This is Module 4 - Assessment Methodologies - of the ILO RPL training course. I have gone through in detail the process design, when using a researched methodology by Dr. Judy Harris, and then how to use that to create your RPL implementation strategy. Click here to access the Working Manual Document. (https://bit.ly/3GBWLdY) If this resonates, get hold of us to assist you in designing your RPL strategy.

1. M4: Assessment Methodologies for RPL
22 November, 9.30 – 11am
Darryn Van Den Berg

2. Context:
- RPL Methodology example. (Start your plan.)
- RPL candidate and ECO system.
- Assessment Domains and Evidence. (Continue your plan.)
Assessment Process:
- Apply the methodology to the process
- Practical implementation. (Finish your plan)
TODAY

3. Diagnostic / RPL: Assessment FOR Learning.
Formative: Assessment AS Learning.
Summative: Assessment OF Learning.
Post Assessment: Assessment FROM Learning
WHEN (TYPES of Assessment)

4. 1. Education Space:
Qualifications, Part Qualifications, Short courses, Credits, Unit Standards, recognition of Prior Learning (RPL)
2. Business Space:
Competencies, Recruitment, Promotions, Performance reviews, Probation periods, Induction programmes,
inhouse training concepts, on-job-coaching
3. Professional Bodies Space:
Designations, Continuous Professional Development (CPD).
WHERE (Methodology is impacted by where?)

5. AN RPL MODEL (to consider) Dr. Judy Harris

6. DO SOMETHING (Choose a Project – pg 2)
Action 1: Choose a Project.
- Pick an RPL project that you want to work on. (or make one up)
- Complete the Table on Page 2.
5 min

7. BLOOMS TAXONOMY (a place to start?)

8. DO SOMETHING (Choose a the Domain and Description – pg 4)
Action 2: Choose the Domain
From the project you have chosen,
choose/select the different descriptions
from blooms taxonomy words that would
best describe how you RPL Candidate’s
competence can be assessed.
5 min

9. RPL CANDIDATE (who/what/where?)
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10. ECOSytsem (a Digital Ecosystem?)

11. Cognitive Skills
WHAT (WHAT is Competence?)
Interpersonal Skills
Psychomotor Skills

12. DO SOMETHING (Mix and Match – pg 5)
Cognitive Skills
Interpersonal Skills
Psychomotor Skills
Action 3: Assessment Domains
From the descriptor words you chose in Action 2, match which Skills will be used in the evidence
required for each of the words selected. (Draw the skills ICON next to the word)
5 min

13. Portfolio of
Evidence
TYPE OF EVIDENCE (Considering Evidence)
- Videos (skills demonstration)
- Audio (voice notes)
- Handwritten documents
- Typed documents
- Enrolment Forms and documentation.
- Digital design. (Webpages, coding, working
prototypes etc..)
- Pictures/images/gifs
- Presentations
- Interviews
- Artwork

14. DO SOMETHING (Types of evidence pg 6)
Action 4: Types of Evidence.
1. Write the *Descriptive Words* that you chose for each description level that you chose. (Action 2: pg 4)
2. Transfer the domain’s that you choose for each word into the Domain column. (Action 3: pg 5)
3. Write in the SPACE / where the RPL should take place. (Action 3: pg 2 - SPACE)
4. Add the type of evidence you think can be used to show the achieved outcome.
10 min

15. Portfolio of
Evidence
TOOLS FOR EVIDENCE (Creating Evidence)
- Mobile Device
- PDF / Word Processing technology
- Slide Share
- YouTube/Vimeo
- Voice Notes
- Process design documents
- Forms / tech chatbots
- Art work / photos

16. DO SOMETHING (acceptable evidence)
Action 5: Assessment Tools.
Using your answers from Action 4, decide what tools can be used to ensure that the TYPE of evidence
required will be able to be created and submitted for evidence in the RPL process.
5 min

17. PROCESS
IF THERE IS TIME

18. PROCESS (of Assessment)
Dr. Karen Deller

19. PROCESS (of Assessment)

20. PROCESS (step 1 - start)
User Registers
User completes pre-
assessment meeting
(declaration agreement to be
assessed)
Training / Learning Journey
(e-Learning / Virtual
classroom / blended)
RPL Candidate
1 2 3
2a
Start
1-3
RPL Process
Design

21. PROCESS (step 2 - assessment)
Assessment
(takes place, first round and
remediation as necessary)
Exit Integrated
Assessment
Registration
(AQP / Governing Body)
Exit Integrated
Assessment
(AQP / Governing Body)
5
i ii
Portfolio of Evidence
(User creates a Portfolio of
Evidence and submits)
4
Assessment
4-5

22. PROCESS (of Assessment)
Dr. Karen Deller
1 2
4
7 6
2

23. DO SOMETHING (acceptable evidence)
ACTION 6: Assessment Plan
Consider the results of your first 5 actions, and now link the actions to the process below, and
decide for each step what will the assessment requirement look like (Purpose), what success will
look like when the step is achieved: (Outcome) and what tool do you need to ensure that
greatest chance of success (Type/tool)
10 min

24. Portfolio of
Evidence
WHERE TO STORE (WHAT to use for Assessment)
0%-70%
Competence: Requires further training (content provision.)
71% - 85%
Requires further On job Coaching (Skills Sharpening)
86-99%:
Requires Mentoring or Ambassador development. (Skills
Perfecting)
100%+:
Provider of support to others. (Other Skill
development)

25. Q&A
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