Assessment and Support for the Recognition of Prior Learning through the Accreditation of Learning Outcomes

Describe models of recognition to learners, assessors and other relevant stakeholders.

Describe how external stakeholders can support the professional skills and competencies of those involved in providing guidance on recognition and accreditation of prior learning.

Explain the relevant processes, procedures and criteria that ensure recognition of prior learning is accepted as equivalent to other forms of assessment by relevant external stakeholders.

Describe procedures for providing professional guidance for learners, assessors and other relevant stakeholders.

Explain the importance of guidance that ensures learners have ownership of the process of recognition and, where appropriate, accreditation, as an entitlement or right.

Provide guidance for learners in choosing target qualifications that include their prior learning.

Describe evidence required to meet the relevant learning outcomes, assessment criteria and verification requirements for the learners’ target unit(s).

Support learners with different needs to collect, organise and present theoretical and performance evidence to meet the requirements of the target unit(s).

Explain how a consistent approach is achieved by the assessment team within the processes of quality assurance.

Judge the reliability, validity, authenticity, currency, relevance and sufficiency of a range of evidence presented by a learner to meet the learning outcomes of the target unit(s).

Provide clear and constructive feedback to learners who have not satisfied the learning outcomes of the target unit(s), identifying the additional evidence required.

Maintain records for assessment and verification purposes.

Evaluate own, learner and the assessment team experiences of applying the recognition process.

Identify improvements to practice.