PEARL Personal Employability Achievement and Reflection for Learning

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PEARL Personal Employability
Achievement and Reflection for Learning
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What is PEARL.

• PEARL is the first national performance-based
  assessment framework system that allows personal,
  social, behavioural and employability skills and
  abilities to be measured, progressed, validated
  and rewarded.

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The PEARL Programme is accredited by The Graded
Qualifications Alliance (GQAL)

• (GQAL) is an examination board that has been
  established to award graded qualifications to
  learners of all ages and experience, who can
  demonstrate successful performance in a range of
  activities.
• GQAL is a partnership between The Manchester
  College, Exeter University and The The British
  Theatre and Dance Association.

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PEARL

• The PEARL programme consists of two
  standalone units
• Social and Personal Development.
• Organisational and Creative Development.
• Each unit has five core constructs covering the
  full range of personal and employability skills.

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PEARL Personal and Social Development unit.

• The Personal and Social Development unit has
  been designed to measure
• personal, social, emotional and behavioural
  skills.
• The five core constructs for assessment are
• Social Skills.
• Self Awareness.
• Empathy.
• Managing feelings.
• Motivation.
• Research shows that excellent performance in
  these skills is highly valued by employers,
  Further and Higher Education institutions, Local
  communities families and individuals.

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PEARLOrganisational and Creative development
unit.

• The Organisational and Creative Development
  unit has been designed to measure more specific
  work related skills.
• The five core constructs for assessment are
• Time management.
• Problem solving.
• Planning.
• Managing Change.
• Research.
• At present this unit is at the pilot stage.

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PEARL Focuses on Positive
Behaviour.Collaborative Learning.Social
Inclusion.
Employability SkillsCitizenship.

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The PSD assessment framework consists of a full
description of desirable behaviours and
characteristics for each of the following
constructs

• Self Awareness
• Social Skills
• Managing Feelings
• Empathy
• Motivation

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Characteristics.

• The characteristics have been determined by the
  community of practitioners.
• The emphasis is on PERFORMANCE.
• The assessment framework is based on ability not
  age.

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Examples of Social skills characteristics.

• The characteristics are not learning outcomes but
  rather a guide and signposts to the grade the
  candidate is operating at.

• I make others feel welcome.
• I express my opinion.
• I play different roles within a team.
• I give constructive verbal feedback to my
  colleagues and peers.
• I ensure that people feel involved and valued.
• I manage conflicts.

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Examples of Self Awareness.

• The characteristics are not learning outcomes but
  rather a guide and signposts to the grade the
  candidate is operating at.
• I understand my own feelings and the Impact they
  can have on others.
• I understand my own personality, preferences and
  abilities.
• I know my own strengths and areas for
  improvement.

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Examples of managing feelings.

• The characteristics are not learning
  outcomes but rather a guide and signposts to the
  grade the candidate is operating at.
• I think before I act.
• I talk about and share feelings.
• I am able to recognise and cope with difficult
  feelings.

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Examples of motivation

• The characteristics are not learning outcomes but
  rather a guide and signposts to the grade the
  candidate is operating at.
• I understand what long term and short term goals
  are.
• I can set SMART Targets.
• I take personal responsibility for my own
  development.

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Examples of Empathy.

• The characteristics are not learning outcomes but
  rather a guide and signposts to the grade the
  candidate is operating at.
• I understand someones point of view without
  judgement.
• I recognise how people are feeling in various
  situations.
• I convey understanding to others.
• I am co-operative and have a warm approach to
  others.

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Observations/Assessments of learners.

• The framework enables qualified assessors to
  observe and assess learners on how they perform
  or show these skills in any given situation.
• The various personal and Social capabilities of
  the learner are then measured or assessed against
  the framework levels (Grades).

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The Grades.

• Each learner is graded on a scale from B-8
• Lower Grades (B-2)
• Medium Grades (3-5)
• High Grades (6-8)

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Grade Descriptors/Characteristics.

• There is a full description of desirable
  behaviours and characteristics within each of the
  grades in the framework content of expectations.
• The framework is then used to inform judgements
  made by the assessors to attribute a grade or
  level of attainment.