Quick and Simple?
Conversation 1
Quick and simple RPL?
“How can we reconcile the tension between quality assessment and the economic imperative – “quick and simple” and increased volume? (COAG, OECD, 2007).
Our group’s morning discussion, facilitated by Cliff Trood, ICVET, explored this question.
All agreed that there is indeed a tension, the ‘simple’ is actually very complex and can’t be reduced to a “tick and flick” approach. One member felt the tension has been increased by the introduction of full Annual Student Hours for RPL; “the temptation is to do the quick and the dirty and get rewarded for it”.
It was acknowledged that that the impetus for “quick and simple” is coming from industry as well as COAG. The importance of promoting the benefits of RPL to industry and building relationships with industry was discussed and all agreed on the importance “Engaging with industry is an important role of the VET teacher.” but emphasised what a time-consuming process it is.
All agreed that RPL needs to be flexible and “learner-centred”. A salient comment was: “the auditor is not my client, the student is”. Another commented that the whole process can be too daunting for students and they elect to “just do an assessment event”. The question was posed; “do we ask for more evidence for RPL as compared to assessment in the classroom?”
Changing context of assessment
One in the group suggested that as teachers we can be a bit “classroom-centric” and not trust what happens outside the classroom in terms of learning and assessment. We need to develop simple ways of gathering evidence. The context of assessment is shifting, from the classroom to the workplace, from teacher to assessor. We need to be flexible and understand that there can be different models for RPL.
RPL is just a form of assessment
It was commented that tension can arise from seeing RPL as “something weird and wonderful” but really it is just a form of assessment. It is important to realise that RPL is a reflective process so is therefore a learning process as well as an assessment process.
Conversation 2
Teacher vs Assessor?
The Blue group’s second conversation, again facilitated by Cliff Trood, was around:
“How can we reconcile a teacher’s role as an educator as opposed to that of an RPL assessor – how do you take the learning out of assessment?”
All agreed that this was an important conversation to have, to recognise a “deeper, richer learner-centred process leading to RPL.” One suggestion was the use of action learning projects as a way of linking learning and assessment. It was acknowledged that learners want to learn, they don’t want the “tick and flick” approach. This is reinforced by TAFE NSW, which also values quality outcomes.
Teachers have the skills as educators to look at evidence and recognise learner’s skills. “Good quality assessment involves learning.” Chris Lee encouraged practitioners to move away from the portfolio mindset and be more open to other tools such as having a conversation. Using strategic questioning is an RPL tool that helps make “the learning explicit”. We need to look at what processes make RPL accessible and simple for students, yet maintain rigour.
The group agreed that learning and assessment are closely linked and there can be a wide variety of practice. As teachers we need to take a professional development approach to RPL. A suggestion in this regard was talk to people who have been through the RPL process, both as candidate and assessor.