RARPA
Recognising and Recording Progress and Achievement in non accredited learning
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What is RARPA?
What is RARPA?
RARPA (Recognising and Recording Progress and Achievement) is about checking students are learning at each stage of the course:
At the start of the course - to find out their previous knowledge or experience in the subject, and their motivation for coming so we can adjust our planning.
During the course - to find out how they are progressing and to give developmental support and feedback
At the end of the course - to check they have achieved what they hoped for and give advice on what to do next.
Evidencing RARPA
We are required by our funders to provide evidence we have completed these stages on courses where there is no exam or assessed coursework.
What RARPA records should I keep for each course?
What RARPA records should I keep for each course?
As you will have noticed, RARPA is simply about good practice in learning and teaching. We/students need to keep the following evidence of what we do.
1 Evidence from students of their starting points and final achievement
1 Evidence from students of their starting points and final achievement
The Individual Record of Learning (IRL) (parts 1 and 2) is completed by students at the start and end of the course . It provides evidence that you have asked your students for their previous experience and personal goals, and that they have self assessed their achievements and challenges at the end of the course.
Some departments use a more detailed Individual Learning Plan (ILP); others have developed a special version of the IRL for their subject area. So check with your department which is the right form for you.
Go here for further guidance on how to share the standard IRL through Google Classroom.
You may use alternatives or additions to the IRL eg a test/quiz, or asking students why they have come to the course, and taking notes.
Individual Record of Learning (Word).docxGroup Profile and Initial Assessment template 2122.doc2 Group profile and initial assessment record
2 Group profile and initial assessment record
This is a summary by you of each student's starting points. It shows you have reviewed your learners' neeeds and considered how this will impact on your teaching.
(If you share your IRL as a quiz with learners through Google Classroom, Google will create a group profile for you.)
Complete the third column for any student with particular needs (e.g. a disability).
Your department may use a different version to this.
3. Record of your learners' achievement on ebs ontrack
3. Record of your learners' achievement on ebs ontrack
At the end of the course, confirm on our database that your students have achieved the learning outcomes. Use the link here to find out how.
Checking learner progress throughout the course
Checking learner progress throughout the course
Class visitors will discuss progress with learners and tutors.
It's also useful keep any records of how your students are progressing. These can be very informal - e.g. notes on lesson plans about any adjustments for individuals, post it notes.
For courses of over a term you need to keep records of learner progress/self assessment by learners. This may be through an ILP or tutorial reviews. .
What evidence do I need to provide when I am moderated?
What evidence do I need to provide when I am moderated?
Once every two years or so, your department will ask you for your RARPA records and some extra evidence.
In addition to the above you will be asked to provide the following:
4. How have you adjusted your course for this group?
4. How have you adjusted your course for this group?
You may show this through your scheme of work/lesson plans, or you might write reflection on what you have done. Adjustments may be small e.g. pacing, small content adjustments.
Photo by Eunice De Guzman on Unsplash
6. Evidence of progress and achievement for two students
6. Evidence of progress and achievement for two students
When you are moderated, we ask you to provide evidence of the progress and achievement of two students - a stronger one and a weaker one.
If students produce work - e.g. a drawing, painting, piece of craft or piece of writing, - we will ask you to send us a picture or the writing, together with the feedback you gave your students and a comment on how they have improved and how well they have met the learning outcomes.
If your students don't produce anything tangible (eg on a theory/discussion based course) we will ask you to write a reflection on how those students have progressed and achieved.
5. Have you given your learners advice on what to do next?
5. Have you given your learners advice on what to do next?
This might be on your scheme of work or lesson plans, or a leaflet you use, or a reflection on how you have informed students.
*image with thanks from https://englishclassviaskype.com/how-to-give-advice-in-english/
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