LEARNING OUTCOME #2

CONDUCT
PRE-ASSESSMENT
  Recognition of Prior Learning
CONTENTS
 Pre-assessment

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 1. Pre-assessment instruments are prepared in
accordance with the number of applicants
2. Context and procedures of pre-training assessment
are well explained according to guidelines.
3. Evidence is gathered using the assessment tools
Assessment specified in the evidence plan.
Criteria 4. Evidences are evaluated and feedbacks are discussed
based on the results of the pre-training assessment.
5. Current competencies and prior learning are
determined and credited.
6. Characteristics and profile of learners are evaluated.

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 WORKPLACE LOCATION

EQUIPMENT
Condition  Computer
 LCD

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 TOOLS, ACCESSORIES AND
SUPPLIES
 White board
Condition  CD

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 Training Materials

 RPL Materials
 Bond Paper
Condition  Competency Standards
 Training Regulations

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 ◦ Demonstration & Oral Questioning
ASSESSMENT ◦ Written Test
METHOD

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 Information Sheet 2.2-2
◦ Recognition of Prior Learning

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  define RPL;
 enumerate the advantages of RPL;
 determine evidences of
LEARNING
competency; and
OBJECTIVES
 identify the criteria for assessing
evidences of prior learning.

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Recognition of
Prior Learning
Recognition of prior learning or experience is a
form of assessment used to determine whether
a person has achieved, through informal and
formal learning and experience, the required
competence for entry and/or credit in a
recognised course or training program.

(Rumsey 1994, p.15)

RPL is an essential component of
competency-based training. It focuses
on current competency standards
gained by individuals through:
Work experience
Life experience
Formal training
Informal training
  RPL allows you to complete formal
education in a shorter period of time
and at less cost.

 RPL means that you do not have to

repeat or waste time learning what you
have already learned.
Advantages
 RPL increases your career and
of RPL education options through recognized
skills and knowledge.

 RPL allows for fairer access to studies

that you wish to undertake.

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 A trainee needs to provide sufficient
evidence of his knowledge and skills by
submitting relevant documents and/or
materials. The integrity of the RPL process
Evidences
cannot be compromised, therefore the
for RPL burden is on the trainee to supply as much
evidence as possible but it is with the trainer
to confirm trainee’s competence.

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  formal statements of results
 examples of work or resources which you
have produced
 performance appraisal reports
 references from current or previous
Evidences employers
for RPL  position descriptions/job role
 Details of formal training, seminars,
conferences and workshops you have
attended
 which are relevant to this qualification

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  Certificates of
participation/achievements/awards/letters of
commendation
 video tapes, tape recordings and/or
photographs of work activities
Evidences  specific details of work and/or participation in
for RPL projects
 written testimonials from managers or
colleagues
 written validation from workplace supervisor
 documented workplace demonstration

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 ◦ The process includes an assessment of skills
and knowledge against the elements and
RPL performance criteria of the relevant unit.
assessment Trainee’s competence will be assessed against
the following six criteria.

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  Authenticity

 Does the trainee have evidence of his skills and

knowledge? (Include formal qualifications, position
descriptions, references and any other material to
support the claim. The evidence must be
authenticated by the appropriate authority.)
RPL  Currency

assessment  Are the skills and knowledge used in the work

force now?
 Quality

 Are the skills and knowledge at a standard

appropriate for current requirements as per
Competency Standards?

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  Relevance

 Are the skills and knowledge relevant to the

particular qualification?
 Transferability

 Are the skills and knowledge gained

RPL elsewhere relevant to the particular
qualification?
assessment
 Validity

 Can the applicant demonstrate a skill

required for the course? (This may be
necessary for practical units.)

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  formal recognition of work and life skills
The  elimination of redundant learning
perceived
 reduction in time spent in college
benefits of
 boosted self-esteem
RPL for
participants  more rapid access to higher paid and higher status

jobs

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  avoid wasting resources on retraining students
The
who already
perceived
 possess relevant skills and experience
benefits for
 maximising places for those people who need
the Training
training
Institution
 in the longer term, closer liaison with industry

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  speedier training of employees
 continuity of staff

The  more effective and efficient use of skills in

perceived the industry resulting in a balance
benefits for between labour supply and demand
employers  employees' study leave requirements and
time away from the workplace being kept
to a minimum

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Information Sheet 2.2-2

◦ PRE – ASSESSMENT

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  identify and explain the purposes
of pre-assessment;
LEARNING
 enumerate the materials needed
OBJECTIVES
for pre-assessment.

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 PURPOSES OF

◦ PRE – ASSESSMENT

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 Trainee’s characteristics are inputs in the
preparation and scheduling of the activities of
each trainee. Training methods appropriate for
To determine the trainee will be dependent on his
trainee’s characteristics and learning styles. In the Plan
Training Session, you were asked to prepare
characteristics the Data Gathering Instrument for Trainees
Characteristics. This should be administered to
each trainee for reference.

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 CBT recognizes prior learning. This is
especially important when planning the
learning activities of each trainee. A pre-
assessment is necessary to recognize the
To recognize
skills that are already learned previously
prior learning through training or experience of the
trainee. Before recognizing the prior
learning however, pre-assessment should
be done.

