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C1-4 Design simple RPL assessment frameworks


  • To what extent can assessment frameworks be designed to enable easy comparisons between assessment of informal/non-formal learning and formal learning?
  • To what extent can assessment be linked to work-based learning and working practices? 

Good practice 

  • Assessments are appropriate to the nature and outcomes of informal learning, while still ensuring integrity of the process and outcome.
  • Assessments are mapped against programme level outcomes or SCQF level descriptors for large amounts of credit rather than against programme modules.
  • Greater use of level descriptors are made to enable the articulation of prior informal learning in learning outcomes to enable an easier comparison between the outcomes in terms of capacity and competence and those demonstrated through personal or professional experiences.
  • Greater use of existing workplace learning and working practices in evaluation and assessment is made as part of work-based learning programmes.
  • Comparability, currency and authenticity of learning are essential criteria in assessing RPL claims.
  • Key assessment criteria are established e.g.
    • Acceptability: Is there an appropriate match between the evidence presented and the learning outcomes being demonstrated; is the evidence reliable and valid?
    • Sufficiency: Is there a sufficient breadth and depth of evidence, including evidence of reflection, to demonstrate the achievement of the learning outcomes or competences claimed?
    • Authenticity: Is the evidence clearly the outcome of the learner’s own effort?
    • Currency: Is what is being assessed current learning? Does the learner need to provide evidence of having kept the learning up-to-date, if the learning experience occurred some time ago?