RARPA

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RARPA

• Recognising and Recording
• Progress and Achievement
• in non-accredited learning

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The staged process has been designed to
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
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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.
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The RARPA staged process comprises five elements

• Aims appropriate to an individual learner or
  groups of learners
• Initial assessment to establish the learners
  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.

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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

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Initial Assessment

• 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

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Individual Challenging Goals

• 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.

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Formative Assessment and Feedback Evidence

• 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

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Summative Assessment

• Learners self assessment
• Tutor assessment
• Peer reviews
• Group reviews
• Joint reviews
• Learner satisfaction outcomes
• Other information that can be collected

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Quality Assurance

• Learners outcomes
• End of programme/activity review
• Self Assessment
• Quality improvement actions
• The common inspection framework
• Inspection

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RARPA mapped to the CIF
Aims appropriate to an individual learner or groups of learners (clearly stated learning aims) 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?
Initial assessment to establish the learners starting point KQ1 How well do learners achieve? KQ2 How effective are teaching, training and assessment? 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? 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?
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? 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?
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• Diolch