Assessment and Support for the Recognition of Prior Learning through the Accreditation of Learning Outcomes F/505/0187

Transcription

1 Unit Code: This unit has 5 learning outcomes LEARNING OUTCOMES The learner will: 1. Be able to promote understanding of recognition and accreditation of prior learning with external stakeholders 2. Understand how to provide guidance for learners ASSESSMENT CRITERIA The learner can: 1.1. Describe models of recognition to learners, assessors and other relevant stakeholders 1.2. Describe how external stakeholders can support the professional skills and competencies of those involved in providing guidance on recognition and accreditation of prior learning 1.3. Explain the relevant processes, procedures, and criteria that ensure recognition of prior learning is accepted as equivalent to other forms of assessment by relevant external stakeholders 2.1. Describe procedures for providing professional guidance for learners, assessors and other relevant stakeholders 2.2. Explain the importance of guidance that ensures learners have ownership of the process of recognition and, where appropriate, accreditation, as an entitlement or right 1

2 Unit Code: LEARNING OUTCOMES The learner will: 3. Be able to support learners to recognise prior learning and achievement ASSESSMENT CRITERIA The learner can: 3.1. Provide guidance for learners in choosing target qualifications that include their prior learning 3.2. Describe evidence required to meet the relevant learning outcomes, assessment criteria, and verification requirements for the learners target unit(s) 3.3. Support learners with different needs to collect, organise and present theoretical and performance evidence to meet the requirements of the target unit(s) 2

3 Unit Code: LEARNING OUTCOMES The learner will: 4. Be able to assess evidence presented by learners ASSESSMENT CRITERIA The learner can: 4.1. Explain how a consistent approach is achieved by the assessment team within the processes of quality assurance 4.2. Judge the reliability, validity, authenticity, currency, relevance, and sufficiency of a range of evidence presented by a learner to meet the learning outcomes of the target unit(s) 4.3. Provide clear and constructive feedback to learners who have not satisfied the learning outcomes of the target unit(s) identifying the additional evidence required 4.4. Maintain records for assessment and verification purposes 5. Be able to evaluate and improve practice 5.1. Evaluate own, learner and the assessment team experiences of applying the recognition process 5.2. Identify improvements to practice

4 Unit Code: ASSESSMENT INFORMATION Specific Requirements for Assessment and delivery of this unit. ASSESSMENT AND DELIVERY INFORMATION Centre devised assessment tasks should be approved by before delivery takes place in order to ensure the assessment is fit for purpose and meets the standards required. Unit Summary The aim of the unit is to understand and demonstrate how to provide guidance for, promote and undertake practice related to recognition and accreditation of prior learning. Assessment Requirements/Recommendations The units of assessment were written by LSIS, based on LSIS overarching professional standards for teachers, tutors and trainers in education and training. The aim of this unit is to assess a candidate s performance in carrying out the assessment of vocational skills, knowledge and understanding outside of the work environment. The unit does not require the design of assessments. Evidence for all learning outcomes must come from performance in the work environment. Candidates should be given the opportunity to be involved in negotiating delivery and assessment methods and approaches for a minimum of two assessments with a minimum of two of their own learners (a minimum of at least four in total). Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. Indicative Content Models of recognition and APL, the processes and procedures of the accreditation of prior learning. Advice and guidance e.g. learner responsibility within the APL process, target qualifications, evidence required etc. 4

5 Unit Code: Support learners in selection, development and presentation of evidence. Maintenance of appropriate records. Working with others in the APL process e.g. learners, practitioners, external stakeholders etc. Assessment of and feedback on evidence e.g. currency, validity, reliability, type(s) of evidence etc. Reflection reflect with learners and others on process to determine development needs and quality improvement opportunities. Reflection on own practice, skills and development needs e.g. identifying constraints and opportunities, action planning, CPD etc. Recommended Reading Challis M (2002) Introducing Apel. London. Routledge Day M (2002) APL: a practitioner s guide. London. Nelson Thornes McKelveney C, Peters H (2002) APL: Equal Opportunities for All? London. Routledge Michelson E, Mandell A (2004) Portfolio development and the assessment of prior learning: perspectives, models and practices. Sterling VA. Stylus Delivery Requirements/Recommendations Appropriate physical resources will be required to deliver and assess this unit. See full specification for the requirements for those delivering units and/or observing and assessing practice. 5

6 Unit Code: Owner: Unit Grading Structure Sector Subject Areas (SSA) LSIS PASS 13.1 Teaching and lecturing Unit Review Date (dd/mm/yyyy) 31/05/2017 Availability for Use Restricted organisations Assessment Guidance Shared N/A The learning outcomes must be assessed in a teaching and learning environment. Simulation is not permitted. Equivalences There is a requirement to observe and assess practice in this unit. N/A 6