

[3] https://www.asqa.gov.au/standards/training-assessment/clauses-1.8-to-1.12 accessed 20 August 2021

[4] https://www.asqa.gov.au/standards/training-assessment/clauses-1.8-to-1.12 accessed 20 August 2021

Do you need help with your TAE studies?

Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?

Ring Alan Maguire on 0493 065 396 to discuss.

Contact now!

Training trainers since 1986

The following has been announced by the Education IRC:

“The TAE Training Package was last reviewed in 2015 and uploaded in 2016. In the five years since, the VET teaching, training and assessment landscape has drastically changed. The IRC considers that the TAE Training Package is currently not fit for purpose and does not fully address the needs of the VET sector for the following reasons:

• TAE units of competency do not deliver the variety, nor depth, of skills and knowledge that are relevant in a modern VET teaching, training and assessment environment;
• The packaging rules of TAE40116 Certificate IV in Training and Assessment do not provide adequate flexibility for learners pursuing the variety of VET teaching, training and assessment job roles that exist in the modern labour market;
• The TAE Training Package does not make use of ‘stackable’ skill sets that allow for a ‘scaffolded’ approach to skill development and attainment of qualifications;
• The TAE Training Package is not structured to support the range, and diversity of career pathways available to workers in the VET industry, meaning that existing qualifications (beyond TAE40116 Certificate IV in Training and Assessment) are often underutilised;
• The structure and content of the TAE Training Package does not address the skills gaps of those working in other education sub-sectors such as VET for Secondary Students or enterprise training.

As a result, the Education Industry Reference Committee (IRC) is proposing a holistic review of the TAE Training Package to ensure it aligns with the current skills needs of the VET sector and provides greater pathways into the profession.”

Reference: https://www.skillsforaustralia.com/project-page/education-tae/ accessed 29 July 2021

How has the VET teaching, training and assessment landscape drastically changed?

I have identified three things that have changed:

1. More trainers and TAFE teachers have used web conferencing platforms, such as Zoom, to deliver training sessions. It has not been difficult to learn how to use this technology.
2. It has become common for a learning management system (LMS), such as Moodle, to be used for students to submit their evidence and assessors to assess online. Again, it has not been too difficult to learn how to use this technology.
3. Increased emphasis on gathering evidence for all performance criteria and specified assessment requirements. This has often increased the workload of conducting assessments.

Can you think of anything else that has changed?

I agree that the VET teaching, training and assessment landscape has changed but I feel that the word ‘drastically’ has been used for impact, making it sound more ‘dramatic’. From a VET practitioner’s perspective, I think the changes associated with technology has been acceptable and relatively easy to cope with, but the increased workload associated with doing administration and assessment tasks is unacceptable. Often more tasks must be done by trainers and assessors without an increase in remuneration.

TAE units of competency

The Education IRC says that the TAE units of competency do not deliver the variety, nor depth, of skills and knowledge. This may be true, however, many people are ignorant of the details within the TAE units of competency. And many people don’t know how to interpret and contextualise the TAE units of competency to ensure the breadth and width of skills and knowledge are delivered.

• What is the Education IRC proposing?
• What additional variety is proposed?
• What additional depth is proposed?

Often people unfairly condemn the TAE units of competency. Sometimes, the condemnation should be directed at how an RTO delivers the TAE training rather than thinking that the problem is with the units of competency.

TAE qualification packaging rules

The Education IRC say that the packaging rules of TAE40116 Certificate IV in Training and Assessment do not provide adequate flexibility for learners who will get employed by different types of RTO, such as:

• TAFE
• Private RTO
• Schools (VET in Schools)
• Community RTO
• Enterprise RTO.

Also, some TAE Graduates want the qualification to work in a non-VET training role. Many of these people do not need the ‘full qualification’. An appropriate skill set would usually be what’s needed.

Increase the number of qualifications

One solution is to develop several qualifications; one qualification for each different type of RTO.

• What does the Education IRC think the different tasks performed by trainers and assessors are when they work at the different types of RTOs?
• Let’s say a person gets a customised qualification for working at one type of RTO. What happen when this person moves jobs from one type to another type of RTO? Do they need to re-train? And what happens when this person works for multiple types of RTO? Do they need multiple qualifications?
• Many people do not know exactly what type of RTO they will work for after becoming qualified. If there are multiple qualifications to choose from, what qualification will they select?

Increase the number of elective units

Another solution is to increase the number of elective units. It is rare for TAE Student to select the elective units. It is usual for RTOs to offer a TAE program with elective unit or units already selected.

Some qualifications are designed to have a lot of flexibility, while other qualifications are designed to have very little flexibility. It seems that the more regulated a work environment is, the less flexibility there is.

Career pathways

The Education IRC says that the TAE Training Package is not structured to support the range, and diversity of career pathways. Currently, the Australian VET system has qualifications for the following job roles:

• LLN specialist or consultant
• Senior trainer/Senior TAFE teacher
• Course design and development
• Sales and customer service
• Compliance and auditing
• Administration
• Management.

What jobs in VET require new qualifications to be developed?

Also, the Education IRC says that the existing TAE qualifications (beyond TAE40116 Certificate IV in Training and Assessment) are often underutilised. This may be due to market demand rather than lack of relevant qualifications.