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It is recommended that the following methods of assessment shall
be done to ensure that prior knowledge are recognized:

 Self-assessment (use Form 4.1)

 Portfolio assessment (use Form 4.2)
 Interview (use the institutional competency evaluation
tools)

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It is recommended that the following methods of assessment shall
be done to ensure that prior knowledge are recognized:

 Self-assessment (use Form 4.1)

 Portfolio assessment (use Form 4.2)
 Interview (use the institutional competency evaluation
tools)
 Demonstration method (use the institutional evaluation
tools)

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 After assessing the skills of the trainee,
To determine Forms 4.3 and 4.4 are used. This will
training needs summarize the training needs of each
trainee.

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Pre-assessment
Activities

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 Pre- 1. Determine the time for each student to
accomplish all forms. Write them down on
assessment the board before the pre-assessment
Activities starts.

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 Nitko(2001, p.117) provides
some estimates of time to
Pre- complete various types of
questions for junior and senior
assessment
high school students.
Activities Oosterhof(2001, p. 117), gives
similar estimates but indicates
poor readers might need more
time.

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 Type of Test Time to finish a question
True-False 15-30 seconds

Multiple Choice(recall questions that

30-60 seconds
are brief)

Pre- More complex multiple choice 60-90 seconds

Multiple choice problems with calculations 2-5 minutes

assessment Short answer(one word) 30-60 seconds
Activities Short answer(longer than one word) 1-4 minutes
Matching(5 premises, 6 responses) 2-4 minutes
Short essays 15-20 minutes
Data analyses/graphing 15-25 minutes
Drawing models/labeling 20-30 minutes
Extended essays 35-50 minutes

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 2. Explain the purpose of the pre-assessment
which are the following:

 To determine the learner’s characteristics

Pre-  To determine current competencies
assessment  To recognize prior learning
Activities  To determine training needs
 The data gathered will be used to adjust
learning methods, facilities/resources to fit
individual training needs

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 3. Plan adjustments for trainees special needs such as the
following:

 Providing written instructions for students with hearing

problems
 Using large print, reading or recording the questions on
audiotape (The student could record the answers on tape.)
Pre-  Having an aide or assistant write/mark the answers for
the student who has coordination problems, or having the
assessment student record the answers on audiotape or type answers
 Using written assessments for students with speech
Activities problems
 Administering the test in sections if the entire test is too
long.
 Asking the students to repeat the directions to make sure
they understand what to do
 Starting each sentence on a new line helps students
identify it as a new sentence Including an example with
each type of question, showing how to mark answers
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 Pre- 4. Check to see that directions for
assessment marking or scoring (point values, etc.)
Activities are included with each type of item.

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 5. Decide if students are to mark
Pre- answers on the test, use a separate
assessment answer sheet, or use a blank sheet of
Activities paper.

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 Pre- 6. Make an answer key. (This is easy
assessment to do as you write the questions.)
Activities

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 7. Prepare the following forms for the pre-
assessment for each student:

 Form 4.1
Pre-
 Form 4.2
assessment
 Form 4.3
Activities
 Form 4.4
 Questionnaire for determining learner’s
characteristics

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PRE-ASSESSMENT

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 Written Pre-assessment
Instrument (pre-test)
Before Pre- A trainer’s test administration procedures can
Assessment have great impact on trainee’s test performance.
As you will see in the guidelines below, test
administration involves more than simply handling
out and collecting the test.

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 1. Avoid instilling anxiety
2. Give as many of the necessary oral directions as
possible before distributing the tests, but keep
them to a minimum.
3. Explain the purpose of the test.
Before Pre- 4. Give test-taking hints about guessing, skipping
and coming back, etc.
Assessment 5. Tell students the amount of time allowed for the
test. You may want to put the length of time
remaining for the test on the board. This can be
changed periodically to help students monitor
their progress. If a clock is prominently available,
an alternative would be to write the time at which
they must be finished.

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 6. Tell the students how to signal you if they have a
question.
7. Tell the students what to do with their papers
when they are finished (how papers are to be
collected).
8. Tell the students what they are to do when they
are finished, particularly if they are to go on to
Before Pre- another activity (also write these directions on
the chalkboard so they can refer back to them).
Assessment 9. Rotate the method of distributing papers so you
don't always start from the left or the front row.
10. Make sure the room is well lighted and has a
comfortable temperature.
11. If a student is absent, write his/her name on a
blank copy of the test as a reminder that it
needs to be made up.
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 1. Distribute the following:

a. Data Gathering Tool for Trainees

Characteristics
a. Form 4.1
During Pre-
b. Form 4.2
Assessment
2. Ask trainees to fill-up the questionnaire
and forms. Time allotment is to be
determined by the trainer.
3. Administer the pre-test.

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 1. Collect the test paper and answer
sheets immediately after a trainee
finishes.
2. Check the answers of the pre-test. This
will be one of your basis in assigning
trainees in their work stations. This is
also an input for the RPL.
AFTER THE
TEST 3. Base on the data collected from Form
4.2 and the pre-test scores, determine
trainees who possibly have RPL.
4. Set a schedule for interview and
demonstration for trainees who are
candidates for RPL.
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 5. After the interview and
demonstration of skill,
recognize prior learning by
awarding Certificate of
AFTER THE Achievement.
TEST 6. Record results to the progress chart.
7. Identify individual training needs
using Form 4.3 and 4.4.

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