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B1-2 Establish the key components of the RPL process – stage 2: support


Questions

  • To what extent are students provided with support to enable them to complete the RPL process and help them to understand their own learning and how it relates to the programme they are applying to gain credit for?
  • To what extent is agreement reached between student, assessor and advisor on the mechanisms by which the claim is to be assessed?

Good practice

  • Support is provided to students to enable them to:
    • complete the RPL process  
    • help them to understand their own learning and
    • how it relates to the programme they are applying to gain credit for.
  • Subject specific support for RPiL includes:
    • Advising if the learning from experience is likely to be at the appropriate SCQF level
    • Clarifying programme/module learning outcomes and/or agreeing the student’s own learning outcomes
    • Advising on the mechanism for providing evidence of learning and criteria for assessment
    • Advising on which types of evidence are appropriate to the learning outcomes
    • Advising on how to relate the learning from experience and current theory
    • Advising on the level of analysis required in the submission
    • Providing feedback on drafts (where appropriate).
  • Support protocols and boundaries are made explicit e.g. time allocation, availability and responsiveness of staff.
  • Advice is provided on:
    • Mechanisms for evidence of learning.
    • Interpreting ‘academic jargon’.
    • Actual fees e.g. for credit transfer, support, assessment (and there is transparency in the method for calculating fees).
    • Assessment criteria (e.g. acceptability, sufficiency, authenticity, currency).
  • Agreement is reached between student, assessor and advisor on mechanisms by which the claim is to be assessed.
  • Support for RPiL includes:
    • Encouraging reflection
    • Helping to identify sources of learning
    • Helping with the selection or development of learning outcomes
    • Advising on the mechanism for providing evidence of learning
    • Helping to identify evidence of learning
    • Providing feedback on the presentation of the submission.