Gaps in the TAE Training Package

The Education IRC says that the TAE Training Package does not address the skills for:

• Secondary school teachers delivering VET in Schools programs
• Enterprise trainers, industry trainers and workplace trainers.

What are the skill gaps that have been identified by the Education IRC?

The delivery of good training starts with good training design. And the design of competency-based training require an attention to particular details to ensure it is compliant within the Australian VET system.

On Target Work Skills is proud to be presenting an interactive webinar about how to design competency-based training. It has been designed as a professional development opportunity for trainers wanting to learn more about training program design or refresh their current competency.

The webinar shall be facilitated by Alan Maguire.

Webinar objectives

In this webinar you will learn the following techniques:

• How to estimate total training duration
• How to determine training program content
• How to use blocks of time to build a training program.

And topics covered during the webinar shall include:

• Establishing learning objectives
• Volume of learning and nominal hours
• Unpacking a unit of competency
• Interpretation and contextualisation
• Cognitive load and attention span
• Gagné’s 9-events of instruction.

Webinar dates

Select one of the following:

• Tuesday 10th of August, 2021
• Wednesday 18th of August, 2021
• Thursday 26th of August, 2021

Start time 2:00pm Australian Eastern Standard Time, finish by 4:30pm.

Webinar location

You can attend from your workplace or home because the webinar will be delivered via Zoom.

Are you new to Zoom video conferencing? If you are, please don’t be concerned. The connection to Zoom is quick, and using Zoom is easy. Instructions about joining and using Zoom will be provided when your webinar enrolment is confirmed.

Please call Alan Maguire on 0493 065 396 to reserve your place.

Contact now!

Training trainers since 1986

This article describes what assessment validation is, and in this article I will cover:

• An introduction to assessment of validation
• The definition of assessment validation
• A prime source of information about assessment validation
• The difference between validation and moderation.

Introduction to assessment of validation

The Australian VET system is highly regulated. The regulations that must be complied with are the Standards for Registered Training Organisations (RTOs). One compliance requirement is that RTOs must continuously improve training and assessment services. Two ways that an RTO may identify improvements are:

• Training evaluation
• Assessment validation.

Training evaluation

We say that we evaluate training. Evaluation is the quality review of the training process. Most people have completed an evaluation form at the end of a training program. This is a common method of gathering data that can be analysed to identify areas for improvement focused on the delivery of training.

Assessment validation

We say that we validate assessment. Valuation is the quality review of the assessment process. The Standards for RTOs states that:

• RTOs must conduct assessment validation
• RTOs must maintain assessment validation records.

If you are new to assessment validation, you may like to think of this activity being the evaluation of assessment, but we called it ‘validation’. It is a method of gathering data that can be analysed to identify areas for improvement focused on the conduct of assessments.

Definition of assessment validation

A definition of terminology used by the Australian VET sector can be found in the glossary of the Standards for RTOs.

Assessment valuation is defined as:

“Validation is the quality review of the assessment process.

It involves checking that the assessment tools produces valid, reliable, sufficient, current and authentic evidence to enable reasonable judgements to be made as to whether the requirements of the training package or VET accredited courses are met.

It includes reviewing a statistically valid sample of assessments and making recommendations for future improvements to the assessment tool, process and outcomes and acting upon such recommendations.”

I have dissected the definition and provided the following explanation.

Information about assessment validation

A prime source of information about assessment validation is published by the Australian Skills Quality Authority (ASQA). A fact sheet about conducting validation is available. It can be downloaded as a PDF file or viewed onscreen from the ASQA website.

Validation sample size calculator

ASQA has provided a ‘validation sample size calculator’. It can be used to calculate the number of assessments that would represent a statistically valid sample size. The example given by ASQA shows that 31 samples of assessments are required for validation when a total of 100 students have been assessed by an RTO.

Random sample selection

The selection of assessments should be randomly selected. For example, if 31 out of 100 assessments are required, select every third name on an alphabetical list of students.

If you are invited to an assessment validation meeting, please be prepared for a long meeting (and take your lunch).

Difference between validation and moderation

Some people get confused about validation and moderation.

• Assessment validation is the quality review of the assessment process and is generally conducted after assessment is complete.
• Assessment moderation is a quality control process aimed at bringing assessment judgements into alignment.

Assessment moderation

Assessment moderation occurs when a group of assessors meet to discuss sample assessments. The purpose of moderation is to help different assessors come to a common agreement so that their future assessment are consistent and based on evidence. The principle of assessment being addressed is ‘reliability’.

It would be useful to have a range of sample assessments at a moderation meeting:

• Assessments that are clearly competent
• Assessments that are clearly not yet competent
• Assessments that are difficult to make a clear decision.

In conclusion

We evaluate training, we validate assessments.

RTO must conduct assessment validation:

• RTOs must review each training program at least once over a five-year period
• RTOs must review a statistically valid sample of assessments
• RTOs must keep records of assessment validation.

And assessment validation is not the same thing as moderation.

Do you need help with your TAE studies?

Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?

Ring Alan Maguire on 0493 065 396 to discuss.

Contact now!

Training trainers since 1986