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.

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