The document outlines a five-element staged process called RARPA for recognizing and recording progress and achievement in non-accredited learning. The five elements are: setting aims appropriate for individual learners or groups; initial assessment to establish learners' starting points; identifying appropriately challenging learning objectives; recognizing and recording progress through formative assessment; and end-of-program self-assessment, tutor assessment, and review of overall progress. The process is designed to focus on learners' needs and interests, account for diverse learning purposes, and encourage reflection on achievement.

1. RARPA Recognising and Recording Progress and Achievement in non-accredited learning

2. Focus on and promote the needs and interests of learners; Take account of learners’ diverse and sometimes multiple purposes in learning; Allow for negotiation of the content and outcomes of learning programmes Encourage learners to reflect on and recognise their own progress and achievement, thus increasing their confidence; The staged process has been designed to:

3. The staged process has been designed to: Promote and support informed learner self-assessment, peer assessment and dialogue about learning and achievement between learners and tutors/trainers; Enable both the achievement of planned learning objectives and learning outcomes not specified at the outset to be recognised and valued; Promote good practice in teaching, learning and assessment Enhance providers’ quality assurance and improvement practices.

4. The RARPA staged process comprises five elements: Aims appropriate to an individual learner or groups of learners Initial assessment to establish the learner’s starting point Identification of appropriately challenging learning objectives Recognition and recording of progress and achievement during programme (formative assessment) End of programme learner self-assessment; tutor summative assessment; review of overall progress and achievement.

5. Clearly stated aims For the programme/learning activity Clear simple course outlines/descriptors Easily understood intended learning outcomes Information on resources needed (if any)‏ Information on any pre-requisites for participation in the programme How you will know what you have learned

6. Record of outcomes of process of establishing learners’ starting points Previous knowledge and experience Limiting factors or inhibitions Practical support needs Personal aspects of why the learner is there and concerns they may have Initial Assessment

7. Clearly stated and suitably challenging objectives for all programmes and, wherever feasible, individually In addition to the learning aim the learner may have their own goals and reasons – the tutor needs to be aware of these to make the learning effective Additional ‘soft’ outcomes around increased confidence, social skills, personal goals. Individual Challenging Goals

8. Records of learner self-assessment, group and peer assessment, tutor records of assessment activities and individual or group progress and achievement. Learners’ files, journals, diaries, portfolios, artwork, Videos, audiotapes, performances, exhibitions Displays, individual or group learner testimony, Artefacts, photographs and other forms of evidence Formative Assessment and Feedback: Evidence

9. Learner’s self assessment Tutor assessment Peer reviews Group reviews Joint reviews Learner satisfaction outcomes Other information that can be collected Summative Assessment

10. Quality Assurance Learners’ outcomes End of programme/activity review Self Assessment Quality improvement actions The common inspection framework Inspection

11. RARPA mapped to the CIF KQ1 How well do learners achieve? KQ2 How effective are teaching, training and assessment? KQ4 How well are learners cared for, guided and supported? End-of-programme learner self-assessment; tutor summative assessment; review of overall progress and achievement KQ1 How well do learners achieve? KQ2 How effective are teaching, training and assessment? KQ4 How well are learners cared for, guided and supported? Recognition and recording of progress and achievement during programme (formative assessment): tutor feedback to learners, learner reflection, progress reviews KQ1 How well do learners achieve? KQ2 How effective are teaching, training and assessment? KQ3 How well do the learning experiences meet the needs and interests of learners and the wider community? KQ4 How well are learners cared for, guided and supported? Identification of appropriately challenging learning objectives: initial, renegotiated and revised KQ1 How well do learners achieve? KQ2 How effective are teaching, training and assessment? KQ4 How well are learners cared for, guided and supported? ? Initial assessment to establish the learner’s starting point KQ1 How well do learners achieve? KQ2 How effective are teaching and assessment KQ3 How well do the learning experiences meet the needs and interests of learners and the wider community? Aims appropriate to an individual learner or groups of learners (clearly stated learning aims)

12. Diolch